SPUSD Board Meeting 06/25/25

001Good evening, everyone. I'd like to call this meeting to order at 5.01. Do we have any comments regarding closed session items? Hearing none, I'll adjourn to closed session at 5.01. Hello, everyone. Thank you for being here. I'd like to reconvene from closed session to open session at 6.13. Roll call. we'll start with Trustee Rodriguez. Present. Trustee Sandoval. Here. Trustee Frutos. Present. Trustee Kumasawa absent and Trustee Arroyo here. Item 3B, report of closed session. So regarding expulsion case 2024.12, education code violation 4890081. 48900A2, 48900K, 48915A1A, 48915B1, and 48915B2. The decision was to expel for the remainder of the 24-25 school year and one semester of the 2025-2026 school year. The motion was made by Trustee Sandoval with a second by Trustee Frutos with a vote of 3-0. The following item is regarding public employee appointment section

00254957. During the closed session the board approved the appointment of Michelle Ochoa as the assistant principal of Glen City School. Congratulations. And the motion was made by Trustee Sandoval with a second by Trustee Arroyo with the vote of 4-0. And Ms. Ochoa would you like to come up? I just want to say thank you members of the board and Mr. Weinstein for this incredible opportunity. I'm very excited to serve as the assistant principal at Glen City School and to work alongside Mr. Guzman. So it's a privilege to join the Grizzly family and excited to join all the great things that they have here. So thank you very much. Congratulations. Thank you. So regarding public employee appointment section 54957, during closed session, the board approved the appointment of Robert Dikandia as the principal of Renaissance High

003School with a motion made by Trustee Sandoval, second by Frutos, with a vote of 4-0. Congratulations. Would you like to come up? I do want to say, first off, Michelle, we were in the same admin program together. She was awesome. I can't wait to see what great things you're going to do here at Glen City. Members of the board, superintendent, executive cabinet, cabinet members, I'm so honored and excited to be here and formally accept the position of principal at Renaissance. I'm credibly grateful for this opportunity to continue serving Santa Paula Unified in this new capacity. Before I came to the district as an assistant principal here at Santa Paula High, I taught at Gateway, and that's where I really fell in love with the alternative education setting. I really believe deeply in the potential of

004every student and remain committed to building a school where there's a positive culture and everyone feels supported. As a proud member of this district I care for Santa Paula community. I'm dedicated to ensuring our students families are seen heard and valued. I look forward to working alongside the dedicated staff at Renaissance and building a strong foundation laid by the school's previous leaders. Once the school year gets going guys I hope to see you there come by everyone stop by see everything we're doing. I do need to thank my Isbell family and my Santa Paula high school family supporting me. throughout my career here in santa paula melissa darren couldn't have done it without you danny at the high school all that made me what i am here today so i'm super excited about this guys

005again congratulations thank you and now we'll move on to item c pledge of allegiance if you can join me Ready? Begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. So item three, approval of the agenda. Do I have a motion? So moved. I second. Okay, okay. Let's pick one. Raise your hand. Raise your hand for somebody. Motion? So so move to accept the agenda has begun. Thank you. Can I get a second? I second. It's been administration would like to pull two items 72 and 73. Repeat that please. 72 and 73. With that amendment. I'm okay with 73 being pulled, but really would like to talk about 72. so i'd like to

006move to approve the agenda uh with removing 73 only so your motion by sandoval do i have a second i'll second it it's been moved in second all those in favor aye aye aye okay passes um item four staff reports um item a Student Board Member reports we have no students today, so we'll move on to 4B Committee Updates. I'll start with Trustee Rodriguez. Nothing new to report. Okay. Trustee Sandoval. Just wanted to mention that... We had just a discussion on strategic planning. So hopefully we'll get board, the end of the board involved in that. All right, so I'd like to have a, at some point we should have a board workshop really to kind of look over the strategic plan for the next year and moving forward. Is that for comments? Huh? For committee.

007Committee, okay. So it's like we got that email saying if you wanted to be on the committee, so I attended the first one. Okay. So, yeah. Thank you. Trustee Fritos? I have nothing to report. And likewise, nothing to report at this time. So item five, public comments. Do we have any public comments? Yeah, just skip over that. right to so moving on to item six information item a local indicators annual review by dr gina ramirez good evening board of trustees executive cabinet and members of the Public so tonight i'm here to present to you our local indicators, and this is an annual legal, I think that we need to do for our lcf so because we use this information to inform our l cap as well. So just your quick reminders, the local indicator is

008where we actually evaluate our local priorities here. And we do it basically during surveys and also during stakeholder inputs. And the goal really is to look and see how we are gathering information and looking at a holistic picture, not just on the CASP data that we get for our priorities for LCFF. So here you out of the 10 indicators we have to locally review five of them. So tonight we're going to review one, two, three, and six and seven. So for the first one, our local indicator, again, it's a self-reflection results thing. Thanks to all the hard work that our facilities and our HR department and everyone, we are. Not out of compliance in any area, so when you see the rating of met that means that we went ahead and we surveyed and we

009got input and we reviewed the input and we use that to be able to. inform our practices moving forward it doesn't mean that we are 100% doing everything wonderful, but we are being reflective in our processes so for priority one, you can see that. We have no teacher vacancies. HR certificated has done an excellent job of making sure that everything, every teacher that needs to be in the classroom is. And again, our facilities all are in order. So I'm happy to report that we had zero findings. And now here, I'm going to show a couple of graphs, but I'm just going to really give you an over kind of a comparison. So last year, we had three of the areas that you see. This year everybody's in green which means that we're fully implemented in

010ELD history next generation standards last year teachers and the in the survey reported that we were that we were initial in implementation in ELD science and history. So it was really nice to see that the work that we've put in in place this last year is reflective in our in the work that we're doing with the implementation of state standards. In this next graph, we talk about the materials. Are they aligned? And last year, the only one that was in initial was ELD. And this time, as you can see, they're all in green. So we are working diligently to ensure that every content area has the materials they need to be able to serve our students. In this one, you can see that we're rating the progress in implementing policies and programs to support staff

011and identifying areas where they can improve in delivery of instruction. Again, it's really exciting to see that we are in full implementation. given by the people who responded to our survey and last year we were actually in initial implementation and LD science and history so again, this is showing our progress and in that in those areas. And in this one, you could see that it's, again, the implementation of state standards, progress implementing each of the following academic standards adopted by the state board. And the only one that you see here that is still in initial implementation is CTE. And it was the same as it was last year. Our health education, it's equal this year. Last year, it was about the same. It's a little bit better this year because it's equal before it was

012more initial. And the other one that is better is visual and performing arts and world language. Even though they're still identified as initial implementation, we are seeing some growth and that really is due to the Spanish class that we implemented in the 12th grade with this literature. So that's really good to see. And in this one. We can see the implementation of state standards in the prior year for summer. And we are better, even though it's still an initial implementation in identifying the professional learning needs of groups of teachers or staff as a whole, it was less last year in the green. So we're moving forward. In providing support for teacher on the standards they have not yet mastered, we're actually... better we're still an initial and implementation so we know that as we move

013forward for next year we need to work a little bit more in this area so that teachers feel that their voices are being heard as we are providing professional development And then here for our parent engagement, we wanted to be able to share with you, this is something that was shared in the very beginning. This is kind of what our purpose is. Family engagement is a full, equal, and equitable partnership among families, educators, and community partners to promote children's learning and development from birth through college and career. And so that is, we see that our family engagement is not... something that we do, but it's a strategy that's gonna support us in being able to increase student achievement. And the goal is to have college and career ready students. So when we looked at this,

014you can see here's our rating. We have all four. Again, it's based on what was... what was reported by our parents and our staff. Last year we were at a three, at the number three and four, so it was really nice to see that we are, that the community feels that we're in full implementation. So we're still working, because we never stop, but it was great to see that increase in that area, when we build relationship between our staff and our families and a key. thing is that our families trust what we tell them and they trust that we are as a community as a district doing the very best we can for their students and for them. In this area, again, is building partnerships for student outcomes. We increase in all the areas. Number

015six, you can see it was a tie between a three and the four, so I just put three and four. But in reality, we are all working diligently to have parents understand what the CAS means, what ELPAC means, so that they can better support their students at home and then support us while we're here at school grounds. and then seeking input for decision making you know i was kind of sad that we got a three and number 10 but three is still initial implementation but we really are working diligently especially with our community schools at both barbara webster and isabel really working hard to try to make sure that we get input from our families we attempted to have an lcap series to really help parents understand what lcap is about um and you know

016how the decision makes an impact and um thanks I thank Nathan for attending that one meeting. He was our only participant, but it was great to have him there. And we did have it videotaped thanks to our technology department. And we did get views, so that was a great thing to see. And so then we move on to school climate. And I wanted to, in school climate, we normally look at our Healthy Kids Survey that was presented to us last time. So we do a student survey with all our fourth through 12th graders. And I have to tell you that this year, I do have to give my hats off to Amber McPherson. She had 710 students respond to the survey. So they had the highest number of percentage. And again, Isabel continues to be

017strong because they were at 289 and Glen City had 192. But we did survey fourth through 12th graders. So it was great to see all their responses. So I thought it was important for you to hear what they had to say. So one of the questions, how do they feel over their overall experience? You know, it was interesting to see that some of them felt more neutral. you know so but that kind of gives us an idea like what else can we do then to help them feel that their experience is a positive experience some of them said somewhat and very positive was 23 so we know that there's work to do in this area so discussing with principals in the beginning of the school year and over and you know reviewing the data for

018their sites would be very important And then it said, do you have access to academic support? And again, 46%, 47 said that somewhat, sometimes, you know, they do have some support. So again, this is just giving us information of what we need to do to support our students. And you can see we had 1,477 responses. I was so excited for everybody who took the survey. And then what additional supports do you need? And so here are some of the things that the students said, you know, tutoring, you know, that's something that's always really big. And the 27% was more engaging or relevant coursework, which is really interesting because as we're moving into really bringing to life our learner profile, and this is something that you'll hear a little bit more when we talk about our

