SPUSD Board Meeting 02/11/26

001Good evening. I'm calling us to session at 5.01. Is there any public comment for closed session? Okay. Hearing none, we'll adjourn to closed session at 5.01. We are reconvening from closed session at 6.10, I believe. Yes. Roll call. Trustee Gonzalez? Present. Trustee Magana is absent today. Trustee Torres? Present. All right. Trustee Frutos? Here. Trustee Kumazawa? Here. Trustee Arroyo? Here. Trustee Ramos? Here. Trustee Sandoval? Present. We have a few items to report out from closed session. During closed session, the board voted unanimously to terminate employment of employee ID 7249. Motion was made by Trustee Kumazawa with a second by Trustee Ramos. Voted 5-0. For expulsion case 2025.08. all right during closed session the board voted to expel the remainder of the 2526 school year and one semester of the 2627 school year the motion was made

002by trustee kumazawa with the second by trustee ramos with the 3-2 vote expulsion case 2025-09 the during closed session the board voted to expel the remainder remainder of the 2526 school year and one semester of the 2627 school year The motion was made by trustee Ramos with a second by trustee Sandoval with a vote of 4 1. And in the expulsion case, oh, I think I got those numbers wrong. Because that is 9. Yeah. Sorry. Yeah. I'm sorry. I got these mixed up for. I'll restate them all for the record. Right? So, for 20. 25. 07. The expulsion was for the remainder of this school year and one semester of the next. Motion was made by Frutos with a second by Ramos. And that vote was, excuse me, it was a motion by Kumazawa with

003a second by Ramos. The vote was 3-2. Got these papers mixed up. Oh, 2025-08. was an expulsion for the remainder of this year and the first semester of next. Motion was by Ramos with a second by Sandoval for one. And for 2025-09, the board voted to expel for the remainder of this year only. The motion was made by Trustee Frutos with a second by Trustee Ramos. It was a 5-0 vote. Excuse me for mixing up those numbers. All right. Can we stand for the Pledge of Allegiance? All right. Approval of the agenda. Do I hear a motion to approve? So moved. I'll second. Any discussion? Hearing none, we'll move to a vote. All those in favor, say aye. Aye. Opposed? All right. Motion passes. Student Board Member reports. Trustee Gonzalez. Thank you. Tonight, I'll begin

004my report with the Blanchard Academy of Visual Arts. Blanchard is celebrating Kindness Month this month and rewarding students for being kind with a principal's recess next week. Also, they are hosting a family lunch and a Valentine's dance on Friday. For Glen City, today their students visited the Phantom Works Lab at the Naval Base alongside Dr. Ramon Flores, Mia Rogers, the STEAM TOSA, and Site Administration. They are preparing for their upcoming kindergarten roundup on Wednesday, February 18th, 1245 through 4 p.m. in the cafeteria. Attendance is mandatory for TK through kinder students. They also look forward to their reclassification celebration this Friday, February 13th from 6 to 8 p.m. at the Santa Paula Community Center, where they will honor their students and families. They are excited to celebrate their Sea Perch students on Tuesday, February 24th from

0056 to 7.30 p.m. at VCOE. Dr. Ramon Flores, along with several distinguished community partners and guests, will join us as they recognize students from Glen City, Isabel Middle School, and Santa Paula High School. Next Wednesday, they'll be hosting their first grade family lunch, and Ms. Mia Rogers has launched their STEAM family lunch, coordinating grade-level activities and providing families the opportunity to visit and engage with their students during lunch. For Santa Paula High School Athletics, boys water polo defeated Roosevelt High School 14-11 in the first round of the CIFSS Division IV playoffs on February 5, 2026. Boys Soccer hosts Carpinteria tonight at 5 p.m. in the first round of the CIFSS Division 4 playoffs. Boys Basketball travels to Corona tonight for a 7 p.m. tip-off in the first round of the CIFSS Division 4 playoffs. Girls

006Soccer will host Charter Oaks on Thursday at 5 p.m. And Girls Basketball will travel to Culver City on Thursday at 7 p.m. Looking ahead for the spring sports boys basketball opens the season next to Monday the JV team will host hearts at Tom Moore Field while the varsity team Travels to heart both games are scheduled for 3 p.m. And girls varsity softball hosts faith baptist you have the host faith baptist on Tuesday at 3 30 p.m Finally, for Isbell, their winter sports are kicking off. The Isbell and girls' basketball season comes to an end. Girls had four wins this season. The boys made the playoffs but lost on February 10th. Isbell also sent their anti-vape club and ASB students to their two-pig conference at VCOE. Let's see, what else? The Parent Academy, Isbell hosted their

007Parent Academy Wednesday, January 21st. And finally, Isabel also is celebrating Kindness Week. Tuesday was their pipe cleaner flowers for their friends and loved ones. Wednesday was kindness cards and kindness bands. Thursday was decorating a rock for the rock in your life. And Friday was writing valentines for vet card day. That is all I have to report. All right, trusty Taurus. Good evening, starting off with Grace Thill. Grace Thill is currently celebrating Kindness Month by participating in fun lunchtime activities meant to promote kindness, connection, and community. This Friday, Thill invites parents to join them for their Craft and Chat Parent Workshop. Lastly, they also ask that you join them for their next ELAC meeting Friday, February 20th at 8.15 a.m. and their TK Kinder Roundup Tuesday, February 24th at 1 p.m. Moving on, McKevitt began Kindness

008and Friendship Month with fun activities like a kindness booth, raffles, and a compliment circle. They will be giving out awards next week. Lastly, Renaissance High School welcomed a guest speaker, Coach Al, and have officially launched our senior outreach plan. Lastly, we had the Ventura Office of Education Wellness Team visit and engage with students, reinforcing the importance of mental health. That is all I have for you guys. All right, committee updates. Trustee Frutos. All right, so I did attend the Ventura County School Board Association, I guess our second event of the year. That was on Monday the 2nd. happy belated birthday by the way there dr sandoval um and it was a good event it was a it was about uh school board evaluations and superintendent evaluations uh and without a doubt my my takeaway is

009you know we know we're doing good work in terms of as a as a committee as a as a school board um but we always need help we always need that kind of support in helping us you know, identify our own priorities and goals as a committee and, you know, kind of helping us get to those goals and supporting our staff to help meet those goals. So we know we have some work, but we also feel like, okay, well, I feel like we're also on the right path. So, and that's all I have as far as committee updates. Trustee Kumazawa. No updates, thank you. Don't want to talk about the budget meeting? Okay, Trustee Royals passing. Trustee Ramos. Yeah, I attended the VCOE evaluations dinner regarding superintendents and boards. I learned a lot from being

010in a seat with different school board trustees from Wainimi School District, now Rio, and just a lot of good takeaways. You know, echoing my fellow trustees' words, Trustee Fruto said it best, you know, we're doing good work here, but we can always use a little more support to continue that work. Okay. I also went to VCSBA. Did we say what it was about? It was about superintendent evaluations and board evaluations. So working with Mr. Weinstein and getting that going for us. Also, since last meeting, I did attend our CSBA's board of directors meeting. It was a retreat. While there, we learned more about the Closing the Achievement Gap initiative that CSBA is taking on, and there's going to be some legislation coming up. So we can't say what that will be at this point, but

011looking forward to sharing that. out. Did have a quick little budget meeting, so got a little bit of updates, but not too, too much to report there. And finally, I guess I can say this is kind of a committee, right? We had a meeting about our partnership dinner in the fall. Mark your dates now. Thursday, October the 8th is, you know, what we've tentatively settled on. So always looking forward to that. All right. Are there any public comments? Okay. All right. I will read that comment on item 6B. Okay. Presentations. Intervention strategies. Team, come on up. good evening board superintendent intendent i don't know what that word was superintendent weinstein um audience here and at home on behalf of director guerra we tonight will be presenting on the strategic academic interventions being implemented to support

012struggling students at isbell middle school and santa paul high school principals jenkins and guzman are here to report on some current programs outcomes and next steps at their respective school sites principal jenkins come on down good evening everyone good evening board members superintendent weinstein how's everybody doing tonight Pretty good. All right. That's good. Thank you for inviting me to speak and join Principal Guzman on letting you know some of the things that I think are pretty amazing at Isbell this year. To begin, I would speak to our SOAR program, Support Outreach Achievement Relationships. SOAR is basically a program, an intervention program designed to provide support through structured environment where students can focus on missing assignments, coursework. They can retake assessments and such and that impacts their grades. SOAR is offered through to seventh graders, eighth

013graders, both during lunch periods. We go and pick them up. We get lunch for them and we take them to the classroom. So we make it kind of easy for them. Each grade level, there's also a SOAR intervention for our emergent bilinguals. that's taught by our eld teachers and that's focused on reclassification soar advisors are certificated personnel and their duties are that they meet with the students individually to assess their needs and offer instructional support they collaborate with students with their teachers to gain a deeper understanding of their needs conduct weekly grade checks with the students communicate with parents and site administration regarding progress and they also maintain a updated records for academic progress it's in a spreadsheet that we can see on a regular basis in order to get into SOAR there's a couple

014criteria one student with a below 2.0 GPA at the grading period second it's the students who are in danger of not promoting to high school and meeting those requirements which are 2.0 overall or minimum D average in language arts and mathematics students remain in SOAR for the quarter or longer if necessary in order to exit SOAR You need to show a trend of above 2.0 over the course of two weeks. A C or better grades in language arts and mathematics. Students receive a SOAR card at the end with initiatives once they promote out of the program. So they'll get front of the line pass for lunch, extra slice of pizza on pizza day, things like that. And then for the next couple of weeks, we also do a check and follow after they exit the

015SOAR program just to make sure they don't fall back behind. Next is a relatively new program that we started just this quarter, third quarter. It's grading for equity. Mathematics is going through this. They're piloting it. It's a 90% assessment, 10% classwork model. This started from our partnership with the on track folks, which is a three year initiative that is Bell and Santa Paula High School is involved in. We're both in year two right now. The 9010 model was first proposed during year one, and Isbell slowly moved in that direction, increasing assessment percentages over time. And then we decided during at the beginning of third quarter that we would go ahead and pilot it for the rest of the school year and doing the 9010. Completed work. So we identify like the priority and the essential

016standards first and then identify where those were abundant and then where they were lacking in the curriculum. And then we created a common, well, we meaning the math team, created a formative and summative assessments that are common and they also align with the CASP questioning format so that the first time the students are seeing that format is not when they're taking the CASP test. The rationale for the shift was really that students were not really achieving the grade level standards due to a hyper focus on their classwork and their homework. And to their own admission, a lot of times they would just copy from their friends, they would use apps, Google the answers, use AI, things like that so they can get the stuff turned in and get the points. But they weren't really mastering

017the content. So we shifted, made it the 90-10, embedded reteaching, so they have up to two weeks to retake the test, and it's real-time feedback immediately, and the teachers will reteach the concepts as they're taking those tests and not putting so much focus on the classwork and the homework. And so far, I should note that it has led to a decrease in SOAR referrals for math. So far some of the feedback that we're getting from this program or from this shift is an ability to provide immediate feedback of mastery. The teachers really dig that. The assessments are input into performance matters allowing real-time results and the anecdotal student response so far has been overwhelmingly positive. They actually like the fact they're not having to spend so much time on their homework and spending time on

018trying to come up with fancy ways to get it completed and turned in they actually like being able just to learn the content and then do the assessment and then know right away whether or not they're getting it students have more time to process information with the reduced workload. Assignment completion again is no longer the focus. Time to reteach and retake assessments again up to two weeks. Students are more engaged learning to understand versus learning to earn points and test taking skills we're noticing are improving as well. As far as mastery, student grades should reflect what they know versus how much work they have completed. Grades have improved. The D.F. rate has decreased by 6% so far this quarter. And research shows that this should translate to a better performance to cast. So fingers crossed.

019Beyond that, we also offer after school tutoring Tuesday, Wednesday, Thursday in math, language arts and history. Although we don't have a science tutor. Students do show up to tutoring and work on their science. I've seen them and the teachers are great and they try their best to help them get through it. Typically, it's just them getting their assignments done, homework, to be honest. We also offer Saturday school. All students are welcome to attend. You don't have to get the formal invite for... reasons if you want to come and get some extra work all you got to do is sign up and let us know and we'll get you into a classroom beyond that mr. Hicks also meets with every student who is in danger of not promoting every three weeks calls a man individually goes

020over their assignments their grades tells them what they need to do to get the grades up and then also there's a parent contact tied to that Other than that, pass it off to Principal Guzman. Good afternoon, members of the board, community out there watching this presentation. Thank you for having us. I'm here representing Santa Paula High School and just provides, it's a brief overview of our multi-tier systems of support. With me, I did bring my team. I have Dr. Fabula and Mr. Adam Gratt. and also not available today. She's at a conference. I think it's on track Sacramento's Dr. Oliva who's probably tuned in. So this is again, my team extensive. Again, we offer supports, a lot of work that goes in, but part of that before I move, I do wanna acknowledge some good

021work of where we stand. For example, Santa Paula High School, 85% of our student body is at a 2.0 GPA or higher. Right. And more so over, we have approximately 60 percent of our students had a 3.0, which is on a roll or above of a 3.0 or higher. And last but not least, 27 percent of our student body, 4.0 GPA. So that's kind of a snapshot of where we're at at the end of the first semester. Right. So I think when we're talking about interventions and supports, let's talk about those 15 percent students who are not at a 2.0. Right. What are we doing for them? So a few things, some universal. These are tier ones, but we would consider tier one strategies. We offer this to everybody. This is free. It's available. For

022example, for academics, tutoring. Just like our sister school, Isbell, they have tutoring. We also have tutoring. We offer that three days a week. It's before and after school. So much so, and all the things I'm gonna talk about, community members, just know that every piece comes with its own piece of data, right? Metrics is the word, right? So I don't have that data, but we can do that at a later position if needed. But nevertheless, we do have tutoring. And in there, we also included avid tutors that attend. And we've expanded our tutoring to, we're trying to boost numbers. And we also rolled out. a new referral process this year with the help of also of our Tosa and Dr. Fabula. So one of the tier one systems for academics is tutoring. We also offer

023Saturday school. We've been doing this forever. We're running steady at about low 100s. It's a little down from the previous years. We were averaging about 150, but nevertheless, every Saturday, including holiday weekends, that continues. And that is offered in two ways. Attendance-based. mandatory, a little punitive, but it's also tutoring, voluntary and optional. And so we've also expanded on that into breakout sessions. That was a recommendation from our school site council. So that has expanded. We also have grade level academic counseling presentations. Objective is for all of our counselors to get out to all the grade levels and essentially kind of go over graduation requirements and A through G and kind of getting them ready and demonstrate what we offer as a school. We also offer individual academic counseling and student parent meetings. That could be

024parent-led, student-led, counseling-led, or teacher-led, in which they can request this on as needed. Our counselors also quarterly pull grades and pull students in to address needs academically. And last but not least, we also have homeroom presentations that... We do every day. We have the homeroom themes. For example, Thursdays is what we call forward-thinking college and career. We offer supports. Mondays, we have Motivate Monday. Tuesdays, we have Tips for Success. Wellness is Wellness Wednesdays, highlighting their college and career. Thursday, forward-thinking. And then, obviously, Friday is our Fun Friday. So this is academic tier one offer to everybody. This is what all students get who come to Santa Paula. Social-emotional supports. We do have, obviously, our student agendas offer supports with resources in there. There's tabs where they can go on there and get supports, not just

025local site, but also outside. As you guys know, Santa Paula High School, we have a wellness center that's open to students at any time throughout the school day. And we also have homeroom presentations focusing on social-emotional, which we call, again, wellness. Wednesdays. Counseling conferences with students and or parents, again, social, emotional, that's a request on the parents or the students, or it could be by request of a teacher. So again, universal. And then for attendance, a lot of work is done by our outreach coordinator, Dr. Zamalipa, but we do send out ParentSquare anytime a student is in unexcused absence, they get the ParentSquare message. Check-ins with the attendance staff, they get pulled in to review attendance. uh there are postcards that are sent out uh weekly uh again on behalf of our outreach coordinator and

026we do have incentives and recognition programs uh five star redemption points and outreach coordinator reaching out for example we're doing i think we're honoring 70 students with perfect attendance at our next rally so we do that and not to mention a monthly newsletters again this is our tier one universal supports as they apply to all students now we start to go a little deeper we're going to get into our tier 2 supports i'm going to have mr adam gratt walk us through a little bit of some of what we offer at santa paul high school for tier 2 our targeted supports mr gratt So in regards to our tier two supports for academic, we do have parent conferences that we put on throughout the school year. We also have one-on-one conferences with the students. And

027then we also will have student study teams, so our SSTs, where the counselors, along with administration, meet with the student and parent and discuss how can we support the students more to make sure that they are successful in high school. For those students that might be a little bit behind in credits, we do have our with our credit recovery planning and then also our cyber high that helps support some of those kids that are just a little bit off as far as credit deficient and we can help support them to get caught up. The tuning referrals are coming in so that way we can help support them. Any students that might be struggling for whatever reasons, we do refer them to the counselors to check in with them. Our intervention teams that we've had, we

028had them last year and then this year we have them again for ninth grade for our quarter two to work with our struggling freshmen. Our SEL supports, obviously our counselors are constantly meeting with students and supporting them along with meeting with the parents to discuss different ways that can help support them. The counselors are also checking in with students sporadically to make sure that they are staying up with their grades and if they need any additional support. We do have our VCBH screening to help identify any students that might need that extra outside support as well. And then we also collaborate with our outside agencies to kind of help. give them a wraparound support system to help support them in every way possible, not just academic and social, but also just any supports they need.

029Attendance-wise, we do have our SART meetings that is conducted by Dr. Favola and Dr. Z to help bring them in to help support them and make sure that look at their attendance and what they can do to help make sure that they are successful as well. And then obviously the home visits, Dr. Z does do home visits to check in with them to make sure that everything's okay. And if there's any additional supports that they might need from us there. And then of course our counselor meetings, we are continuously having counselor meetings that will help make sure that attendance is a priority and make sure that we support our kids. That's tier two. Now I'll pass it on to Dr. Bevel. Good evening. As Mr. Guzman and Mr. Gratt explained, tier one and tier two

030supports are available to all of our students. I want to share what supports are available despite. students not if students aren't able to access despite tier one and tier two supports these are things that we do for our students to help them access their learning and be well mentally students that struggle academically sometimes they need to be assessed for special ed sometimes they already have an iep and so what we do is we make sure that we're giving them a higher level of support academically if they don't qualify for a iep or they are not at a space where they need an iep we look at to see if they qualify for a 504. this year as mr gratt shared our tier ones tier two support was for our ninth graders at the end of

031the semester we then added a tier three support which is now called our ninth grade transition intervention class which mr guzman will talk about Incoming ninth graders that they all took a math assessment at Isbell, if they scored in a certain area where they were lacking math foundational skills, they were placed in a math lab as an elective. For our newcomers and LTELs, we have an expanding English class, which is an A through G class, and it's offered for any newcomer 9 through 12 or 9th grade LTELs. And then again, students with IEPs, the least restrictive environment would be general education with special ed support. So we have many core classes that are co-taught with a general ed teacher and a special ed teacher. as mr gratt said at tier two we do talk to

032students about deficits with the credits a tier one support now is cyber high as part of your day right so you take a cyber high class to recover credits and if the students are very behind or very deficient then we do refer to renaissance because it's an opportunity to accelerate their credits Some of our social emotional supports include community agency referrals. We have site mental health counselors. We do a lot of crisis assessment on the day to day if a student comes to school or during the school day needs to be evaluated. After a student is hospitalized, we do reentry meetings. After a student is suspended, we do reentry meetings. And we also conduct or counselors do crisis stabilization. And then attendance for whom student, attendance is also a barrier for students. If the SART

033doesn't get them coming, then we send them to SARB. And SARB isn't meant to be punitive. It's another way to look for what is the root cause of your not coming to school. And then we talk, and it's another committee of outside people trying to talk to the family, how else can we support you? at the site dr z and i follow up with any student that's referred to sarb sometimes when they come back for the second meeting it's a celebration and we're not going to see you again we'll take you back to the site and unfortunately sometimes there are more punitive consequences and dr z also conducts home visits at that time as well thank you dr fabula so Going into our ninth grade summer academy students, board members, if you guys recall, we'd