019community schools, is really looking at how are we designing our lessons so that they could be able to bring out those five. skills that we want our students to learn in a more engaging and comprehensive way. But this is again, their thoughts is something for us to think about and see how we can improve. And then how safe do you feel at school? I was just telling. Mr. Norwood, Shane, but what is your last name? Norwood, I thought, sorry, that we missed him because he was at Barbara Webster during our campus safety and we just feel so much safer when he was there, but we do feel safe. So we appreciate his support there. So somewhat 34%, 35% of our students do feel safe. So overall, they do feel safe at school. There's still a

020couple of, the neutral is 26, but things for us to look at. and security teams to see how we can build relationships. A key factor that it was really good to see, even though he's not working at security this summer, we have one of our securities from the middle school working as a custodian at the high school. And just the way that they connect with the kids, it's just amazing, you know, fist bumps, hello, and you can just feel that the kids feel really comfortable. And I think that attributes to the work that the... campus safety and are doing to help our students really feel safe and having our our police officer right in front greeting everybody saying hello with a big smile i think that's also great to look at So how do you

021feel supported by teachers and school staff? We can see that, yes, the majority of them, they do, which is really great to see, right, that they do feel that they have the support that they need by the teachers and the staff on school. And this is a repeated slide for, I don't know why, but do you feel prepared, right? Because our goal, right, is to prepare our students for college and career. And it was interesting to see that some of them said somewhat. So. know we'll work a little bit more on that but it could be because we did have fourth fifth graders and six years also respond to this so they may just not be as aware so we have to look at everything more in detail when we meet with the teachers or

022principals sorry and here's what programs uh which is they would like to they would need to be able to feel more prepared again more college um more college workshops so this will just help us be able to do things a little different and use our lcap money appropriately to uh to support some of these areas of assets of needs sorry so priority six this is just to describe our key learnings it's just a summary of where we are um and we know like i said 67.4 percent of students feel safe that's great so we just gotta keep working on that piece they want more tutoring engaging it's kind of like a summary of what i just um explained um and And then here is describe any changes. So one of the big changes that we

023are working with is creating a mentoring program for the incoming ninth graders who struggled in middle school. So we had a, it was a great opportunity to be able to talk with the ninth graders who were not going to promote and do empathy interviews with them to see how we can best support them. And one of the key things they said was that they, it may seem like I don't care, but I really do care. And it seems like maybe I didn't try, but I did try. So it's like really, I'm working with Dr. Favila, Richard Castanero, Sam Zuniga, to be able to see what type of mentorship we are going to put in place for all those ninth graders that need that extra support. And again, increased tutoring. I know that we always want

024to do tutoring after school, but... It depends if teachers, and I know teachers are tired, and so we just do the best we can. But again, here are just a couple of things that we are going to try to do to be able to support our students as we reviewed our local indicators. The other thing is we have to be able to have that access to broad course of study. And the biggest thing that we continue to do, we have our ELD block of times and we truly in the master schedule, especially at the middle school. Now, I think this next year we're gonna offer two zero periods to be able to allow for students to be able to take an elective during the day. So we don't want them to feel that having to

025be in an ELD class is a punishment on the contrary, it's a benefit for them. But we also want to give them a broad course of study. So this is how we do. So we evaluate all those areas to ensure that we are doing that. Again, this kind of goes along with the same thing. They all have access. You know, we're exploring. We do need to look at Renaissance to see how we're going to support our emerging bilinguals there just with the constraints that they have. And Dr. Olivo and I were trying to figure out how we can do that. So we will continue to do that. I'll get to work with Robert DeCandia, which is exciting because I got to work with him closely this year with our AVID and Excel students. So that

026would be great. And again, this is just a continuing of what we're doing. But we do, one thing that we have to look at is our CTE courses, making sure that students are really becoming completers instead of just taking a one-time course and that they're also getting their A through G completion rates. So any questions that I may answer at this time for you? Would anyone like to start? Any comments or questions? Well, it worked. Dr. Ramirez, thank you so much for the presentation. I always like these local indicators because they help us look at ourselves in the mirror. We have to be very reflective about our practices and delivery of services. And so I really appreciated slide 25, but I want you to go into a little bit more details. The best that you

027can. And I know that's only for priority six. So I'm kind of asking the question for all the priorities. So the question is, how are school sites reviewing this data, this information? And what are they doing with this data? So one of the things that we're going to do different this year. is that we're going to spend time principals looking at their own data so they normally do because especially i look at melissa because we do this with that with the middle school with part as part of our community engagement initiative it's like really looking at the data and that's what because data is just data if you don't do anything with it so next year we have an opportunity to be able to look at the data and then come up with action plans

028per school site right because every school is different like i said it could be that our numbers are um are off a little bit because we have fourth and fifth graders answering questions so it's like well but they still need to be aware of college and career so then how do we bring that more to life especially because we have a college and career academy in seventh and eighth grade so how do we make those connections right so i think that's something that um i wanted to do last year but because i have my knee surgery I didn't. But next year, I'm not going to have any surgery. So I will be there for our principal so that we can really dig deep into that because the students had a lot of really good things

029to say. And the parents did too. And the teachers. And to that point, I just want to say, you know, good job to our middle school and high school staff working on a collaboration of our mentorship program. You know, you saw that there was a concern and you built a program. that will support our incoming ninth graders. And that's the piece that I want to hear because I know that we're not always going to be a perfect working site. But to me, perfection is when you can at least know when there's a problem and use data to help drive. you know, the instruction, like what as a teacher would say, but drive the conversation to fix things. And again, so I know we talked about in slide 25, it says increase awareness of bullying, implement

030stronger policies regarding bullying. Can you give an example of what that might look like? So that's something that, you know, last year during our parent, our PICC trainings, we spoke to parents a little bit about bullying. You know, sometimes our parents, there's a confusion between bullying and someone just bothering you. So really being able to help our parents when our children come to you and tell you, this kid is bothering me and he's bothering you every single day. So instead of, sadly enough, saying, just don't listen, ignore them. It's like, no, tell your teacher. that someone's bothering you tell somebody an adult right because a lot of times our young adults especially in middle school won't say anything until then they'll take matters into their own hands so we're trying to prevent that from happening

031so that's something that i'll work along with i told him we're going to have to be elbow to elbow dr santa maria myself because that's under his wheelhouse but it's something that we need to really um elaborate and look and educate all we had a bullying um parent workshop later in the year but we're going to move it earlier in the year this year because we know there has to be awareness and our students and our parents I have to tell my parents why don't wait till it gets this bad come before it gets to this right because we could do things we have a restorative justice facilitator we recently applied for the learning I know it's the LCSPP I don't remember the right the words the acronyms you remember but what is that, the

032words? I don't know, learning community something, right? And it's really to be able to strengthen our restorative justice practices. And along with, but that takes time. We have to train our principals. We have to train our counselors. We have to train and have people to do the mediation. So that all is something that Dr. Santamaria and I will need to discuss to see how we expand that and support the piece about bullying. Yeah, the... I mean, one of the things, again, good answer. I like what I'm hearing. But I want to make sure that we're using language like MTSS, the multi-tier support services, because when we're talking in that acronym and using that model. Then we're talking about level one, level two, level three services. And again, those are some of the things that we're

033talking about here. So like a bullying program would be a level one. That would be all school, the entire school site. Now something that's more a targeted instruction or targeted intervention would be more like a tier. tier two yeah okay so that's that's what i'm just saying so when when i see this i want to make sure that we are seeing that connection because it just it goes right to the hard work of developing our tiered support and and uh But again, I do appreciate the information. Thank you. Well, just to jump in on that, right? I mean, it's not just about like, let's have one workshop for the parents to let them know what's going on or whatever. But, you know, I would like to see professional development. You know, do our teachers have

034the skills to identify bullying in the classroom? Right. And do our staff, right, are classified too. So, I mean, it's kind of an all or nothing. We can't just shove it on a kid and say, you know. here's some strategies or whatever when they're getting bullied, you know, beaten up or whatever. Like, you know, we have to be proactive about looking out for those signs as well. I mean, just to comment on that, I mean, I recall asking my kids, what did the teacher cover? You know, they cover the syllabus, but not just the syllabus. These are the class rules. And, you know, they could quickly cover. if you ever feel unsafe or certain things you need to come speak to me if you don't feel comfortable you can speak to the principal depending on

035if it's elementary middle school or high school tailor it to that but just right from day one and it's something that maybe needs to be discussed with the principals to make sure that all their teachers within their syllabus or when they're presenting their class you know what are the expectations because all the teachers have different expectations but there's certain rules you know besides just you know treat others as you'd like to be treated sometimes you know students don't understand that they you know it's okay for them to roughhousing but it's a no-no in class And I would just like to take this opportunity, if I may, to, you know, we kicked off our past academy, our Cardinal Success Academy, which those students who did not get to promote, and along with our long-term English learners,

036so we created a Cardinal Success Academy, and Dr., I mean, Richard Casanero, along with Dr. Gabino Aguirre, and Robert Chaparro, and Sam Zuniga. We have, like, a team. If you have time. during your summer come visit the cafeteria from 9 to 2 and you're going to see these kids like so engaged and it's it's amazing to see how they were when i first saw them the first day to where they are now now so if you have time come and see them because that's the big that was our kickoff for the mentor well it's the cardinal success academy however richard kind of re rebranded and called it the pass academy because we are really we want to um our goal really is to develop their character and for them to find their own voice the

037students and for them to know that they have the power to conquer the world that no one's going to come and save them that they have to save themselves if that's what they say right so they have the power to do that we want to give them that so we're connecting them we have We have avid tutors. We have some of our IAs who work really well with them. We have teachers. And so we're going to have Gloria Rodriguez working with our kids in math. So we're really excited about the opportunity of reframing the way we've done or conducted that class with the curriculum. So it'll be nice to see. We'll have a graduation. We'll invite you. Sorry. Does anyone have other comments or questions? Yeah. Just. I just want to say Gina, Dr. Ramirez.

038Is this report, are you able to break it up between elementary, middle school, and high school? Because just the way they respond, you know, I think about safety and like you said, you know, college ready. I don't expect an elementary student to feel college ready, but then indicators of middle school. But it would be nice to see the data. I can send that to you. Perfect. Thank you. Thank you so much. Nobody else? Okay. So now we're on item seven, action items. Item A, superintendent. I believe he'll be doing items one, two, and three together, which is a second reading of CSBA policy updates for September 2024, December 2024, and March 2025. Correct. So again, we have CSBA policies that are updated on our system based on legal changes, whether it's Ed code, whether it's

039a lawsuit that, you know, became the standard and CSBA use their legal department to rewrite those areas that have changed due to law. And there has, and we then send the the policies to the director in charge of that area and then once they review it it comes back um to us to bring to the board and and so we're just asking for approval of these uh updated csba policies is there any discussion or questions at this time So I do have a comment, but should we go and should we have a motion first and then discussion afterwards? So do we have a motion? So moved. And I'll second it. And second. Okay. Discussion. And I do have a comment. So Mr. Weinstein, so I think going forward, because these policies are not in layman

040terms, and they could be quite challenging to. to really understand the fullness of what they are. Okay. And I appreciate the first read and then the second read and so on. But I think going forward, if you can maybe help us by putting together maybe an abstract or a synopsis of what the policies are so that we can maybe... Be a little bit more in tuned with with with the policies asking so that's it going for that's no I think that's a great idea. Thank you. So All those in favor. All right Passes for zero. Thank you moving on to item B educational services item one quarterly reports on Williams uniform complaints So good evening again. So we would like to happily report that we have no complaints at this point. So we are asking

041for you to approve our report that we have none. I move to approve the report. I second. Sorry, it's been moved and second. All those in favor? Aye. Passes. Thank you. Item B2, approval of the 2526 local control accountability plan. I'll cap. So again, Dr. Moore presented the LCAP last time. There was no changes. He sent over the LCAP for revision for our budget and for the contact, and the county gave us the green light. So we're asking for an approval for tonight for our LCAP. So is there a motion for approval? So moved. I'll second. Second. Any discussion, questions? No, I just want to thank the committee at large for the hard work and the time put in to get this plan together because it's not an overnight project. It definitely takes lots of

042hours and reviewing lots of details. So thank you. Thank you. Vo, all those in favor? Aye. Passes 4-0. Item 3, approval of schoolwide Title I designation for independent study program. So because we have a CDS code for our independent study school we do have a great number of our students who do who do qualify for free and reduced lunch. So in order for us to be for them to be able to use the money for all of them the students we would like to be a school wide Title 1 instead of a targeted which targeted means that it will only be the money could only be used for those students who qualify for free and reduced. and they will be submitting their sipsa so their single plan for student achievement it will be coming to

043hopefully in the board in july if not in august because we want to make sure we bring all the plans together we have two that are still pending so first is there a motion for approval so moved do you have a second a second any discussion or questions comments i just have one question um i'm assuming Is there a question is is there like a projected savings though? from last year to this coming year? So we gave them an allocation this year. So every, like in January, we have to report the number of students that we have per school site that qualify for free and reduced lunch. So because we have a CDS code, we gave them money. So independent study was giving an allocation, but they were only able to use it for targeted.

044So if we wanted to do school-wide, we have to... bring it to the board and have you approve that. So they've already been given money, but they had to do a comprehensive needs assessment. They had to write their SPSA, which they have, but they just is not coming forward yet. Dr. Ramirez, I think part of that question was, did we get more money? Yes. Okay. Well, not necessarily yes and no, in the sense that those students were used to go to our schools, but now they're in independent study. So that we did gain some students because we have an independent study program. So those parents who didn't want to send their kids to a school site, they really want them to still be at home or if they want to travel, do things like that,

045they can still be an independent study. So that's why I say yes and a no. So we do have an increase. Increase in Title I funding. Yes. Okay. So, Dr. Mercer, so that kind of brings up another question for me. So now, given our political climate that we're in, is this, are we having the right discussion for the future, for the next school year, 25, 26, regarding independent studies for families that I'm just going to come out and say that are struggling with the idea of ice in our community and they don't want to leave their homes is this approval addressing that in any way? Does it hurt us? Does it stifle us? Because we have Title I, we don't really know if Title I money is going to be taken away or not. It

046may, but not next year. If it does impact, it will impact us in 26, 27. This is just extra money that is given to us from the federal government to support those students who qualify for free and reduced lunch. So like, for instance, I want to say that they want to be able to offer some more tutoring, right? I don't have the plan in front of me, but... having more tutoring. So then this money, the extra money they're getting, they're going to use it for that. So this is just extra money, and it's always to be supplemental. And if we get more students, like an independent study, because of that reason, then independent study will get more money because they get a per-pupil allocation. Additional information. So we've talked about this. We are pursuing a

047homeschool program. for independent study. So independent study, there's asynchronous hours and live hours with teachers. With homeschool, it's way reduced, and that allows kids to stay at home. What's the status of that? What's the status of that, by the way? We've talked to four... homeschool companies that have teachers and and that would be the teacher of record and so we found that most of the Things that they're offering are not really any different than what we're already doing and so we're looking to Add an independent study teacher that would also do homeschool And the good part about independent study, and you saw it at our graduation, is that if the high school students in independent study graduated with the high school, you know, and the middle school promoted, so being in independent study or homeschool,

048the advantage we have to other homeschools is they can be participants in the act, what they choose to participate in at the site. And sports, music, whatever, whatever it is. Very good feedback information. So I think we're at a vote now. There's no more comments or questions. Ready? All those in favor? Aye. Passes 4-0. Thank you. Okay. Turn my page. Item 4, approval of the consolidated or CONAP for federal program funding for the 25-26 school year. So we're just asking for your approval so that we can submit the application that's due June 30th. so that we can apply for all the title fundings available. I'll move to approve the consolidated. Yeah, I second. So it's been moved and second. Any comments, questions? Hearing none. All those in favor. Passes for zero. Item five, approval of

049the Santa Paula Unified School District Community Schools Plan for Isabel and Barbara Webster. And we have the Gina Show, Dr. Ramirez. So this should be quick, but I just want our. Our both our principals have worked really diligently to modify and adjust their community schools plans. But this is just to be able to give you you know for all of us to be on the same page of whatever community schools is. And even though we did not get the other community schools grants that we submitted for we were told that the reason we didn't get it was because it was given to They had to make decisions based on the number of applicants because they had a huge number of applicants. So they gave it to districts who had more community schools and it was

050just to be able to enhance them. But I'm still going to appeal and see what happens. So just so that you know here, you know, I wanted to, what is a community school? The one thing I think that I want to highlight from this is that it's the whole child approach, right? And it's integrated, focused on academics, health, and social services, youth and community development, community engagement. And this really allows us to be able to look at unique needs and assets that are in our district. So many times when we think about our students, we think, okay, what's the deficit? this framework, we're looking at what do our students come with? What are their assets? And then what do we have as a district as an asset to continue to develop that whole child? And

051really the vision is college and career, which is our learner profile. Oh, so I'm not gonna play the video because I just put it so that you can watch it at your leisure. So again, this is another piece that's critical to us is that the community schools is an equity enhancing strategy. So it's not a thing, it's not a program, but it's a strategy to really... bring equity to our students. Again, along with our learner profile, we always talk about being equitable and comprehensive. So it just goes right along with that piece. And this I just wanted to give you a brief overview it has is these are the four pillars. So this is what we what our plan needs to have. You know we look at integrated student supports family and community engagement collaborative

052leadership leadership and this is a really big piece because we the goal for community schools is for it to be a collaborative piece. So. like Melissa, she has a team at her site that they make decisions together as to what's the best thing for their students. Barbara Webster does the same thing and then we have one at the district office, at the district level. And then we have the extended learning time and opportunities which we have, what we have is our after school program, our ELOP and then how do we then align all of that to what we're doing and making sure that we are really leveraging those funds to support our students. The other piece is the four key conditions for learning. So again, you can see this matches perfectly to our learner profile,

053right? The supportive environmental conditions, productive instructional strategies. So here in this piece, we spent some time really looking at how do we really bring to life, you know, our learner profile at the middle school. and right now we're just focusing on middle school and Barbara Webster with looking at performance tasks that can be taken out that they can do to show what they what they learned in a more engageable and authentic manner. So we're going to explore that in the next year. Again social emotional learning they both have wellness centers they have a wellness they have a wellness Wednesday. So and then the systems to support when we talk about MTSS we don't only talk about MTSS and the behavior. We also have to talk about it in the academic piece. And so right now

054we're really working at that tier one piece and we have to look at data to support that. So this is all the four key conditions of learning that when we meet together and discuss, this is what we're looking at. Then we have the four cornerstones for commitments. You see there is asset-driven and strength-based practices. And that goes along with our EL roadmap. Our EL roadmap is all about asset-based learning. How do we support our students? Being culturally relevant. Being racially just and restorative justice. So that's when we talk about our restorative justice. We're very fortunate we have a facilitator. How do we then leverage that and grow that piece? And then the shared decision-making is critical. Because when one of us leaves... The work needs to continue. So how do we systemically make that happen

055is by creating a collaborative piece. So it's not just one person leading all the work, but there's a buy-in from everyone who's part of that community school. And then here's our four proven practices, community assets mapping. We spend a lot of time, Melissa and Jeff and their counselors, they worked really hard on making sure that they could identify all those assets, you know, that are around our community. And we are creating MOUs. We're going to bring them to you in July after I meet with Dr. Mr. Weinstein to share with him all the great things that we have in. plan for next year and also integrating and aligning with other relevant programs. So instead of reinventing the wheel, how do we partner more with our Boys and Girls Club? They're already here. How do we

056leverage that with them, right? And site-based and LEA advisory councils, which is what I shared before. And then the key that makes this work is having a community school coordinator. And that's what we're working on. HR is working on that. We're trying to find one. Last year, we had an interim. coordinator and they really was to support our principals because our principals can have to manage and lead and do instructional so they need some help to be able to get this off the ground so here's our isabel and i um you have the plans i've uploaded them but i just wanted to give you a summary of the assets they have the um They are really, have worked really diligently to really put the focus on college and career, right? And they have their mental

057health services. Again, their wellness center is amazing. They have the wellness. They always do things with the families, with the students. I mean, if you ever go on campus, you see them just doing a great job. So they have a strong foundation there for their community and the wellness piece, as well as the college and career focus. the needs that they felt that they needed to work on more. You know, you have them listed here, but it was really looking at the community engagement. How do we elevate or explore, extend the restorative justice piece? And then, you know, they have adult ed on campus. So how do we leverage adult education to support our parents or even our students, right? So that's something that was a need that they developed. And English language arts is