034had a summer academy where our students went to our summer academy and then they rolled out into the high school. On the receiving end, Santa Paula High School, we rolled out our intensive intervention teams at the end of quarter one. The criteria for that was any students who participated in the summer algebra academy. or who demonstrated three or more D's or F's at the end of their fourth quarter grades. At the end of eighth grade, they were put on part of this intensive intervention teams. So the way that broke down, it was a one to eight teachers to student ratio, which is pretty good. And our goal was essentially to get connect and re-engage with our students. That was rolled out. Intensive intervention team was outside of the school day. So the outcome of that

035after the end of the second quarter is we noticed some progress, but not significant depending on how you want to measure that. It was a 9% improvement or decrease in D's and F's. We noted that attendance issues still continue to be an issue. The disengagement was still there and mental health concerns were still a thing. Going back to the summer, there were a sentence made to our students who participated in Summer Algebra Academy. Some accepted, some did not. To start the second semester, we went back again to offer some services and we did get three students that took the offer based on those assessments from the summer. So that's also a win. This January, based on the results, we did a pivot. of that and what we did was we realized that a lot of

036students weren't coming, they're not coming before school and they're not staying after school. Right. So what we pivoted to is we rolled back and went back. If you guys recall, we used to offer ninth grade transitions. And this year we were able to get Mr. Zuniga and Mr. Castanero were offered a period one and six to where the students are going to get embedded support within their school day. Outside if they if they're SPED students and they have if they have a direct studies already built into the schedule. So now we have these students, our focus students within their day, they get elective credit. It's a pass fail. And our objective for this again is to provide in-school support during the day, as opposed to outside of the school day. And we're measuring that. They're

037working very closely with our TOSA, Ms. McPherson who provides teacher support daily and also just in time support if needed in the classroom. So, That's kind of what we have so going forward Where are we going with this? We do have next steps as a parent, we're bringing in parents. Part of this plan is getting the parents involved. We do have a plan to meet with our parents specific for our classes, direct the studies class coming up within the next couple of weeks to outline just kind of parent connect, parent square, and also counseling supports and services and go over requirements. We continue doing home visits. And in May of this year, we'll again revisit by identifying our non-promoting eighth grade students with three or more DSRFs in preparation for the summer. So in a

038nutshell, that's kind of what we have in terms of our MTSS systems at Santa Paula High School. At this point, I'd hope Dr. Jenkins, come on up. Any questions for myself or Bell Middle School? Board members? I do have a question for Dr. Jenkins. I'm curious for the 90-10 system that you guys are rolling out. I know you may not have the answer with you right now. What are some of the accommodations that we're providing to students with IEPs? Because I do understand as somebody who formerly had an IEP, testing was really hard. So when I go into a class with a heavy weight on testing, well, my grades can begin to slip. And I don't necessarily expect you to have the answer on you. An email would do. But what are we doing that

039will that helps that accommodate students with IEPs when we're ruling out this new system? So I do actually have the answer. So with the accommodations for the IEP, the IEP takes precedence. So whatever their accommodations are, they stand within the accommodations. It doesn't say. It doesn't speak to grade, but if they have like a certain amount of extra test taking beyond the normal, then they get that extra time to test take. If they need to test in a smaller environment, they get to test in a smaller environment. So whatever that particular student's IEP states for that accommodation, they still receive those accommodations. And notes, same thing. If they get notes for taking tests, they still get to take notes for taking tests. Thank you. Sorry, Dr. Jenkins, I have a question for you. This 90-10

040model is so exciting for me to hear, but at the same time, what have been the parental misconceptions of this model? Have you heard reactions such as, you know, the assessment might be a bit too heavy on my child, or how has your staff navigated this new model in terms of the community's reaction? So the only reaction we had at the beginning was we were... I think we were giving them too long of a period to retake the test. There was no window, and that's when we went ahead and revisited it and then went down to two weeks because there were some students who were stressing over the fact that they were still trying to take a test three weeks later, and the rest of the class was trying to move on. So now it's

041been down to two weeks, and that seems to be working. I just got a fundamental question on it. Why is it better? Why is it better? the 9010 model like as opposed to focusing so so it used to be weighted differently so classwork if you turn in a whole lot of classwork or homework then your grade would be higher but you're not necessarily mastering the math because they're just and the students admitted this to us they were just looking it up online or copying their friend or using ai to finish their homework in order to get the points in order to get the grade so they shifted the weight to weigh heavily on the assessment because they're taking the assessment in class and then they're getting real-time feedback on whether or not they know it

042and then the teacher will reteach the concept so does that mean that there's more as more frequency in assessments as well um or i said it's like it's because it would seem that that would make a better it is because they're all they're almost assessing daily because they also do exit tickets. So the assessment piece is pretty ongoing and they're constantly using that feedback in order to guide the next instruction. And the terminology to that would be a common formative assessment. Common formative assessment. Yeah. And again, it makes sense because it speaks to the instructor on whether they go forward with the lesson or not. So I am intrigued with the 90-10. I think that's like the model because what it does lend, it's more equity-based. It's supporting students where they need to be supported.

043I appreciate that. um so my next question is to our intervention team at the high school um thank you dr jenkins appreciate your time um so i'm really i'm really interested in hearing a little more about the tier three uh the intensive intervention primarily because i know that we were presented at one point uh about bringing in um an agency to do some work with intensive work with some of our students and we know they're needed there's no question about it we don't have a magic wand but but on this i like the plan um i'm a real advocate for for home visits uh bringing in the parents and if you can't bring them in go meet them where they're at what kind of data do you have at this point that suggests that we're

044making and moving the meat the needle when it comes to uh home visits i mean i know it changes regularly but are you saying that we are making regular home visits For home visits that that's being done by dr. Alfonso's on my IBA He's out there and making efforts to try to get the kids to come back in terms of data Whether coming I don't have it off the top of my head. Mr. Fruto and that's okay because I realize that's gonna be an evolving Information there so that's fine. But just the fact that it's happening is reassuring to me so i do want to point out too one thing that's not here one of the biggest interventions i think we have going on not just santa paula high school but even at isbell is

045the amount of activities extracurricular athletics of where we're at uh santa paula high school for us for this year we rolled out uh our esports this year girls flag football this year and we're rolling out boys volleyball next year so the amount of students that we service there in terms of intervention doing uh academically excelling is we have over 750 almost 800 students participating in these extracurricular this is not to take away from our clubs and all those activities to keep kids connected and engaged and that goes for both sites i know there's been expansion at the middle school with our sports as well and us building that connecting that and also going with the city so No, and that's important to point out because, I mean, what do we know about intervention models? It's

046the top of the pyramid, the 5% of the kids that just suck up all the energy and a lot of the resources. So I wanted to circle back to also the Tier 3 intervention and mental health services because I know that that's kind of been a big discussion on this diocese, you know, with my trustees here. do you feel like we're making positive gains when it comes to mental health referrals uh that there was a once a discussion that we weren't having enough but i don't know and that's kind of where i'm at um what are your thoughts on the mental health that's a good question um when i first came uh principal there was a lot of meetings with our community organizations and groups specific to that subject that you just mentioned we have

047done a lot of work and that by that i mean we as with our district uh for mental health uh there's been a lot of additional resources supports added that we've never had before part of that required us to reinvent and come up with description of how we're going to do it. The last couple of years, there's been a lot of work done, big lead by Dr. Santa Maria in creating our continuum of services. What does it look like? Because before we get these resources, it's kind of, well, what's the steps? What are the proper steps? So we've done work in that the last year, and this year we refined it. And part of the work that I have as a principal is educating my team, my teachers, and my staff. making sure that we

048all understand what it is. If something happens in the classroom, what do I do? What are my steps? Where do I go? So I think the last two years has been a lot of work done, not just by my side, but also a collaboration partnership with our district, aligning it and defining it. And then just one final comment. Again, this goes to the hard work and the credit to what was done this past summer with the PASS program. I thought that was such an excellent model because what it opened itself to be was a model that could be transformed into something else. You know, you start with something with the base, and I thought you guys did a great job with working with those incoming freshmen. um but i know that seemed there seemed to

049have been a break in services so i just want to continue to to to sing your praises on that with your whole team that put that together and um and and i mean whatever we can do to to support you on that end um so yeah just again thank you for for your your time and we know that the hard work is there we're not going to get them all but you know, we just expelled three students today and I think you're fully aware and that's hard to do. We absolutely don't like doing it because we wanna make sure what can we do to continue to support them and catch them and give them the safety net so that our students are not falling behind. But I do wanna say thank you to our team

050for all the hard efforts and let's keep working, right? Adelante. Absolutely, thank you, Mr. Versus. Just know that we look forward to examining data. What does it show? Is this working? Is it not? What can we do? Make pivots. And so we're excited to see what half the math lab, what does that data show? What does this class, this intervention class that we're offering, what does that show? So we'll continue doing that and adjusting according to the needs of our students. I've got a couple things. First is, you know, how do you identify students that may need Tier 2? You know, when, because where I'm trying to get at, right, with both of the comments I'm going to make is how are we being proactive, right? Like the success academy was for kids who. we

051had already, right, at whatever level failed, right? And so, you know, it's so much harder to try to get them back up to speed once they've gone, you know, to a point where they shouldn't even leave eighth grade, right? So for me, you know, knowing that we have... systems of identification of kids that are like okay they're not trending in the right direction like that's hugely important I don't know if I see that in this but if I if it if it's there like if can you speak to that when we get to a tier two type of targeted support it's a response to something drew attention to us it we were at Cape whether it's a counseling check-in or a grade check or something happened that led us to uh to this level it's

052usually around the quarter one when our counselors are we get grades and we get the data and then what's going on here that leads us to maybe we need a parent conference some of these uh if it's something where it's discipline a student acting out it leads to the discussions parent conferences uh one-on-one conference with the student and then anytime students brought in it leads to uh what are you involved in activities and academic review And this is how we catch a lot of them. Some of them could be teacher-led, counselor-led, administrative, disciplinary-based. But at Target 2, it usually comes to us by way of either a grading period and or something happened within the classroom where what's happening here. And we do a review of the student's background and that. And certainly when, you

053know, there's an episode, like an acute episode, sure, right, that makes sense. You know, one of the things that I would hope, right, that we do is, you know, when we see someone who was, say, a 3-0. going to a 225, right? That's still above that threshold. We put them in the, yeah, look at this is doing great, right? But they're not, right? They're trending downwards. You know, the trend is often more important than the absolute number, you know? So I just want to encourage you guys to think about, okay, well, what else can we be doing, right? For those... I'll say kids in the yellow, right? Not in the red, right? And again, the kids in the red, they need the intervention. They need the help. And we are more than happy to support

054those kids. We want to make sure that they don't get to that position in the first place. So, which brings me to my second comment. Maybe I won't get through it because my voice is about to die. You know, I see, you know, that transition from eighth to ninth and seeing Isbell and, you know, Santa Paula High, and I know Renaissance too is in this, are working together in that is great. However, oftentimes, you know, by eighth grade, like we've lost the kid. And so for me, what I would love to see is, okay, what kind of programs do we have from the sixth to seventh transition where we know those kids are already struggling? And if we don't do anything, you know that they're going to lose them in in middle school and then

055you're going to go they're going to go into high school and you're doing that they're in the red and the triage and the success academy and we're spending tons of money on those kids right just to try to get them up to a little bit better than they were right i mean it's just so much it's it's it's we just need to be that whole system, right, where we're constantly looking at our kids, like even in the starting and when we first get them, are there signals that we can identify? Is there data, right, that we can, you know, look at? Is there anecdotal, right? Is there, you know, qualitative where we go, okay, this kid we know is going to need a little extra help, you know, for X, Y, or Z. meetings and

056we do that in a sense for ieps right for for special education but but i think this goes beyond that you know this is kids are not not everybody needs an iep right but they often do need help right so anyways i got dr i think you're right those transitions from six to seven it's a change you know they're going from one site to another and eight to nine it's kind of like that's the the those are the two points where um For example, at Santa Paula High School, I know last year I met with the principal at the time to get their data to be ready to receive on our end going into the summer and also when we come back to the school site on our end. So there's definitely more we can

057do to bridge that gap. And maybe I don't know if it unifies the word, but yeah, we're unified. Right. I mean, there's so many there are so many ways in which we're still not unified. I mean, it's. I think that that's not a controversial statement to say, but. I guess I'll start with the unified. Yes, that was a start. And speaking as a parent, having three kids, one finishing this year, I've seen the progress. I've seen now some of the hiccups being on the inside. I do want to commend first on all the great work that's being done and for the staff who's been here as long as I've been a parent in the school district. And I think a lot of staff also have their kids go through the system. And I do agree

058with the little hiccups where we have and watching our students from when they go from elementary to middle school to high school. I can speak where one of my child. The grades just went down, ninth grade. And I was livid, like, why isn't the counselor notifying me that my child is going to a 2.0 when my standard is 3.0 or above? You show up, you do your work, there's no reason why not to have a 3.0 GPA. So now we have Parents Square, we get progress reports. So parents know the information, and counselors, I believe, are... are probably running reports and the principals are looking at these reports. And unfortunately, there are parents that just can't come. But the fact that we have outreach counselors that come to your home after school programs with ELOP,

059homework time. I mean, I have a grandson now. So for me, it's like if it's I see my. my adult son battling trying to get homework done. And it's, you sometimes need the extra help and students, kids listen differently to other adults. So, you know, I just want to commend you guys on everything you're doing. And it's always, you know, a work in progress. And if something doesn't work, we try something different. And just thank you so much for, you know, for those who stayed and have tried their best to, you know, improve where things aren't going right and trying to fix it. And I agree, sports do make a big difference for kids as well. And the fact that that's grown, yes. Yes, band, any extracurricular, keeps them busy, out of trouble. Yeah, I

060remember saying either you play a sport or you do chores or you work, but something to keep you busy. All right, I think that's it. Thank you. Thank you very much. All right, moving on to special education programs. Dr. Lawrence. Oh gosh, yes, please. Thank you. Go ahead. We do have one public comment. Yeah. All right. This public comment is from Brian Schumacher, Dr. Sandoval, trustees, Superintendent Weinstein, and staff. My name is Brian Schumacher, and I'm writing on behalf of Autism Society, Ventura County's dedicated advocacy team to provide a comment on item. 6b special education services and fiscal overview we appreciate the comprehensive review of special education services and the district's thoughtful approach to balancing compliance quality and fiscal responsibility coeds is a well-established effective wraparound service model currently provided through aspire net critically coeds

061supports students at high risk of residential treatment and those most at risk of being left behind by the education system. COEDS is a three-tiered system that meets students and families where they are, offering 24-hour support, a parent-peer partner, in-home services, year-round continuality, and more. This program, granted through an IEP team only after other options have been exhausted, is costly. but it works for many families. If the district chooses to begin transitioning COEDS in-house, it's critical the board understands the essential elements that are necessary to preserve. Any changes to COEDS should be made not only with the goal of decreasing costs, but with the goal of keeping Santa Paula's most vulnerable students stable, safe, and out of residential treatment, the most restrictive placement. ASVC would be honored to work with you to ensure any changes to

062the program will not threaten the program's integrity. The second item is translation services. We want to acknowledge the district's continued use of third-party interpretation services. We believe independent interpretation during IEPs is best practice and ensures families feel safe, heard, and empowered. Thank you for holding these conversations in open forum and for your dedication to the youth of Santa Paula. For more information about ASVC and our advocacy committee, please contact me at advocacy at autismventura.org. Sincerely, Brian Schumacher. All right. Good evening, trustees, Superintendent Weinstein. Thank you so much. I'm excited to be here tonight and talk to you about special education. I am providing somewhat of an overview of our programs, our services, and a fiscal overview. But just so you know, really any of these areas that I talk about tonight, we could dive way

063deeper into at any time. It is an overview, but thank you for having me here. And the pictures you see are some of our kids from Barbara Webster and Bedell. And I have kids on a lot of the slides. I tried to incorporate them. And so I wanted to start with kind of a frame of reference that kind of includes a definition of special education, a philosophy, and also somewhat of a legal framework too. It's just that special education is not a place that students go. It's not just a classroom. It's a set of services and supports that students receive. It's individualized instruction designed to meet unique and individual needs. It includes specially designed instruction, related services, supplementary aids and supports, services, and program modifications. And the goal is to provide every student with access

064to the least restrictive environment and make progress and educational benefit alongside their peers. And then, you know, I just wanted to give our current enrollment as far as our students with IEPs is 866 students. And then 33 students that we have. placed and attend our specialized programs through ventura county office of education and then again i just wanted to provide some special education fundamentals for every student that has an iep there is an eligibility process oftentimes students are referred through a student study team process have gone through the tiers much like or just like what was described the middle school and high school, but also at the elementary, and parents can also request an assessment. And so through a comprehensive evaluation, we determine eligibility and we use federal IDEA eligibility criteria as well as California

065Ed Code criteria. to establish the impact on a child's education. And so really it's a two-prong system. So they have to meet our legal, federal, and state eligibility, and then also require special education for us to develop an IEP. And so once eligible, we develop an individualized education program, an IEP, that outlines supports, services, accommodations, placement. And then another important piece of special education is the least restrictive environment. So something that, one, this is a legal terminology that is in IDEA and also California Ed Code. It's something not only are we required to consider for all students, but it's also philosophically a very important piece to making sure that our students are. making educational benefit and like I said receiving their education alongside all of their peers. And so any special classes, any separate schooling,

066removal from general education environment in any way is really only when the nature and in needs that the student has, you know, we can't provide them a satisfactory education with general education alone. So that's considered very importantly. And then also another important piece of special education is a free and appropriate public education. Again, this is terminology from IDEA and our California Ed Code, and it's our FAPE. We refer to this as FAPE and the district's offer of FAPE. And so the FAPE offer includes all of our services, supports, the way that we're providing the education. and the placement for the student in their least restrictive environment. And so there is a continuum of services. So like I talked about, special education is not a place, it's not a classroom. There's a continuum of services that

067we consider for all students on an IEP. And so I just gave a brief overview of what we have here in Santa Paula. We have our preschool program at both Blanchard and Barbara Webster. We have a classroom. a preschool classroom at each of those sites with a total of 28 students. We have a resource support that's provided by our special education teachers, resource specialists who provide a pull-out model for kids that need intervention outside of the classroom at times. They also do a lot of push-in services where they're going into the general ed classroom and providing... services that way. And kids that receive resource support are in general education the majority of the day. And then we have our mild to moderate support classrooms. We have three classrooms each at Bedell, Blanchard, and Glen City.

068and these are students who are receiving their education for the majority of the day in special education by a special education teacher but i can say that many students are included whether it be through pe lunch recess but also many students in our specialized classrooms are also receiving you know content area instruction in the general ed classroom three language arts science or it could even be for social reasons some of our younger kids might go to general education for circle time or to start the day in those classrooms we have our extensive support needs program which is at barbara webster there's three classrooms there Again, kind of the same level of a least restrictive environment where students are receiving the majority of their instruction and education in the special ed classroom. It's just a different

069type of program where students are receiving a more. functional curriculum. So our MILD-MOD is standards-based curriculum where extensive support needs is focused on our functional skills, adaptive support needs, and things like that. Then we have our co-teaching models that we have been working hard on at the high school, also the middle school, and continuing to work on those so that students can receive their services in the general ed classroom. And then we have extended school year as well that I added here, and that is our summer programming for kids at risk of regression with limited recoupment. So there is a process to being eligible for ESY as well through the IEP process, and what we do is we collect data over breaks. to look at if students are regressing more than what we would expect

070you know all kids would regret regress to some degree but more than what we would expect and then there's you know a longer time to recoup any skills that were lost over a break and then they would be eligible for extended school year over the summer oh again i'll just i was going to go back and just show that Just some of our students from Barbara Webster, our post-secondary program, and also some of our staff and students on a field trip. So just an overview of the related services that I talked a little bit about, but we have speech and language therapy, occupational therapy, physical therapy, adapted physical education, vision, hearing, and orientation and mobility. which is for students with visual impairment and assistive technology assessments and implementation. We also have designated instruction and services,