058a need. So here are some of the commitments, the core commitments that they want to decide. So we discussed that we have AVID. We know that AVID, when we have AVID at the high school, you have two sections of AVID, 100% of those kids get accepted into college. We've had AVID at the middle school for emerging bilinguals and for our regular as an elective. And I was really looking at how do we expand. avid strategies across the school site, not just as an elective. And then looking at the store period, that extra period to be able to help support more students during the day. And again, that performance task aligned that goes with the learner profile is something that we discussed. You'll see that in their plan. And so here's Barbara Webster. Barbara Webster, if

059you want to see how data is used well. Barbara Webster has the MTSS system. They really look at data. They're very strong at that to review students. And we know that one of the things that they do, they really work with the students are and move them forward. They have a high number of students that are actually moving out of special education because of the support that they provide during their learning centers. So this is Barbara Webster. And some of their needs, you know, they also realize they need more parent workshops. And I think it's like Dr. Sandoval said, it's not just the one and done. It's like, how do you keep moving it forward? So with our parent ambassadors that we've did. started at the district level. Now they're going to go to the

060sites and they're going to have, they decided to do every two weeks so they could do one in Spanish and one in English, the same topic, and then meet with parents and have a place for them to meet. So that was something that was critical to have like a parent center at both of the sites so that parents know where they can go to help. And it's going to be run by a parent, not by a staff. Again, the same thing, we all agreed we really want to work on AVID because we know that the strategies work. There's a lot of, everything has to be research-based and we know that that works for them. And looking again at our performance task. So we're going to start with sixth grade next year to develop that. So

061we're going to need like a master teacher to help us develop those lessons that bring up the learner profile. And so those are the plans and this is something that I love that Mr. Colon shared with us that ultimately it doesn't matter how great an educational idea or intervention is on paper, what really matters is how it manifests itself in the day to day lived reality of schools. And if you were to walk on our campuses at Barbara Webster, all of them, but because we're doing this for Barbara Webster as well, you can see that the ideas that are being discussed are actually coming to reality. So we're really excited about it. So we're asking for you to. approve their plans. They've worked diligently and they've all they're all aligned to all the different pillars

062tonight. Thank you Dr. Ramirez. Do we have I'm sorry is there a motion for approval? So moved. It's been moved. Do you have a second? I'll second it. It's been moved and seconded. Any comments questions? So my comment question is, I mean, we, and as you well know, you probably know where I'm going with this, English language development. It's an area of need. Does that not fit into? Yes. So actually in the SOAR, they've added. Because we know that so one of the things that we worked with this year with the middle school was having Gladys do case managing with the students. So you know she will review their grades and then keep them after school. So we're going to do that during lunchtime now for that way. So we'll have both Gladys and Ms.

063DeCandia having each period like for seventh grade and eighth grade and they're going to case manage the kids during that during the. the day to support them and make sure that they are staying on track and that we can move them forward. Because what we noticed is that if we're kind of championing after them, then they will succeed. So we need that. So that is something that we did talk about. So they are going to have two periods extra just for our emerging bilinguals. Is that? Is that black and white in here or is that just discussion? It's in the store. It's in the plan. So when we, when I think, I don't remember, I didn't number my slides. Next time, remind me to number my slides, somebody. Dr. Ramirez, I believe you. But again,

064I guess what I am just want to making sure that I am championing the idea and the concept that we need to keep. our ELD conversation alive. And it needs to be alive in the documents and that each of the ILTs and your SSTs and all the organizations and study teams at the school sites are having those meaningful conversations. Again, it's nothing new. You've heard me say this time and time again, but I just want to make sure that it's black and white. And I'm on the Isbell. community grants, attachment three, and I couldn't find it in there, but I did notice on the... the plan that you're on right now, it does only reference ELA, which encompasses that. I get that. But if it's going to get really targeted about AVID, on track, other

065specified programs, I really want to see ELD identified because we, as we well know, and through the many conversations, when we address our ELD population, They're going to move the needle for all the other things, the indicators, the dashboards, all those things. So again, please, thank you. And we're not able to add that wherever. It says ELA to put ELD next to it as well. So as we're working, because this is a living document, right? So as we're continuing to work and that's something that... I didn't mention was that we, because there was a higher need for our emergent bilinguals. Mr. Weinstein approved for us to have another teacher. So we have two ELD teachers next year instead of just one. And we would do the one six peers before. Now we actually have two

066teachers who are going to be focused on our emergent bilinguals and making sure because one of the things that we want in our district is we want to reclassify our students before they get to middle school, but for sure by the time they finish middle school. So we need to really target and hone in on the supports that we need to provide. And we need to strengthen our tier one. So when it comes. to start MTSS. I just have a question on Barbara Webster. It says that there's gonna be a full-time counselor, doesn't? There was a proposal. So we're gonna, instead of a counselor, we're gonna do the... outreach coordinator and that person is gonna serve as the family and community engagement person and support the counselor there at that site. Because the counselor right

067now they have a wellness, they have a wellness center, but they only have one counselor. So sometimes it's hard for them to run the wellness center and do the counselor. So we still have to explore the possibilities. Again, it's not an unlimited amount of money for the community schools, so we have to really prioritize. So then they're not going to have an additional counselor then? Okay. Does that mean that these plans have to change? Because in here it says. They will. They will change. Okay. This is just for this year. Okay. And then will the. So. Okay. So that's going to be scratched out then. Right. Then that they're not going to get the counselor on here. Even though we're approving that plan right now. So. Kind of odd, but that's all right. Some of

068the goals here, you know, I think that one thing that we need to kind of understand better when we're using data is like, okay, when we put a goal, like for instance here, you know, students will improve their SEL capacity, you know, by sixth grade, 80% will show improvement. How are we going to achieve that? Like, how are we going to, how are we going to. get to to that number does that mean that 80 of those kids got to be all the kids have to be touched in some way like and what kind of involvement and like why 80 you know i don't know if we have a strong baseline as to like how many really need to be, you know, or high capacity right now. So if it's really like a third of

069the students that we're talking about that really need that extra intervention, you know, 80% will show improvement. I mean, it just, I don't know if it doesn't really align to anything. It just seems like a number that's kind of pulled out of the, out of air. Right. And I'm not to criticize whoever wrote that in there or whatever, but we, we really do. If we're going to be using data, we have to be very mindful of. what are we actually expecting with the intervention that we're doing? Because we're going to be measuring this and when we don't hit it, right, because 80% haven't improved, but 50% didn't need to in the first place, then that means that we didn't meet our goals. So it just, we need to be going forward. We need to be

070more, more mindful about like when we put an objective, like, okay, what leads to that number? You know, and how are we, how is what we're doing going to achieve that number? So that's it. I guess I can relate it like to our LCAP where we started a base and we're doing measures of what percentages. So if there's a way of just not reinventing the wheel, but just. And we're evaluating two different surveys. So the Slow to Grow gave us a survey last year. And then we have another survey that was just shared that really monitors school connectedness. And so we can look at those things and see what is the best way to be able to measure or what really is our outcome and can we really measure that and can we really show

071that what we're doing is actually making an impact. So that's something that we have to tighten up and strengthen for sure. Any other questions or comments? Maybe the other one was you talked about the outreach coordinator taking on more of these responsibilities. Why not the counselors? Is it a job description function? The counselors do help too. So for instance, you have Barbara Webster, Eva. Eva is doing a lot. Like, right, she does the wellness center, then she has to pull kids out. So now she'll have someone to support her in some other duties where maybe the other person can help her run the wellness center so that she can then meet with the other students. So just different things. We just have to be creative because of the funds and, you know, how do we

072best utilize them so that we can really reach our achievement because this money is really just seed money. And the goal is to do like a trainer of trainers so that we can sustain it when that money goes away. So we have to be really careful. So as I want to make this bring it aware. So I did ask for future board item that we reevaluate our counselors job description. And I just want to make sure that when we are doing that, that this could be one example of how we can tie in. the job description because from what I understand is I guess what I'm asking from a prior meeting is that we get a little bit more generic about the counselor job description so that it encompasses all of these, whether one school

073site has the community grant and the other school does not. And that's why I followed up with why not the counselor? Because, you know, and again, if it's working. at five o'clock at night, you know, that has to be the case because again, I'll speak from a personal perspective, historical perspective. I was the outreach counselor and I did that for 17 years and. I work till seven, eight o'clock at night at times. Not all the time, but if it meant getting to a home and doing a home visit, then that needs to be the case. And we can't tie ourselves in a box because of a job description. Right. And just so that you know, our community service coordinators, their hours are going to be nine to six. And then our counselors are willing to

074adjust their schedule at least. I mean, we've talked with Eva and the wellness counselor at the middle school to be able to go along to do home visits when needed. But that's not the point. I don't even want a name. I want a function. Because Eva may not be there and the next one comes in has to assume that responsibility. So it's a function. It's not a person. So asking someone to do it is not the proper. proper way it's making sure it's it's tied up in the job description so yeah thank you thank you so it's been it's been moved and second correct okay so um i'll vote now all those in favor aye aye passes 4-0 item six approval of the agreement with fillmore area transit corporation for extended school year program good

075evening this is Just a recommendation to approve our contract with Fillmore Area Transit for the extended school year program. I move to approve the agreement for the Matco contract. I'll second it. It's been moved and seconded. Are there any questions or comments? I just have one question. Do you, for the summer, how many students roughly are using the service like in these buses or is it? We have three routes at the elementary at Barbara Webster, which includes preschool to eighth grade. And then we have two routes at the high school. So how many, these buses hold? We have around 150 kids who, I don't have it right in front of me. Who use the service. Who are attending ESY. Not all of the kids take transportation, but I would say a majority of them do.