071which is our DIS counseling that our school psychologists provide. The IRSA services, which again are our highest level of mental health supports that we provide. And then our co-eds program, cooperative education services. as the public comment suggested, is contracted right now through a Spironet. This is our wraparound support for students. The students who receive co-eds also receive URSUS services. And these are services that, again, there's a three. option system with coeds. Some receive services in the home. Some may just receive services at school and some may receive these services at school and at home. We have board certified behavior analysts, our BCBAs. They complete our functional behavior assessments, provide support for teachers, classroom support, and also are added to IEPs for students who need behavioral consultation and support. And then we also have behavior technicians,

072which is supervised by a BCBA, but provide more intensive behavior supports one-on-one often to students. And again, it's for intensive behaviors and sometimes safety concerns. Some of our partnerships include VCOE and SELPA for our specialized placements and our regional services. Ventura County Behavioral Health for wraparound support. We did bring URSUS in-house, but we still continue to refer students at times to VCBH. Our non-public schools and agency partnerships for students requiring more intensive supports and intervention. And our contracted services that I'll go over to continue to fill those hard to fill positions and vacancies within the district that are required to provide services for students. For example, like SLPs, OTs. Some strategic vendor management. So I know this has been, you know, a question around, you know, our contractors and the different vendors that we have

073in special education. So, you know, we do implement a comprehensive approach in special education to contracting. We have to balance the compliance, the quality of service delivery, but also our fiscal responsibility. And so there's really three categories of vendors. There's our staffing vendors, like I mentioned, for those hard to fill positions, for where we contract SLPs, OTs, behavioral support, where we have vacancies in the district that we need to fill. IEP required placements so like our agreements and contracts with non-public schools and our VCOE specialized programs and then any specialized services like transportation we contract for transportation we contract for translation and also for the wraparound services like coeds that that I mentioned I did want to highlight some cost savings and ways that we are working on you know, like I said, providing a

074quality services to our students while also being compliant. with our requirements for our students. So some improvements we have to share is our VCBH contract or our IRSA services. So we transitioned in-house. We saved approximately $200,000 annually by doing that. Right now, the mental health grant that we have is funding that 100% for the staff that we do have, and that will be ongoing at least until 2027. We have 40 students who right now get ERSA services. Our VCOE contract with our board certified behavior analysts, there's two. We also brought those in-house. That was our highest contract that we had with VCOE at one time. And we saved, again, approximately $200,000 annually. The original contract was over $400,000 and was continuing to rise. And so now we do supervise IAs in-house and help provide training

075to our own IAs to provide behavior support. Our goal here with our BCBAs, because I did mention that we have behavior. behavior technicians that we contract through Star of California. The goal here is then to bring those in-house as well. Our BCEAs would be able to train and supervise them. And so over the past year, so last year going into this year, we've reduced two special education teachers with a approximate savings of $310,000. And then we had a resignation of a program administrator that we did not fill and looks like we aren't planning to fill for next year with the savings of $168,000. And so our ongoing strategy for our vendors, so just some goals that we have and just kind of highlighting the vendors that we have and what our goal is with those.

076Again, our staffing vendors, so the ones, again, filling those hard-to-fill positions, SLPs, OTs, SLPAs, CODA. You know, we spent about $1.6 million, 24-25, 25-26 budgeted, $1.5 million, so reducing somewhat. And so we're collaborating with HR to transition the contracted staff in-house and recruit these positions more and more, enhance compensation strategies. So we have talked. You know, and we need to continue to kind of talk about different kinds of stipends and things like that that are possible. We don't have anything like that in place now, but just continue to talk about things like that that that would help us recruit some of these hard to fill positions. And then, you know, since. These services are required for our students with IEPs, and sometimes we're in a position like we are that we do have to contract

077some of these. I have been able to create relationships with these vendors and able to negotiate better rates and lower rates. as we go. So we also have a spirit net like we talked about with coeds. That's that wraparound support. The goal for us is to transition this in house as well. So as we build our mental health capacity in the district, this is something we can certainly do as well. We only right now have six students who receive co-ed services at one level or another and that costs us about 216 000 for the contract but again our goal is to also transition that in-house And then we have our low incidence services. These are our SELPA contracts that I've brought to you, right? Like our PTs, our DHH, orientation and mobility vision, adaptive PE.

078These are positions where we often have a very small amount of kids who need these services. So it's shared among many districts in our SELPA. And so we are, for some of those positions, we are looking at establishing direct district cost sharing. So actually right now we are in the works of sharing adaptive PE teacher with Rio. I've met with them. They are going to be the ones hiring that position, but we will be sharing that with Rio. And then we've talked also about our next step being the physical therapist as a possibility. But again, it's just starting those conversations with the districts in the area. Starting with the APE teacher is a great start. It's after the BCBAs was our next, you know. highest contract. But also, you know, the director and I, the

079director from Rio and I, you know, are hoping to then have, you know, much more oversight over these positions and the quality of the services coming. We get a lot of quality from our contracts with SELPA, but just being able to bring these in-house and share just with one other district is a benefit, and we're looking forward to that. Then we have transportation. So our FATCO contracts, what we call that. So this ensures our student access to programs and services. It is a part of our FAPE offer. So transportation, not every student with an IEP gets special transportation. Oftentimes it is students that we've placed in a school outside of their home school. So we also provide transportation there. It is a part of that. the free piece and a part of them getting to

080school. Sometimes there's other considerations too as far as why students might need special transportation. We do have a rubric that we use through the IEP process to determine the level of special transportation that a student needs. Right now, the contract for FATCO is $975,000, but it's really important to point out that we do receive 60% state reimbursement for home-to-school transportation. Special education is the majority of the cost for transportation right now in the district. A portion of that reimbursement also includes the harvest route, which is not special education, but I do have the amounts there that we've received. They're for 2425 and 2526. You can see it's $600,000 to $700,000 that we're receiving as a reimbursement back for transportation. We have our Bridging Voices Translation Services. Again, that contracts $245,000. We have a high volume

081of IEPs requiring translation, often longer meetings that also require the translators to rotate. So in-house staffing, we did look at, and I did share with the board, I can share it again, but a spreadsheet of all the meetings that we had with translation, the hours that it took, and then I did look at how that would translate into how many staff we would need to hire. And in looking at that, it would likely cost us a lot more to hire that in-house. But also, and the public comment also mentioned this as well, it is a best practice to have like an independent translator that is neutral, not a district employee. you know, highly trained specifically in special education and legal terminology that's able to provide that translation. So it is a best practice that's come

082out of, you know, many different probably legal issues and situations that districts have come across. So IEP related placements. So these would be like our non-public schools, Casa Pacifica, Passageway, VCOE, Autism Academy. These are all IEP based following again the LRE and our FAPE requirements. you know, we're very carefully considered when we're placing a student in a non-public school or one of our VCOE placements. We're, special ed leadership is highly involved in these kinds of placement considerations. And so, but we do also get reimbursement for any students who cost more than $100,000 that are placed in. a non-public school so we do submit for those reimbursements to our SELPA each year if we have students that cost over that and I've just given an overview of how much it each of those schools cost last

083year we don't we don't have a student at passageway any longer but we did last year and part of this year we transitioned the student back to back to our campus And then this, I wanted to give an overview because I think this is interesting for you to take a look at. So this is our special education contribution. So this is what our general fund contribution for special education. This is, there's always questions about, you know, why our contribution is so large. You know, that big transfer that you see. on form one you know is often likely most of it is special education a lot of the time but i wanted to point out that the general fund contribution is an intended part of special education so it's meant to be funded that way so

084that districts are required to contribute to the special education costs and that's our maintenance of effort is actually there it's a component of that it's a function of making sure that we're maintaining that effort from year to year so what i'm showing here is our contribution in 24 25 and then i'm also showing our contribution this is the general fund contribution in 25 26 and that percentage the federal contribution and that percentage and the state contribution. And what that chart is just showing is the state averages across the years. And they're continuing to kind of stay around that same percentage. So you can see that our general fund contribution in 24-25 was around 58.5. And then what we've budgeted is 62.4%. But that's with conservative budget planning. So that very well may go down closer

085to what it was last year. But you can see that's very close to the state average of a general fund contribution of around 62%. And just some food for thought. We do receive... you know, ADA for each one of our special education students. And if you look at how much we receive for each special education student, you know, it's approximately what we contribute. in our general fund contribution. Recently, I was just at SELPA today and we were looking at the costs of special education students and how they are going up from year to year. Right now, the cost for a special education student on average in the state is around $25,000. That's up from about $18,000 in 2019. And I think it's important to note too that our special ed funding, hasn't increased very much.

086It's really only increased by COLA over the past several, several years. So I think that's important to understand. And then I wanted to just point out some notable revenue that we have in special education. And so we have our Medi-Cal revenue. That's significant. So 23-24 actuals, you can see 1.1 million. 24-25 actuals, 1.6 million. What we're planned for this year is about 800,000, but we've already gotten close to that amount. even more than that already so we'll have more coming in and you know I have to give a shout out that this is the Medi-Cal revenue you know comes from our service providers our our SLPs our OTs they work hard to make sure they are submitting the the work that they're doing so that we do get reimbursed for that and we submit reports

087every month and we work very closely with with our providers that help us with the Medi-Cal reimbursement. So the Briggs and Moopoo excess costs. So we do have kids from Briggs and Moopoo that place their students here. We receive excess costs. We receive the ADA for those students. So we're able to, we do a pretty extensive formula for how we figure out how much each student costs over and above, you know, the ADA that we receive for them. And then we do bill them for that. And so that's what we've been able to bill. over the past couple of school years. It's gone down sometimes if a student leaves or the one-on-one's no longer needed, you can see that go down. And then again, the home school transportation reimbursement that I talked about. And then

088our state special education mental health, we do in special education also get mental health funding of about 358,000. And then our special ed preschool funding is 344,000. And on the other slide. The previous is where I have our federal money and our state money, the federal contribution and our state contribution. So that's the revenue that we bring in there. All right. Thank you. So questions or comments? I just have a quick question, if you know. On the Medi-Cal revenue prior to 23-24, were we collecting it as well previous years? We were collecting it, yes. Was it probably around the same amount? Probably a little bit less. A little bit less, yeah. I do remember it being a topic at one of our VCOE dinners and showing Lori, like, are we doing this? Is this happening?

089So I know it was a few years back, so I was curious as to, like, was it like half that we were getting maybe in previous years? I don't know. We could look at that and probably send you. I don't think it was half. We have been able to increase it, though, quite a bit over the last few years. Just between 23 and 24, I see this. the big difference so that's why i'm wondering if it was just we were not doing it correctly but kudos thank you i do want to point out this picture actually is that barbara webster barbara webster is now um a unified sports school so you know we have our extensive needs program there and then there are sports academies so we worked with special olympics and created a unified

090sports school we did a a little event there um with our third graders just understanding different abilities and disabilities. They did a great job, but this was kind of a group photo from that. One of these days I'd like to see a presentation on that. Yes. And the graph was very useful on the funding sources. Yeah. And the entire presentation, because, you know, we get bits and pieces through the budget updates, and this just really sums it up. Great. Thank you. Well, I think, and the thing about that graph to notice is how much more uh were were required right yeah for to take from the general fund versus like just in 2000 you know 15 years ago where it was a little at least a little bit more balanced so there's yeah the federal

091and state support isn't catching keeping up with the need does the blue include also what we're getting back from medical and so forth at 1.1 does the blue also include that it's all of our contribution no Well, and not all of that is, not all of that Medicare Cal money is special ed either. It's not always all spent on special ed, no. Okay. So, Dr Lawrence, I just want to say thank you for the presentation, because I know I've been kind of the. Spearheading that, you know, wanting to get this information and I appreciate it. What I really appreciate is the. The strategic spending savings in the amount of 875,000 dollars. That's a. That's huge right there. I appreciate that the creative staffing. The fact that we're building a relationship and a partnership with Rio

092District regarding, that's important right there. I'm blown away to see how many students we have, 866 students. I'm guessing the percentage about 20% of our student body. It is, it stays around anywhere from 18 to 19 and a half percent. Our state average is around 13 to 14% and that's going up. Before 2019, I think the state average was 10%. So... We've been a little bit higher anyway, but you can see the percentage is going up. And you didn't say it, but I know through our own conversations, I mean, we're right now and I know we need to knock on wood, but we have no litigation on us at this point. And again, that goes that speaks to the the the professionalism that you have provided out there. So thank you for for that. Just

093one final one final. uh question um and and maybe even dr sandoval you may be able to answer this so we i was at a budget meeting a couple weeks back at ventura county office of education and i know that the governor proposal uh was really uh aggressive in in putting some money towards special education do you know where we're at with that is that i mean just out of curiosity where well um i don't think we know you want me to it's in the it's in the trailer I mean, it's still up, you know, I don't know if I'd call it aggressive, but $500 million is more than they have. So that's and that's up to us to make sure that you know we were out there, making sure our reps know that stays

094that has to be there. They said that I don't even know if they they realize that special education as a percentage of the you know total enrollment is going up. They probably don't. And we did. I mean, you know, looking at fall one numbers and I just actually. looked at this information today so i didn't include it here but um yeah i mean as as enrollments going down in our county in particular um yeah the special education numbers are going up at the same rate so I just want to keep encouraging you to be creative with staffing. And I know you presented about possible recruitment opportunities, and I know I've been really big on that as well. So, I mean, just, again, thank you for the information. We appreciate it. And we all know it

095wasn't a one-person presentation. We know that there are many people behind it. Thank definitely our... our our fiscal managers you know you guys are doing a great job so we appreciate it yeah so it looks like we're moving in the right direction and that that makes me makes me happy thank you i do have just because you mentioned the governor's budget i did get today some ex excerpts um specifically around special ed um that i was going to share in this friday update so you guys could look at that i can provide a little bit of an explanation of what okay you know and i think that we also have to like acknowledge that we wanna be servicing the needs of our students. Just as much as intervention, right, that we just saw, special education

096is an important service that we provide our kids. So while I do, I'm more than cognizant of the fact that special education is expensive, that we're asked to shoulder more of the burden, right? um and that the need is increasing right we certainly don't want to get away from you know not offering the services that we need to and one is because it's required right uh you know free and uh vape right free and uh Gosh. Appropriate. Free and appropriate education. How do I get faith out of that? Anyways. But so I would love to see, you know, the bright side. You know, like I just mentioned, you know, seeing the unified sports. Because I, having a son who, you know, needed an IEP, and it was in a mod class to, like, the... it's

097much more than just education right it's it's how do we integrate these kids you know to the with the rest of the student body so you know at some point you know in your spring in your in your free time right even our principals who i think would love to help me to share all the great things that happen at our campuses every day with our kids with IEPs. Yes, I would love to see that. And I would love to hear about the challenges that they face on a day-to-day basis because I hear about them, right? But that's important for us to know too, you know? So anyways, thanks. Just giving your department kudos. You know, I work around the county and one of the fun things I get to hear about is parents who

098have children with 504s in outside school districts. And sometimes they're frustrated with their school district special ed departments. And then they come here and they find out that an IEP can be talked about if they consider transferring out to our school district. So your department's really on it, especially with having a high percentage compared to our state's average. I think that. you all are being very diligent with making sure that our students are served that you are being very considerate of the families and just your presentation alone is very digestible for our community to understand so thank you all right thank you very much all right moving on to item 7a first reading csb csba policy updates june 2025. so we have um two sets of policies june 2025 um and january 2026. june 2025

099was a very extensive amount of policies and so we weren't able to present the entire amount to the board on the entire number of board policies but to highlight the ones that we are presenting tonight Some of them really don't apply to us. Like there are four or five that have to do with charter school administration. We don't have any charter schools, but other highlighted areas. And I think Dr. Sandoval, you like that as our district technology plan and artificial intelligence policy. I think that that is also part now of our comprehensive safety plans. for our schools, which includes district school websites, making sure that we're in compliance with privacy acts as well as the uniform complaint procedures. Other notable ones is dealing with employees with non discrimination of employment as well as sexual harassment.

100And see, there was one more. And then we have some additions to our Title IX sexual harassment complaint procedures. So that is from June of 2025. January of 2026 is more geared towards immigration enforcement. It's about having a comprehensive safety plan that includes our response to immigration Enforcement it also has to do with how we give access to our district records And are we actually had to an import policy and administrative regulation? That was already designed as response to immigration enforcement But because of the heightened issues with immigration enforcement an unusual thing happened in the 2026 january 2026 normally they just update policies these two policies or the policy and the administrative regulation is actually rewritten completely and we delete and we will be deleting our old policies because of it um then there's access

101to student records and what student records we keep um that's real important and i and i'm not sure if the board is aware but we are no longer keeping birth certificates at our schools. We have a form that the office manager signs off on and attests to that they looked at the birth certificate, but it doesn't give an origin where the birth was done. All we do is we verify that they're the right grade of what they're going into, and that's it. And we are, it's a slow process, but we are going back in our records of registering children and shredding the... the birth certificates. And then there's also interesting that also is semi related to the immigration enforcement is the release of directory information. And that has to do with our employees ourselves. So

102our directory of contacts and things like that, we make sure that that we are very compliant in giving people access to our directory, but at the same time, not putting our staff in a compromising situation because of it. And those are the two groups of policies. This is first reading. We'll bring it back in a couple of weeks, the 25th, to make sure that we get these approved and get them input into our system. All right. Any questions or comments? Okay, I do have just one on the, well, actually just a couple. On the AI policy, right, is that something that we're going to look at or that the AI committee is going to look at? I know that that's the CSBA's kind of AI policy and actually had a hand in drafting that, but

103I'd like to know, like, are we just leaving it there or is that going to be part of the... One of the attachments, by the way... yeah yeah yeah yeah right right yeah yeah yeah right the artificial intelligence uh policy we are gonna review it with the uh task force so we're gonna go into it and we're gonna make it our we're gonna basically make our own right yep but also facing the recommendation of csv Yeah. So, I mean, I think we, I mean, it should definitely be what we think, right? I mean, and again, like that was born out of work that happened over two years, right? So, and it was done like almost a year ago. Things have changed already, you know, so it's not just something I think that we're going to

104continually be updating. So that was one aspect. Thank you. The other one was on the immigration side. I wouldn't mind having a presentation at some point to talk about what impact there might have been on the immigration enforcement, on say attendance, on school safety, on... Right, anything like that. And I mean, I know it's hard, it's probably going to be more anecdotal. But you know, it would just be like, maybe it's like, you know what, it seems like business as usual. Right? There have been a few instances. And that's the update. That's the update, you know, I'm not necessarily fishing for for something. But it would be good to kind of hear about that. We can also do a review of our response to immigration. The procedures that I put in place in case we

105do get ice in the neighborhood. Yeah, we do like, 1 of the new additions to the policy is we go on. shelter in place if ICE is known to be operating in the vicinity. And that allows us to keep kids in an educational setting, but also doesn't expose them to. Yeah. And I did notice the last time, I think, I think the last time that you notified the through Parent Square, there wasn't confirmation through the police department. that they did be in what i've heard is that they're no longer notifying local law enforcement yeah of activity we were very happy that our police called me and said hey this is what we've been told they're coming but the majority of times we get parents social media telling us they've spotted ice and then we call

106the police department are you aware of this they're really not Yeah. So it's a little bit of a different game. You know, the other thing as part of that immigration, I would like to understand how much more work there is for the document shredding, you know, because I think that that's important for us to get it done. You know, and it's something that I think we put this in place at the beginning of the year. And, you know, it needs to be done, right? Oh, yeah, absolutely. So, all right. Thank you. I think that's, does anybody else have any questions on that? All right, so we'll take those two items as, you know, together, and we'll move to action items. Approval of resolution 252615. Can we bring up the PowerPoint, please? So after doing the

107first reading of the resolution and response from board members, we looked at the proposal for and the resolution for a bond again. So here are some of the changes so When we look at the amount of bonds we can go out for it has a lot to do with our district assets That's not our personal assets, but the assets in our community And there's a growth rate, and you know that Santa Paula's growth rate has been exponential. The average that they use is 4%. And the last three years has been between 5.5 and 5.8%. And we asked our financial advisors to go back and use 4.5%, which is still considered conservative based on our three-year average of what we've seen. What that did was it increased the bond amount by about $9 million. And rate