076And define what ESY is? Extended school year. So these buses are like the large ones or the small ones? They utilize both. Both. Okay. Thank you. I'm just looking at the amount and I'm like, whoa, but what's what it costs for the summer? Okay. Thank you so much. It is paid from ELOP. It is on there. So, Vo, all those in favor? Aye. Aye. Passes. Thank you. Item 7 approval of medical billing technologies. I'll just stand here next medical billing technologies is a consultation services service that we contract with. They provide us with our billing software consultation. any kinds of services that we need in order to help with our billing. So our contract does include a fee structure that's an annual fee, plus there's a percentage of what we are able to bring in

077each year. So this increase of $81,000 encompasses the entire contract. and what we've agreed to with them. But keep in mind too that this year we've brought in about $1.1 million. Last year around the same and the year before that, a little over a million as well, up from about five to 600,000 per year that we were bringing in previously. So while this is an increase, what they provide us brings in exponentially more than what this contract. Do you remember how long we've had them? How long we've been using medical billing? About five years. Okay. Because it says it's a three-year contract. Mm-hmm. So it went an additional $81,000 to the what was? What it was. So what do we pay total? The original purchase order didn't include the entire fee structure on it. So

078we just need an increase now to include all of the. The entire fee structure that is in the contract. So it says for an additional 81. So what's the total? 106,000. 106. Yeah. Okay. Which again includes a flat fee and then also a percentage. The 8%. I did say that. No, no. We went to a workshop once and I remember them talking about like in order to get reimbursement, most companies do that. And I'm assuming that. You'll revisit if we've used them for five years or probably give us the better rate than maybe somebody else So I'm assuming that's why we're continuing to use them Because it sounds like it's probably standard 8% and what they charge and if you know this is Administration is happy with them. Then that's probably why we're here tonight

079to approve additional years and I was just looking at the date of when this came in and Wasn't sure if we're behind the ball on getting this approved on the increase. Did it come in at the beginning? Did it come in last year? Because I'm looking at the date on the document. Each year, there will be a purchase requisition for that. This year, I believe that it came in lower. It didn't include all of the fee structure that's in the contract. So we just need an increase right now, but there will be another purchase requisition coming for the next year as well. Okay, thank you. And actually, I should have asked for there's a motion. We did the motion. Elda, did I do the motion? Sorry. Is there a motion? I move to approve the

080contract. I second. It's been moved and second. And I jumped the gun. Is there any other questions or comments on this item? So with this contract, do they offer? like professional development on maybe how we can increase our medical billing because you know this is this is revenue and This is the type of revenue that can help us stay out of the, you know, the really dark times ahead of us. So do they offer professional development so that? They do. They offer training to the staff about how to bill. I just met with them today. So they provide support, you know, to us as administrators and who's overseeing the program on how to, you know, create efficiencies and make sure that we have the right people, the right providers, you know, listed. you know, in

081our reports and that are billing and all of that. So they do maximize. I've been working with them, you know, for the last three years. And, you know, our revenues increased significantly because I've been working very closely with them and making sure that we have all of the proper staff in their system to be able to bill for. Do they, now, can you maybe give some evidence of... not how many, but what level of staff other than management now actually has received training from medical billing? Our service providers have gotten training like our SLPs, our OTs, our school psychologists. We've talked just today about providing more training to our counselors and our mental health counselors. They are in our system, and we do get reimbursement for their services now. we're wanting to provide more training

082for them because it's really important that they're keeping the right service logs, that they're tracking that in the software, which is really the best thing to do. We can keep our own records, but really using the software that MBT provides is the best way because if we were to be audited, we have all of that there. So I'm working with them on getting more training for next year. Do you see resistance anywhere within our own organization? Maybe you don't want to blackball anybody. I get that. No, I have not. But, you know, a nice way to make sure of that, too, is that staff understand how much money we're able to bring in and that, you know, even being able to have them have a say in some of what we're spending on. So, you

083know, there's some incentive that way, just that it goes back into their own program and maybe some of the materials that they need, understanding that, you know, even for some of them. Their salaries can be paid out of it and other other things like that So I think that works well for them to really truly understand why they're doing it And what it brings in for their the program that they're supporting perfect and again just want to reiterate to HR as you're reviewing your your counseling that the counselors job description Please make sure that this is a part of it so that that it there's not a pushback. This is going to be uh should be a requirement so thank you sorry sorry i have some questions for you i'm reviewing the fees there's an

084eight percent fee on the final reimbursement calculated in the client's total cost um is that included in what we're seeing here or that's included okay sorry that almost gave me a heart attack when you said millions of dollars and i saw eight percent i'm like okay and then i'm seeing a lot of fees um just for you know just sending them for a referral for a physician i believe that's 25 um do we have a total cost in what we're paying in fees and you know are we just are we weighing like the fees compared to what we're bringing and do we see that the fees are increasing or have they say have they stayed like relatively the same i mean with with there being an eight percent um you know, as a part of

085that fee structure, you know, if we bring in more money that, that would increase. But, you know, as far as like the three-year contract, those are going to stay. Okay. As far as like our flat. Yeah. I just want to make sure they don't, I guess, fluctuate. I just want them to remain, you know, reasonable because I, like, I see that we bring in millions of dollars. That's great. But with 8%, that could be a huge cut. And if we have to look elsewhere, then we can look elsewhere. Just one last question. If you know the answer, is there anything that. We can improve upon? I mean, like the medical forms that are given to parents, are they complete? Because I know, you know, if you have private insurance and you don't want to provide

086it until needed, I mean, are forms correct for the needs that you need? Yes. We work closely with MTC, but we don't get private insurance. This isn't a program for private insurance. So as soon as parents fill out their form and they indicate that they have Medi-Cal and then they provide that and they mark a box saying, yes, they're okay with the school district billing them. And that's all you need to do the rest of the billing. Yes. For consent. Okay. I just remember from the workshop that Lori and a lot of us went to about getting reimbursement. And sometimes if it's a private. Or is that a totally different thing from Medi-Cal billing? That's different. A different program, increasing. Okay. Okay, I was confusing them. But part of what MBT does is help support

087us in that piece as well. Okay. So as we're, you know, we put in our... you know, our logs and our billing, but they do, you know, they look through our forms. They make sure the kids are, you know, which kids have Medi-Cal and, and, and all of those types of things. So they support us in a lot of those pieces. Okay. Yeah. And that workshop, they said like 8%, I think it was standard of what they kept. Right. Okay. Thank you. Thank you. So it's been moved and second, all those in favor. Aye. Passes. Thank you. Item C, business services. Item one, approval of the, sorry. Item one is a 2526 proposed final adopted budget by Lori Toms, the chief business officer. Good evening. I'm asking for approval for the adopted budget that was

088presented in the last board meeting. Just so you know, there has been no changes to the numbers since those numbers were presented. They're still the same. Do I have a motion for approval of the budget? So moved. I'll second it. So it's been moved by Trustee Rodriguez and second by Trustee Frutos. Do we have any questions or comments? No, I mean, just a comment, right? Just to kind of reiterate that we know we're passing a budget that has a fairly significant deficit. Right? And our hope is that it doesn't stay that way that we're doing work. You know, even for next school year. But certainly for the following school year to get our expenses in line with the revenue. And with that, I mean. Definitely, we need to be doing this quarterly or kind of

089coming up with a plan as to what are some discussions, talking to our principals, using our current directors, staff to bring in their top three, five, ten ideas of ways to reduce our expenses and understanding the declining enrollment or how to increase our enrollment. Being creative, doing more with less. I know in my daytime job, I've been doing that for many years. So it is doable. It's hard work, but also, you know, the love we have for the job goes a long way. Additionally, our trustee, Kamazawa, was not able to be here, so I'm going to read his comment. I believe this is the appropriate time to do this. Okay. To Santa Paula Unified School District Board of Trustees. from Trustee Kamizawa. To my fellow board members, Superintendent Weinstein, faculty and staff, and to the

090community of Santa Paula, first, I apologize for not being able to attend tonight's board meeting while my family and I deal with a personal medical emergency. It's clear that Santa Paula Unified School District is not just facing a challenging fiscal future, but that this fiscal and budgetary crisis is already here. After meeting with district staff, and as noted during the prior board meeting on June 11th, The district is needing to use its reserves to fund ongoing operations. This type of fiscal policy and budgetary structure is not sustainable. The district must get to a place where ongoing expenses are able to be supported and funded by the... Incoming revenues the district receives and reserves are only used for one-time or emergency expenditures subject to board and district policy and state requirements. Unfortunately, in my opinion, and

091after discussions with staff, what this means for the district is that areas to reduce expenditures must be identified by staff and identified immediately. Potential areas to look at and analyze could be the district's budgets prior to the COVID pandemic or when prior balanced budgets were adopted by the board without the use of reserves or fund balance. These could be a baseline for future budgets to be developed. Simply stated, the district must strive to adopt future balanced budgets without the use of reserves. I'd like to thank my fellow board members for their support and guidance during my short time on the board, as well as staff from the district's business office for their hard work and effort on bringing this budget. forward to this board for approval. However, the work is not over and the district

092will get through this challenging time, but only by being honest with ourselves with the issues we currently face and addressing these tough choices head on openly and transparently together. Thank you, Mike Kamisawa, Trustee Area 5. Anyone else? Comments? Questions? We've been here before we know what's going to come next. I mean, I don't have to I mean Mike already summarized it through his letter to us, but we're going to get through it again. I trust our staff will communicate to us what needs to be cut. I trust your recommendations, but please just come forward with them. You don't have to talk to us board of trustees. You can talk to our superintendent. But honestly, again, if I can address the members of the public and say again, please expect more cuts in the future. They're

093not going to be easy. They're not going to be fun. But we can get through this. So it's been moved and second. So now for board vote. All those in favor? Aye. Passes 4-0. And thank you, Lori. And we'll get through this. Sorry, I have to go back to my screen. Okay, so item two approval Empire cleaning supply blanket purchase order This is a purchase order for next year for the MNO department for them to purchase their custodial supplies Is there a motion for approval? I'll second it's been moved in second any questions comments soaps expensive I did have one question, though. I had forwarded you the CSBA has a program. I don't know if you've had a chance to look at that at all. I have not had a chance to go through it,

094but I will. Sure. Okay. Because maybe we can get some cost savings for some of those kinds of items that way. So thanks. Yeah. Actually, this is one of those, and help me, Lori, it's when districts order in bulk or you. You order off of someone else's budget to get a better price. Like a piggyback? Piggyback, thank you. Is this something we can do with this type in the future? Just if you don't know, it's just something to... I don't think we've done this. We've done it in other areas. I know that we do some in food services, but I don't know if we've looked into the actual custodial supplies at this time. Common practice is that the CDE has pre-approved vendors for custodial supplies that they have helped negotiate the rate of everything. So

095we'll check in to see if that's the case here. Okay, perfect. Thank you. Okay, it's been moved and second. Board vote. All those in favor? Aye. Passes 4-0. Thank you. So item C-3, agreement of... Sorry. CA-ERP Financial and Payroll Personnel System 2526. This is looking for approval to, this is our financial payroll software, Escape, that we use through VCOE. This is our, it's an annual renewal, basically. Thank you. Is there a motion? So moved. Second? Second. It's been moved and seconded. Any comments, questions, discussion? Hearing none, board vote. All those in favor? Aye. Thank you. 4-0 passes. Item 4, award of a QSD QSP contract for the Isabel Middle School Interim Housing Project. Good evening. We're seeking approval for this item. We've got the Isbell Interim Portable Project, which is actually presently out to bid.

096Bids are being received on July 1st, and we're hoping to award on July 30th at the board meeting and start construction in August. And we've tried to delay starting this project for as long as possible, but we're actually up against DSA approval. A time limitation. We got our approval for the plans for this project all the way back in August of 2021. It's good for four years, so we have to get started. So this project is actually going to get started to satisfy DSA, and then we're actually going to get to a certain point, stop the work, and then wait until we're ready to bring the portables out to the site to continue and finish the job. That way we're trying to rent the portables for the shortest amount of time as possible. That's stated.

097We're going to start incurring some of these project costs that are associated with this interim project. What's the cost for an extension? Because we should have probably never gone with that plan without having an approved project. The cost for an extension is just it's a re-upping of sorts. So actually, it's three years plus one years. We're already in the extension period, but we just would have to resubmit our plans to DSA. For a cost of? for whatever the architect would charge us for that, and then the fee for the project would probably be another $30,000 to $40,000. It's possible that we could seek reimbursement from DSA for the first fee that we paid for the oversight, because when you pay the fee, the fee is for plan check as well as oversight. Now, much like

098an architect, the majority of the fee is up front because it's for the plan review and not as much for the oversight. But that stated, I mean... unless there's a really extenuating circumstance. I mean, when you have a DSA approval, you don't want to lose it. But we did ask the question with the architect and agreed that the best course of action was to proceed forward. I guess my question is because this is a housing plan, you're laying pre-approved buildings, and if the codes haven't changed, it should be the same for them to charge $30,000 plus the architect versus asking, I'm assuming there's only a one-year extension? No, it's not an extension. The three plus one. I'm saying that that was it. There's not like we want another one due to whatever reasons. This is

099it. And then if we approve this now, this is good for? This particular contract is just one of the various contracts that we'll be approving in concert with doing the actual construction project. So the main construction project is the one that bids on July 1st that we'll be bringing over for award on July 30th so we can start construction. So this one and the next item are two of the affiliated contracts, the next item being the inspector of record, this one being the MS4 compliance, which was stormwater management. It's the stormwater pollution prevention plan and the QSD and QSP, which are all the services that are provided during a project to make sure that we're not polluting the stormwater. It's just my concern is that we're going to do this. Put the modules we still

100don't have DSA approved construction plans for Isabel That can take go through a year through DSA award the contract another six months another six to start two years, so we'll have buildings Probably sitting there over a year and that's gonna cost us. Yeah, just Kind of go back to you right? That's just to get all the prep work done But we won't actually put buildings on it until we're ready to go. Right. It's just so that we don't lose that approval, because if we have to get re-approved, that's going to be an additional, what, at least six to nine months to resubmit all that. Right. So all you're doing is essentially getting the project started. So you can say to DSA, we've started. And then they go, OK, great. And then we wait to put

101those to rent those portables. So I just want that. That's correct. So we will build a giant master pad that's going to hold 19 portables. We'll get that pad paved and ready. And then we'll quote unquote call off the dogs and stop our construction efforts until we are at the point where we determine, okay, now's the right time, sort of like getting in that jump rope. Hey, we think it's the right time to actually call out the portable manufacturers to bring out the portable buildings to get them set up in time for us to move into them and occupy them. in concert with the Isbell construction project. Okay. And I think just for future, I'll ask for a future agenda item like where we're at in the timeline and the steps. So thank you, Trustee

102Sandoval. So we're seeking approval. Okay. So moved. Thank you. So moved by Trustee Sandoval. I'll second it. It's moved and second. Board vote, all those in favor? Aye. Aye. 4-0, thank you. Item 5 DSA inspection services for Isabel Middle School interim housing project. Same gig same project inspector of record inspector of record Kenco construction services same firm we've used on the last three projects reasonable price four hour minimums which is a fairly standard in the industry. So this proposal is for four hours at a time and not eight hour blocks because this is obviously not a major construction project. And they've budgeted it for 12 months. So we don't think it's going to be 12 continuous months. My hope is it won't even be 12 months at all. But it is a time and materials

103contract. So we'll actually just get billed the actuals for how much time they're out there doing the inspection services for the project. Is there a motion? So moved. I'll second that. Any questions, comments? So mr. Anning quick question you probably know where this is going it can go construction services Out of Laverne did but do they hire local are they do they are there individuals from Santa Paula of Ventura County that work for the company? Okay board vote all those in favor aye passes 4-0 Item 6 award of pre-construction services agreement Santa Paula High School Brighton gym project. DIRECTOR HERSEY- Okay she said it we're seeking approval for a pre-construction services agreement for the high school gymnasium project with Balfour Beatty. Obviously this is a project that's been in design with R&T architects and this

104process has been ongoing for several months actually in concert with Isbell Middle School for that main building project which is the next agenda item. You can see the rationale was developed. You can clearly see it has the imprint of a lawyer written all over it. But that actually is the process that was followed to get to this point. We did pre-qualifications. We pre-qualified three firms, and then we issued an RFQ slash P, a request for qualifications and proposals. Used the scoring matrix that was developed, and I believe it was actually the matrix was board approved. And then we contacted references and then after we did that we conducted interviews with both the architects direct excuse me CBO Toms and Superintendent Weinstein were present and Now we've come forth with Balfour Beatty for the high school

105project. We've also got a project executive Dennis Kirkendall here from Balfour Beatty. He's been with the firm for 20 years and Balfour Beatty I guess to brag on them a little bit is a bit of an industry titan. I believe statistically the number one school construction contractor in the state. And, you know, that doesn't always mean better necessarily, but a lot of their business is lease-leaseback, and the nature of lease-leaseback is not like a low-bid environment. It's people coming to hire them and repeat business. And they've been used a lot in Ventura County. You could probably do a game of spin the bottle. for Balfour Beatty and whichever direction that bottle spins it would land on a district that they've worked in North, Ojai, South, Oak Park, West, Ventura, Wainimi, East Simi Valley. We checked

106the references. The references were all very high quality. It's also a firm that we shortlisted for lease-leaseback on the science and technology project all the way back in 2013. And it's a firm that although we've never specifically worked with them that i'm feeling very comfortable about um entering into a contract with thank you i noticed that um the on the next uh pre-construction services agreement it's with a different company um is there a rationale behind that or what is the rationale behind that yes there was some rationale behind it so the next firm um also had uh dazzling references called the references and they just came back glowing um They worked on the Beverly a couple of lease leaseback projects at Beverly Hills including one at a just one of the most glorious public elementary

107schools you'll ever see in terms of how beautiful this school is and the project is like the Isbell middle school project on steroids it is a seismic retrofit on an occupied campus of a beautiful school in a compact neighborhood with a lot of community love and reverence for the building and Pro West, the contractor for proposed contractor for Isabel, worked on that project. Interestingly, they worked on that project with HMC Architects, which is the same architect that's doing the Isabel Middle School project. When we interviewed both Balfour Beatty and Pro West, they both did an excellent job. And so the logic was, let's try both. They both seem like they're excellent contractors. They can give us their, we can get their A-team from each of their... So that's the direction that we're proposing. So I'll

108move to approve the awarding of the pre-construction service agreement to L. B. Or both for you're on the right one. No, I am. There was a there's yeah, all for baby. I second. So it's been moved in second board vote. All those in favor. I passes for zero. Thank you. Sorry, a glitch. Item seven, award of pre-construction services agreement, Isabel Middle School Main Building Modernization Project. Seeking the same approval. Ditto everything I just said, except we also have over here Ryan Linden from ProWest that's also here tonight. And we're excited to move forward with them if the contract is approved. Is there any questions or comments or the contractor, do we have any questions for him? Hearing none, is there a motion for approval? I'll move to approve the contract, the award. Would anyone like

109to second? If not, I can do it. So I'll, Nate, okay, go ahead. Go ahead. I'll second. So it's been moved and second. Board vote, all those in favor? Aye. Aye. Passes 4-0. Item 8, approval of change order number 001 for the Barbara Webster Elementary School Kitchen Modernization Project. Seeking approval for change order number 1. I believe we just had a similar exercise one or two board meetings ago for change order number 2 for Santa Paula High School Library. This is very similar. This project also had an allowance which we used up. You can see the bottom line for this change order is just shy of $30,000 on a one point. 6 to $8 million contract. This will be the first. There'll be what I would call a mop-up change order that will probably come

110in at the very end. But here are all the various items that we've addressed along the way. And if anybody has any questions, I can attempt to answer them. Otherwise, I'd just like to get it approved. Are we under kind of, are we putting in enough allowance in these contracts? It just seems like we're always doing change orders for them, and we always bust through our allowance in there. I mean, I'd rather, especially with the bonds being as tight as they're going to be, I'd rather be a little more realistic if we have this history. So I think that this came up at the last board meeting where this was discussed as well, and that the allowance is a little bit of a, it could go either way. So one school of thought is if

111you put a giant allowance in there for some firms, particularly a local advisor. Now I remember that. Yeah, yeah, yeah, yeah. Okay, right. So we usually try to keep the allowances kind of low, but knowing that we're going to at least defray some of the costs, I mean, obviously on a major, I shouldn't say a major, but a modernization facility, we're going to run into some stuff. So that's... Yeah, okay. I withdraw my comment. No, and I do appreciate, Doug, that you always bring that up because you're right. If you give a large allowance, it opens at Pandora. And I guess I'm a stickler for complete plans that falls on the contractor for what he bid on. And when they start adding things or the review of the project, you know, I wish you can