108per 100,000, because it's spread over more property assets, actually dropped from 28.11 to 27.98 cents per 100,000 of assessment value. So we're able to go out for more bonds and tax the taxpayers less. Average home price in Santa Paula, just in case you're wondering, we got this from the economic development, is between $734,000 and $760,000, which gives you an idea. However, remember, it's always the assessed value. So if you bought the home a long time ago, the assessed value you're paying taxes on is a lot lower than that but that's just what the realtor was able to give us so on the actual election bond we are in the resolution we are stating that we are have an intention to go out for 48 million 600 000 again 27.98 is per hundred thousand and um

109Our average home price that we're basing that off of is the 734 to 760,000. The next is what are we going to use the funds for? So if you remember in R&T's architectural proposal and drawings that were approved, things were broken up into four areas. The first area is the Briden gym. And so that is being paid with our insurance funds and separate funds. Area two is the wrestling and multi-purpose room, pool equipment building, and pool deck and site development. Area three is performing arts and site development, as well as weights and cardio room. And then area four is track renovation, renovation of performing arts auditorium, our current auditorium, our PAC. So when we look at the actual... numbers for this you can see what i did was i went back and looked at the

110construction costs and also called up r t to talk about you know are these numbers pretty accurate do they still think they are and they did so construction The actual construction renovation for area two, three, and four, it's about $29 million. Added to that are the soft costs of construction, which is about $7 million. And then I did an 18% escalation rate over a period of three years. So really it's between six and 8% per year. And what that does is it gives us a total of 41,409,330. The bond amount. is um is 48 million we expect a full renovation of the pack as well as a full renovation of the track to be around five million dollars so we would be using the majority of this obviously at each area as well as the

111track and performing arts auditorium how we spend that bond money this is our intention but it um you know we may not need to spend that amount of money i tried to be conservative in pushing the limits of the cost for everything and then when we do go to election in november we need 55 of the votes in order to um pass the bond our last previous 51 to 53 percent um so we're close and so we're we're really looking forward to doing this so you have before you oh and Some good news. I thought I got this today. DSA has approved our packet that we submitted for areas two, three, and four, as well as the Briden gym. So they are now looking at getting a response to our architects who will then answer

112the questions that DSA have, and then they can go to get approval for construction. So the major part of just getting everything into DSA and meeting all the requirements has been done. so we're very happy about that um so we are asking for an approval of going out again as bond stated for 48 million 600 000 with a 100 000 assessment of 27.98 okay do we have any questions for mr weinstein just knows that more information comes to us For whatever reason, whether it's cost construction. Cost the bonds, because obviously the 27.98 is based on interest rates. So that will come back to the board and then we will re, ask to do an edit and adjustment to the resolution. I think and I kind of alluded to it last meeting. I just want to

113make sure that we do have a plan in place though, in terms of. Outreach in terms of, um. campaigning because I felt like we were pretty silent the last two go arounds and I take some responsibility for that. So I just wanna make sure that if this is the direction we go. We're going, we want to ask our community for this support. We have reached out to our labor union partners. They are incredibly supportive and they will walk with us. We're going to do a grounds roots, you know, campaign. We'll also do some surveys and things like that that we did normally, but it's more about knocking on the doors and talking to our community and letting them know why we need this and what it's going to be used for. For instance, the pool,

114it's a community pool. it can be used for the entire community we have to sell that part of it but um we also are in talks with a campaign company they're just going to help us with any flyers and things like that and give us recommendations of what they should look like and and things like that but but we're going to be doing ground roots we've also talked to our asb at the high school to obviously they're gonna be voters soon. So we thought it was a good opportunity for them to learn governance and political activations. So we're happy about that as well as our staff. Our staff is really, really ready to roll as soon as we need them to. Yeah, and to that point, when I was vice president of CSCA many years

115ago, when we were building, we were looking for a bond for the the Isbell Middle School gym. That's what we did. We were phone banking. We were out passing out the flyers. So again, that's something that I just want to make sure that we as a board agree. We will bring a plan by March exactly how we're going to do the ground roots. I do have a question. I'm sorry, if the bond doesn't pass for whatever reason, will the project still continue as planned? Will they be placed on hold? Will they be re-evaluated for a later date? Or will we continue as scheduled? So we will continue with the approval of the plans from DSA because it's submitted. We've already paid the fees. So DSA plans have a two-year lifespan before they have to be

116resubmitted with updated codes. So that actually, you know, helps us by having it already. But the Brighton gym will be built. That money is already secured. How we go about the rest of it, we really do need this bond. And the rest you mean like the pool? Locker rooms, pool, restrooms, the deck for just bystanders and, you know, and also making the pool, we're doing that rotation of the pool, making the pool accessible with CIF, you know, requirements, as well as an area of the pool that's for swimming lessons. And that would be used by the community. We partner with the YMCA in doing swimming lessons a lot. So that will be able to give them access to after school access to it. Yeah. And just a further comment on that. We did, we intentionally

117asked the architects to phase it because we didn't know about the funding so much. So, um, yeah, if I, if I could share, thank you. So, so Jeff, just thinking about how we went through this. You know in the past and we talked about that and the struggles just wondering And I'm just thinking out loud if it and I know We need the money For this project that we need other monies for more capex in the district. That's that's been talked about Has there been any consideration or is there been any thought about maybe adding a defeasance clause to this bond? Maybe as something as a carrot to help get it over the edge Just to talk to our legal counsel. Just to communicate to folks to say, hey, look, like, this is what we

118think it's going to be. We realize, you know, it's some money. There's some estimates in there. But if for whatever reason, you know, we happen to come in under budget, we're only going to come to you for these projects. Right. And that's what we think. And we're coming to you because we think it costs this much. If for whatever reason it comes in under. we're gonna we're gonna give it back we're not gonna keep it for other things put in the prospectus right exactly the actual bond which is written by our legal counsel so i will get in touch with them and ask them about that yeah and i'm you know not trying to change no you know and dictate policy here whatever can help i i just want to throw it out there while

119we're talking about this and it's still in the phase i think we all acknowledge that this is something we need to do and so if it's something we need to do just exploring ways of different ways that we can do it right right absolutely i i would certainly want to see the numbers on that right because you know the the the truth of the matter is that we probably have more need than we're than the the 48 million um around campus but i don't know what the fi the the true project list is right now And I don't want to just spend money because we have it either, you know, so it probably makes some sense for us to revisit what the outstanding projects list are and kind of how much this gets us for

120that. Oh, no, and I agree. And I'm just, again, I'm just trying to think out loud here, just knowing. how much of a margin we have in terms of that majority and how close we've been and with past efforts. Yeah, just trying to think creatively. Maybe something like that in addition to some of the efforts. Oh, absolutely. Trusting what we just talked about. Yeah, I mean, I would rather get it, even if we don't get it under ideal circumstances, than push it forward and not get it again. I mean, that would just be devastating. And we know the need is greater, so that clause would probably not even affect us because we probably still need additional funds for projects. But for the reasons you said, yes. For those who are questioning. And then one quick

121one. I know we did talk about this once. I think this summer. There is going to be some construction brown groundbreaking green schools. Grants are being done at 3 sites, but okay, aside from that. But how about at the high school? Because we wanted to be able to say, look, we're going forward with this. I think there were some so when when's groundbreaking I mean, we still have to go out to bid. I know. And then we still have the blueprints. Right. They have to be certified by DSA before we can go out to bid. So we have to wait. And knowing DSA like I have worked with them for a long time, they are not in any hurry to approve things. Hopefully we can get at least the groundbreaking done during the summer. Right.

122Because if the timing can be nice, imagine that optic that we are serious about this project. We are going to go forward with it. we would like to complete all three phases or whatever phase we agree on and that's why we need your support. Well, I mean, this is a building for the next 7,500 years, right? I mean, we're replacing something. 75 to 100 years, I think is what you should say. 75 to 100 years. To 100 years. Not 7,500 years. That would be pretty incredible. Even the Romans would have a hard time with that. No, but I mean, this is the thing. It's like, you know, this was a historic building that unfortunately burned to the ground. We get one shot at this. We can do the minimum, right, with what we've got, or

123we can make something that's going to last, that's going to be a great addition to the campus, that's going to last for generations, you know. I mean, I think it's just good stewardship, right, to... do that, you know, I think that this is a lot tighter than what we tried to do before, you know, I so I think the that project list is nice and concise and digestible. Easy to understand. Yeah. And and and I think that I like where the bond is coming in at. I like that this will actually help us on the elementary side because there are pools of money that can go either way. And if we don't have to use it on the high school side, then maybe we can get another phase at Isbell because we know there that

124we can only do so much with what we've got. Anyways, any other comments? But also to speak to Trustee Frutos, what he's saying, when I built Del Sol High School, we had tractors moving dirt weekly about two months before we actually broke ground because we wanted the community to see we are serious and this is going forward. And, you know, there's little things that we can do so that the community is really aware of, you know, what's happening. All right. Thank you very much. We need a motion. Oh, yeah, that's right. So do I hear a motion to approve Resolution 24, excuse me, 2025-26.15, ordering an election to authorize the issuance of GO bonds, establishing specifications of the election order, and requesting consolidation with other elections occurring on November 3, 2026. So moved. I'll second

125it. Go ahead, Tommy. All right, we will move to a preferential vote. All those in favor say aye. Aye. Opposed? All right, and to the board. All those in favor say aye. Aye. Opposed? All right, motion passes. Next, educational services approval of the building and construction two course at Santa Paula High School. Thank you. On behalf of Director Guerra, I am glad to bring back for your approval the Building and Construction II Concentrator course, which is the second in the sequence. As Director Guerra had previously shared on this as an information item, we don't currently know what the capstone will be yet, but we are working with our industry partners on an appropriate sequence to allow for our students to access pre-apprenticeship opportunities upon completion of the pathway and graduation. Anybody have lots of questions