112go back to whatever agency you reviewed it and say, well. That wasn't addressed or the architect didn't show it. So it wasn't reviewed. And then a contractor, that's why like the lease lease back. I think when we had that discussion of why we went that route is because everybody's trying to do being, I always forget the term. We're just making sure that the unknowns are known when you're drawing and designing the plans. And I mean, I'm waiting for a contract that that is completed with less, you know, that. Well, traditionally the lease leaseback contracts will have a healthier allowance built into the GMP But again, we're we're proceeding with a known entity as opposed to a design bid bill where we don't know who's coming to the party So I think we're a little bit

113more comfortable with having a larger allowance that prevents Having someone like me to have to come up and talk to you guys Thank you, sir a motion for approval so moved Second. Second. It's been moved and second board vote. All those in favor. Aye. Passes 4-0. Thank you. Item D human resources. Item 1 establish new classification payroll technician. Good evening President members of the board superintendent and members of the public. This item is for the board's approval of the payroll technician classification, which was established by the personnel commission. The classification reflects specialized payroll duties currently performed by staff previously classified or currently classified as accounting technicians. The job description was reviewed and agreed upon by CSEA chapter and is currently undergoing their 610 process. Let's see. No new position is being created. The two accounting

114technician positions will just be rolled over into the payroll technician. The pay is exactly the same pay range. Just a question, clarification. Why was the need to go from accounting to payroll? So it's... The duties... The idea was, I guess, the history from 12, 13 years ago when it was originally created was to cross-train purchasing payroll and general accounting technicians and to be able to plug and play. And it's just not the way that things have gone where it's very specialized as far as what payroll does. So I did a job analysis and a... A desk audit with the two individuals that are currently accounting technicians and built the payroll technician based upon what they're doing on a day to day basis. It actually came into fruition because one of the accounting technicians is retiring

115that's in this doing the payroll functions and we tried to replace it with an accounting technician. It's only one. one job duty that refers to payroll so we weren't able to to correctly market that position and advertise for it well so we weren't able to get anyone that would be successful in that position so a payroll tech would could also do the duties of an accounting tech in addition to the payroll no so the job slows like i mean they do payrolls every two weeks So I'm just saying, like, will they be able to do – there's plenty. Yes. Thank you. That was kind of the determination. Yeah, because we talk about having broad descriptions and, you know, not just being very just one-sided, being able to – No, they are only doing payroll functions

116right now. They're not doing anything else because they just don't have time to do anything else. And this will be – allow us to market that position and get payroll technicians because quite honestly, if you're looking at a at an advertisement on government jobs or or adjoint that says accounting technician and you have payroll experience, you're probably not even really looking at it. And that's basically what happened in this last recruitment. Okay, thank you. Is there a motion for approval or not? Is there? So moved. Second. Second, any discussions questions? Yeah, Mr. Robinson, I have a couple of questions. So so the accounting technician. So it's just going to be a rollover into payroll technician. So how many employees are we are we talking about? There's one. Well, there's two employees currently. One is retiring

117as of June 30th. They took cars. So we will. So maybe the better question would have been how many positions? Two positions. Two positions, okay. And then salary range, you mentioned that it's not going to change, so it's going to stay within the same family hierarchy and salary range. Yes, yeah. We made sure, along with personnel commission and CSEA, that the functions aren't more complex, that they're just more specialized. Gotcha. Okay. Thank you. No other questions or comments? Board vote all those in favor. Aye. Passes 4-0. Item 2 D2 establish new classification school farm specialist. So this is another classification school farm specialist classification it was also reviewed by CSEA in negotiations and negotiated upon by the chapter. The classification supports duties at the school farm related to maintenance, horticulture, livestock care and student engagement.

118It's important to note that no position is being established at this time. This approval of this just provides flexibility to use this classification in the future as operational plans are finalized. Before motion, can we go to just discussions? Questions? That's fine. Go ahead. So, you know, I know we were thinking about pulling this item, right? One of the reasons why I wanted to talk about it was because, you know, I think at this moment, you know, I wouldn't approve this, right? Because, you know, the school farm right now. doesn't have a really, you know, clear educational purpose from what I see, right? I mean, I know the FFA animals are housed there, but that's only a fraction of what that farm does. You know, I really, if we're going to be creating a new position,

119you know, need to understand how it's contributing to the educational mission, right? And I'd like to see a district. farm plan like how are we going to use these 29 acres like what are we using the what's the purpose of having trees i mean if it's just to watch them grow i mean there's no purpose for there why are we hiring someone to manage those trees if kids aren't going to be, you know, analyzing the soil or, you know, the moisture level, you know, the moisture levels or, you know, learning all those other things that they should be, right, if we're creating a, you know, robust program around agriculture, you know, and right now it seems like only the Santa Paula High uses it. I mean, if it's a district farm, it really needs to

120be the whole district, and so what's the plan there? So fundamentally, I don't... disagree with creating a position like this but i need to see you know and i'm more than you know happy to invest in programming right but i need to see what that programming is going to really look like um because maybe this isn't the right position right if we decide to do something different with the farm you know then Maybe we don't need this. We need something else. Right. Maybe it needs to be on the certificated side. You know, I just don't know. Right. So so that's why, you know, I would recommend we table this item at this point. Yeah, I wanted to pull it for that same reason. We used to have a farm committee. And Kevin was lead, and

121we had a CTE director on it. And it went a different direction. We weren't really talking about just, I mean, we needed to talk about the farm and the curriculum as a whole. The last CTE meeting that I went to, and I believe you were in it, there was a lot of feedback of how we have a gem there. The agriculture commissioner. HER SON IS AT THE HIGH SCHOOL AND SHE BROUGHT IN SO MANY GREAT IDEAS WHERE THE DIFFERENT CTE COURSES, ENGINEERING, AG COULD BE DOING THINGS AT THE FARM, INTERNSHIPS COULD HAPPEN THERE. STUDENTS CAN LEARN SO MUCH ON FARM MANAGEMENT. SO THOSE ARE DISCUSSIONS, YOU KNOW, DO WE NEED THIS POSITION? CAN IT BE ABSORBED CERTAIN THINGS BY MAINTENANCE? consultants where it's they're only there you know once a day it's not like you're

122going to have this person trim hundreds of trees you're going to be using consultants to do some of that work the farm has lemons i mean the economy of lemons we we need a plan you're correct um and i you know i know that ag has a lot of people in the community who have donated millions of dollars to the program when you add it and how it's been built. So, I mean, yes, I agree there needs to be a plan, and we probably need to go back to that farm committee and create something and see what the needs are and the funding that goes with it for the farm. And there's an elementary school right next door to it. We have CTE vans to use. It hasn't been discussed, but, you know, one teacher

123can't do it all. And it's, you know, it's going to take having somebody from the district office as part of the group, somebody from the business office, directors, high school, middle school, and so forth. So I agree. I'm not comfortable with the current description. I mean, yeah, a plan would be nice. There's a lot of things that could happen there. There's a lot of ideas set over the years, donations being made, but we really got to show this community that we're prepared to, you know, do something with it before we move forward. We keep citing this budget crisis. It's coming out of everyone's mouth, but we need to do our due diligence to show that if we're making an investment in something. at this time that we have a plan and we can show that

124it can pay off with a real investment that we might contribute. I would hate to look at someone and say, you know, we threw money in this project, but it didn't go anywhere while we cut back on all these other projects. So I agree with both you, Dr. Sandoval and President Arroyo that we do need a plan. You know, I believe the committee can be established or is it not active, President Arroyo? So maybe we just need to reactivate that. committee and see what we can do there. But I think the goal for us as board members is to start is to really push for that community to be active and actually turn these ideas into something. Because again, we talk about ideas, we talk about investments, we talk about where things should go, but

125we really need to act on it as soon as we can. Because again, I would just hate for the public to just see a farm not being put to use but owned by the district. I do want to say thank you for the presentation and I know it takes a while to get these through the personnel commission so so I get it but but where I'm holding steadfast is I just keep thinking we're moving money in a direction that we just don't have the money right now. I'm really concerned about opening up a new position, as my colleagues have mentioned, without really having a plan. So I move that we do not accept or that we do not approve. Board of Trustees Meeting, the school farm specialists as presented. Board of Trustees Meeting, I believe

126through Robert rules of order. The proper thing is to ask for approval and then everybody deny it. Board of Trustees Meeting, Well, could we I I isn't. Can someone ask not to approve? Okay, that would be totally. I don't think that that's actually like would you but we continue the item table. Let's table. Okay. So you want to withdraw? Table it. So when I'll withdraw my not approving the school farm specialist, but I'll ask that we table to a future and more guided or to a future meeting. With a plan? Based on committee review and recommendation. I'll second that. Did you have questions for the tabling? No, I just wanted to clarify. If you do table it, it was already approved by the Personnel Commission, so we could just bring it back. We don't have

127to go through the whole negotiations process again. But if we change the description. It gives us an option. It gives us an option. So, yeah, whether we table it or it never comes back, it comes back as something else. Thank you. Thank you. Thanks, Greg. So a vote for tabling is that Robert rules? Yeah So we it's been a motion a second to table the item For a future so a board vote all those in favor. Aye. Aye passes 4-0 Okay We're moving on to Oh item Item 3 has been removed. So moving on to item 4 approval of the 2526 substitute salary schedule SPEAKER 7- Good evening board president board members superintendent and cabinet members and audience. Up tonight before you I have the updated substitute teachers salary pay. pay scale for substitute teachers.

128It has been updated, is previously already, the pay was already updated to $200. What changed was the retired SPUSD teachers, and this was approved in a prior MOU. The pay was increased to $250, and we do use the SPUSD retired teachers for ELPAC testing and other critical. roles that we need. We need people who have training and have had a credential to really be able to give to perform it rather than just having a non-credentialed substitute. And the other update that we did add or in this case took away was we took away the $500 consecutive day bonus due to the fiscal impact. If there's no comments or questions presentation right now. Is there a motion for approval? Move to approve the substitute salary schedule. And is there a second? I second. Any comments, questions?