126for Director Bergman here? One's going twice. I feel like Director Garrett answered all of your questions during your information item two weeks ago. I thought of five more. We'll pass. All right. Yes. So do I hear a motion for the approval of the building construction second course? All right. I second. All right. So we will move to a preferential vote. All those in favor, say aye. Aye. Opposed? Board vote. All those in favor, say aye. Aye. Opposed? Nope. All right. I mean, I didn't vote no. I meant there was no one that was opposed. I voted yes. Motion passes. Thank you. Approval of the agreement for cognitively guided instruction, math professional development. So I'll anticipate questions on this one. Ed Services would like to present to you the contract for our fourth and final installment

127request with our CGI Math Teacher Learning Center. This year we're completing the third year cycle for our third through fifth grade teachers and we're in year two for K-2 teachers. We've also worked with TLC on adding days and for TK and sixth grade teachers to be trained as well so they can implement the strategies. This is part of our strategic plan. It does support our learner profile. Some recent teacher feedback regarding the trainings included today was especially useful because my class was the demonstration class and I got information I can immediately implement. CGI trainings continue to be some of the best professional development and valuable trainings to me. And seeing students and interviewing them during PD helps me make that connection between what we're being told and what students can actually do. This will be

128paid for out of LCAP. uh priority p1a professional development all right any questions so i've got one so i know that we were on the trajectory of you know sustainability right self-sufficient um and you know in-house training and whatnot where do you see ourselves next year Do you think we're going to be coming back to another year contract? Or do you think that we have? So really, this would end the cycle of the training that they provide. We might need to do, using some of our in-house experts, training for new teachers that are coming in. I mean, this is really in-depth. They do eight days of seminar a year, along with four days of coaching. So it's a really, it is a very in-depth training. but I do believe that we have some experts in

129our midst that could support our new teachers or teachers that change grade level because the philosophy is the same. Some of the strategies might be different. I only ask you because I, you know, one. I believe in the program. I think we're going to start to see the long-term benefits of it. And that's, you know, we're seeing the short-term benefits, but the long-term benefits, but also financially. I think we need to- Well, and we have seen from the November- presentation on casp data i mean we did see some three-year growth nine percent in fourth grade in mathematics five percent in um fifth grade a half a percent in third grade but that's they're newer to that at that point yeah um you know i would also expect right that you know you would need kind

130of refresher right at certain points excuse me you know because again i you know three years four years whatever it that's great but we know that these things take time you know to really like penetrate um so and i do think we have a very good working relationship with dr linda levy from cgi and i know that in upcoming years if we did need smaller levels of support. I'm sure that that is something that we could work on. Another piece of this is we're also training principals. Principals are going to four days of strategy training as well so that they can be the educational leaders at their school sites with this initiative. Okay. So do I hear a motion to approve the agreement for the CGI math professional development? So move. I'll second that. Okay,

131so is there any further discussion? Hearing none, we'll move to a preferential vote. All those in favor say aye. Aye. Opposed? Board vote. All those in favor say aye. Aye. Opposed? All right, motion passes. And here comes the cavalry. Thank you very much. Business Services, Green Schoolyards Grant Projects. Hi there. I'm here on behalf of our CBO, Ms. Toms. Can't be here. She's ill tonight So are we. Yeah, I know coughing and hacking. Sorry. It's been going around a little bit, I believe. This is in regards to the green schoolyards grant project that our director, Mr Henning, put together. The contract is for the inspector of record services to be provided for the green schoolyards grant projects at Barbara Webster Blanchard and Glen City Elementary schools in compliance with The division of the state architect

132requirements we're asking for permission to spend $90,000 we're using fund 401 which is actually specific money that's come in for this project specifically. The proposal is based on four hours of billing per day for the duration of the project with an extra $12,560 that was added, anticipating more effort that would be needed once the required effort started on the second half of the project, which is after August, and this will go through December. That's the targeted date. So the administration recommends the Board of Trustees review and consider awarding the contract to Kenco Construction, which I believe you have a copy of their estimate that was provided. Okay. Any questions? So just curious why it's being paid for under another fund and not the grant? It is being paid for from the grant. The funds reside

133within that fund. Gotcha. Okay. Thank you. Thank you. All right. Well, do I hear a motion to approve the contract for the Green Schoolyards Grant Project? I'll motion. I'll second. All right. Any further discussion? Other than I just I'm so excited for this project You know every time I hear see more stuff. I'm like, okay. We're that a little bit closer. So Okay, so we will move to a preferential vote all those in favor say aye aye Opposed none. All right board all those in favor say aye aye Opposed I just have a motion passes donations I have a copy of our donation report for the month. We had two donations from Ms. Evelyn Almaraz-Perez towards the high school band for $1,000. And then Mr. Robert Hand also for the high school's arts and music

134program for $1,000. And there were no in-kind donations. Excellent. Do I hear a motion? A second? All right, we got a second. All right. So is there any further discussion? Hearing none, we'll move to a preferential vote. All those in favor, say aye. Aye. Aye. Oh, I finally did it. I haven't done that for a while. Board vote. All those in favor, say aye. Aye. Opposed? All right. Ayes have it. Motion passes. And thank you very much for those donations. Consent calendar. Consent items are considered routine and will be enacted by a single motion. None of the items will be discussed unless the board member requests discussion prior to the vote of the motion to adopt the consent calendar. Do I hear a motion? I'll second it. All right. Since there is personal activity, I'll

135skip the preferential vote. So move to a board vote. All those in favor say aye. Aye. Opposed? All right, motion passes. Board Member Convance, Trustee Gonzalez. During my report, I actually forgot to present some pictures that Isabel sent over. I'm sorry about that. Does Tech, hmm? Oh, I'm sorry, Tech wasn't able to get the pictures. However, I can say in a future report, if I'm able to get those pictures, I will present them along the side. Yeah, no, that's really all I've got. Thank you. Okay. Trustee Gonzalez, if you would like, if you get those pictures, email them to me and I'll make sure the board and leadership get them. Thank you. Will do. Okay. Trustee Torres? No comments or questions. Okay. Trustee Frutos? I will try to be really brief. I just want to

136say under Friday updates, I really appreciate Director Julie Bergman with the preschool update. I'm looking forward to seeing that in its fulfillment. So I know that you're working hard and the bureaucracy that goes with it. So thank you for that. Thank you to Director Melissa Guerra for handling with really professional. manner our dual language issue that we experience and it sounds like it's it's taken care of as a dual dual enrollment excuse me dual enrollment if I said language dual enrollment I know that it's not over I think there's some partnerships out there that that we need to explore but I'm grateful to see that our students are not missing out definitely want to you know give a shout out to our ELD Tosa regarding our reclassification celebration coming up this Friday. I know that

137there's a lot of hard work and preparation that goes into that. And reading through the Friday updates, I know that the outreach counselors, outreach consultants are getting involved in making the phone calls and reaching out. That's the kind of work I love seeing because it involves our families and so on. Thank you, Mr. Cancino, our IT tech. uh he pulled me out of a gutter regarding my own technology so uh thank you good man um and then just all the school sites i really do enjoy reading all the friday updates i love seeing the pictures and the um the acknowledgements that you put forward towards our our families and communities and it just goes again to uh to show how amazing our community is I love this town, and I love everything about it. Even

138when the things that are going wrong, it just shows the kind of resiliency that we can show to better our community. And then finally, I just want to thank you to all the leadership team and to my colleagues here on the dais. I know that we don't always agree, and I'm glad we don't. I'm glad we have our opinions and differences, but we managed to do the good work for our students. So thank you. Trustee Kumisawa? No comments, thank you. Trustee Arroyo? I guess I never say it, and I just, since my colleague Fruits mentioned it, the Friday updates, thank you all directors, staff, and everyone who partakes in bringing that information to us. They're very valuable. Instead of, if not you, I think you guys would receive so many emails from all of us

139if that Friday update wasn't around, and I know we asked of, Mr. Weinstein to have that for us several years ago. And I think it cuts down on the emails that we send and the calls that we make. So thank you for that time and obviously the presentations to the board. And with that, happy Valentine's to everybody. Hopefully you guys have a nice weekend and a Monday off. Thank you. Trustee Ramos. Yeah. Happy board meeting, everyone. Thank you for the Friday updates. I do enjoy reading them over the weekend because it's nice to see everyone's personality come out in their writing. So I think that's just funny. I honestly love the pictures. I love the comments. I love the personal thoughts. It really does provide a great insight to the work you're doing. And it

140really does cut down on emails. It really does. Other than that, like Trustee Arroyo said, have a great Valentine's Day. Just a few things. One, I was able to participate in a meeting about the Santa Paula Hospital with a group of community members. And if you haven't heard it yet, it's bleak. It doesn't look like, you know. That hospital is going to stay, right? But we keep on fighting. But the economics are really, really tough. But, you know, one thing that was good for that meeting was that I met the executive director of Gold Coast Health Plan. And I'm scheduling up a meeting to see how we can partner. And because I think there's a lot of synergy there. really impressed with some of the things I was talking about the what the district is

141doing so hopefully that's a partnership that you know will will bear some fruit because we're going to need you know that health care presence right if we do in fact we lose that hospital so um the second thing was that we went to uh trustee fruitless was there we went to the boys and girls club annual celebration, which is always great, right? They're a partner of ours. And it was a good time, right? But one of the things that came out of that was that I ran into the Dean of Arts and Sciences from Cal State Channel Islands and started talking to him about dual enrollment and other potential partnership opportunities. So I'm scheduling a meeting for him to see with him to see if, you know, if there's something there. And we'll bring you

142guys in when there's something to be. And finally, I just wanted to mention the student walkouts, which occurred within the last couple weeks. It was so funny. You know, I was at a board meeting, the CSBA board meeting on Friday, Friday that it happened. I was like, oh, the walkouts, right? There's our students. Good for them. And someone like under their breath is like, no, great. You know, and yes, there is the disruption to the school day. There's the, you know, missing the ADA and all of those things, you know, but I applaud our students, right, for. speak in their mind um i think that i and i plot our partnership that we have with the santa paula police department and i know that our staff was trailing them the whole way. You know, I

143mean, at least it was safe because when you look out there and some of the protests that happened, you know, it doesn't have to go that way. And so at least in this community, I feel like we can encourage and support their expression. while making sure that it's done in a way that's gonna keep them safe. So I appreciate all the work that staff did for doing that and all of the other involvement from the community on that. And so with that, our next meeting is February the 25th. So we will adjourn this meeting at 8.26.