129Hearing none, a board vote. All those in favor? Aye. Passes 4-0. Item 5, approval of job description, director of curriculum and instructions, 7th through 12th grade. I'm here tonight. We have the revised director of curriculum and instruction position. This was not changed from when it was previously put on the board agenda. The position is focusing on curriculum and instruction at the seventh through 12th grade. Is there a motion for approval? So moved. And is there a second? I second. It's been moved and second. Any discussion or questions? Comments? My, again, it was pulled on at the last meeting, June 11th. And I'll come out and say, so I'm not really in favor of this position at the moment. One. I still feel like I don't have clarity of where this position is going to land

130on the organization chart and what duties are going to be encompassed into this new position. There's a lot of discussions about CTE as we just had one regarding the school farm curriculum and function. I see overlapping of existing positions. I'm concerned that it's also there's our fiscal setbacks, our budget setbacks. I see a new position that I just can't seem to get my head around it at the moment. So my colleagues here beat me to it, but I was going to ask that we table it. Because there was discussion that it was a 7-12, 9-12. Again, I'm really concerned about the direction we're going with this financially, responsibility-wise, and where it fits on the organization chart. Can I ask any of my colleagues to resend to maybe table so we get more clarity? Let's have

131a little bit more discussion on that. I have a question. Dr. Donahue or Mr. Weinstein, can you provide us with where the need for this position comes from so that way we can understand why it was just brought forward? Well, we brought it forward earlier, previous board meeting, but we tabled it because we wanted to fly the assistant superintendent of educational services position first. We became, just became aware. that our current director of secondary curriculum and instruction is leaving the district and so we are seeking to get an approval so we can fly the position in a timely manner to make sure that we get quality applicants for it coming into next year and also because we staggered it the assistant super of education once hired will be on the interview panel because that person

132would report to them and so this person will not or this position would not add another higher up for the DO staff. It would just replace one. It's just replacing one. So my concern was that we had a director who will be resigning that covered some of the 7th through 12th. It was more of a CTE. So I'm comfortable provided that the 7th through 12th will take on a lot of the roles of CTE. of oversee with staff and working with the principals at the middle seven through 12 related to CTEs and obviously, you know, the assistant superintendent, the superintendent, you know, to oversee some of that to work because having a CTE director, we've, we've seen how our CTEs have grown. So I would hate for us to move. We've moved forward and then

133We move back. We take three steps forward and then we go back by how we've grown the programs. Right. So the 7 through 12 is all existing educational programs, instruction, curriculum. Probably most likely looking at our org chart, we would split the duties of the CTE part between the assistant soup and the director. The assistant soup would be there to build relationships externally with our support partners where the director of curriculum instruction would actually hands on, you know, running the CTE department. Yeah, I mean, I see item 11 perform other related duties as assigned by district leadership. So that's, you know, that's kind of standard standard for directors, directors, so we can give them more work. Anyone else have comments or questions. And I think that's, that's why I'm concerned because it's very ambiguous in

134the job description. And, and I want to make sure that that are our pathways that have been created. They're gaining some positive steam, and I don't want to derail that forward progress of our programs. I realize that we need to also look at curriculum. We need to look at master schedule, and I imagine a lot of that will fall onto this one particular position. But it doesn't say that and I and I think I'm a little bit unclear about the being ambiguous about that and that's why I'm not in favor of it, so I Don't want to tie our hands here colleagues because I feel like that where we're moving in in a direction I mean so now we're hearing publicly for the first time that our CT Director is as well has she resigned?

135We haven't gotten the official resignation, but we've been in contact with her new employer. And I understand that. And then that's another reason why I feel like we can't put the cart before the horse on this one. But that's... That's where I'm at. So I'm not in favor of it because of you know budget overlap of existing positions and we ambiguous One more we have one more meeting right before we have a July the 9th No, we have July 30th right before we start school Dart, but do you feel you have candidates that would fulfill all these requirements any any interest? without approval of the job description we can't fly it so without flying it we wouldn't really know the potential of the candidates once you interview and if they're qualified and they you know

136i don't know a way of asking the question of their ct experience even though it's not listed there if you don't feel comfortable with the applicants You can continue it and have this revised. Yeah, you know, it's administrative privilege to hire or not to hire to make a recommendation to the board. So if the candidates don't meet the criteria that we think they should meet or the skill set or the experience, we would just then repost it and maybe make an adjustment to the job description if we do repost it and then look for a better pool of applicants. Anyone else? Any other clarification questions? Do we move with the vote? So, Jeff, you just stated that, and so, Dr. Donahue, you meant, so if we approve the position, Director of Curriculum and Instruction, under

137the job summary, job description, you could amend it? Well, we would we would clarify extra duties as assigned. We can add it in there and then move forward. We can still continue. We can bring this back later on to to to revise it. But in the meantime, it can fall under other duties as assigned as district administrators. I mean, we're but but role kind of but this is not an other duty as assigned. This is a major function. and I believe a function that has put our district on a map. above and beyond other school districts because of our CTE pathways. So this isn't another duty. So I would take exception to that because I would want it to be specified in there. And again, I know we couldn't do that because of the timing

138issue. Right, right. We could move forward. The idea would be to move forward and then bring it to the next board meeting with that clarification in there. um while we're looking for a position make sure that we're looking for a candidate that meets the criteria that has a cte and pathway experience as well as curriculum and instruction and correct me if i'm wrong but when we set our goals and our priorities and our vision i think when we have our annual reviews it's something that we've always brought up the ctes and in a way that's why the assistant superintendent You, the SUB, business, principals have all known that CTEs are important and it's not just a one-person job. So we should be covered. Yeah, I mean, we should be fine with it. I mean, we

139all know the importance of CTE, but, you know, as a superintendent, I also know the importance of curriculum instruction, A through G, A through G in CTE. that's something that we need to explore and um that's done by a director of curriculum and instruction so i one of the things that struck me in in one of your comments was when you brought in an assistant superintendent in involvement in this because you know At this point, that position's only been tangentially involved in the partnership development piece of it. And so that seems like a shift to me, right? And one that I don't think we've ever talked about, right? Look, do I want to do a special meeting? No, right? But do I think, you know, I mean, I am leaning towards, you know, Trustee Frutos'

140You know, thinking is that, you know, there's still a bit too much up in the air, right, for us to say, well, this is what we would be looking for, you know, because we do want to attract the right fit of candidate two. And if we're not going to go after this position until after we hire an assistant superintendent anyways, like, you know, I don't know what the. Or the other three of you would would say, but like if you know I get we're on a time crunch right and this is an awkward time of year. And we have no idea what kind of candidates we're going to get you know anywhere right, and so you know I would want to be a little bit more reflective of. the how things end up developing right

141and i would be more than happy to come back for a one item special agenda you know agendized meeting you know if you know that fits in all of our schedules we don't even all have to be here right i mean we just need three people as we needed to do it because i know that july is going to be really tough for everybody to get together as well Well, if we're looking, we're looking to get the assistance soup in place before the board looks at the job description so that we have a better understanding of the organizational chart. We, you know, we'll have to wait. We'll bring it back after we hire the assistance soup of educational services. And again, I mean, I get, well, yeah, I get the trade-offs here, right? I mean,

142on the one hand. we approve this now, we can post ASAP, right? We could post tomorrow if we wanted to start lining up people. You know, on the other hand, right? In our past, right? The district office duties have gotten clouded, right? And that's caused tension within staff. And if we're even remotely trying to do this on the fly, given, you know, changes in personnel that might be coming up and in all of that, then that doesn't give me comfort that we're not setting ourselves up for that headache again. So I'm going to withdraw my motion. I don't think we need to vote on that, though. So, yeah, my other comment is. You can run a job description longer or is there only like 30 days or can you run it 90 days? You can

143run it as long as you want to. You can post it, but you can't even post it until filled, which means it doesn't have a quote. And I guess by having the description approved, we're letting people know that we're looking at this so there might be interest in it. Do you foresee any internal candidates that are qualified for the seventh or 12th curriculum? No. Now, I may be surprised, you know, if they apply and there's things on the application that I was unaware of as far as their experience. But, you know, most a director really should have been a principal. And so based on our new principals across the board. You know, we have just two long-term principals. And so, but I don't think either of them, because they are elementary school principals and I've

144always been in the elementary school, they would be able to do that. Yeah. And I think the message we're sending is we want a strong person for this role. And I mean, I don't correct us if we're wrong, but our expectations are high for this position. It's a very important position, yeah. So... Anything else you can tell us to whether I would hate we're going to wait for it to be approved us and we'll wait till the assistant soup and then the assistant soup can give input into the job description when we bring it back, and then we can fly it. It just, you know, as you progress. Once the school year starts, which is in like next week, the school year starts the pool of cap, the quality of the pool of cabinets go

145down because most of the really good people have already signed remember administrators signed contracts have already signed contracts with their current district so that that you know kind of puts it where there's a good chance that, you know, even if we were to post it tomorrow, there's a good chance that, you know, we don't find anybody qualified. And then we just have to keep extending the posting, you know. So there's no guarantee when you're at this time of year. It's really one of those wacky times of year where it's hard to imagine that if I just... had a really great administrator sign a contract with me that i would release that administrator to go to another district after the school year starts so i guess i'm comfortable because i mean you're aware of how important

146ct is for us and in light of the information that we received today I'm fine moving forward and knowing that if you don't get the pool of qualified candidates that it will just, you know, you would run it again and that we can always come back and amend it. So, Daniel, any other comments or do you want to pull your motion or do I go for a vote? Well, I mean, I kind of I kind of already did, I guess. So someone would have to make the motion again. Yeah. Some moves. So, okay, you're ready to resend it. So, is there a motion for approval? Yeah, I move to approve the Director of Curriculum and Instruction 7 through 12. And I'll second it. I will do roll call vote. Trustee Rodriguez. Aye. Trustee Sandoval. No.

147Trustee Frutos. No. Trustee Arroyo. Yes. 2-2. Yeah, so it doesn't pass So this would then come back later Sorry, I apologize. It would probably come back in August sometime at the end of August, because looking at when we would have the assistant soup in place, it would probably be the end of August would be the earliest. So so I was going to I want to piggyback on trustee Sandoval of actually having a special board meeting a short one with a With the revised job description. So, you know, we have. Would you want us to come back with it before the assistant suit gets input into the job? No, no, no. At least the job description. Wait, okay. Let's start with those. So with the revised job description, granted it's approved, and then you fly it,

148you promote it, and receive candidates. And then by that time, you will have your, hopefully you will have your assistant superintendent. So for clarification. So then that way you can then proceed with the interviews. But I'm looking at possibly July 9th, 16th. You know, we already have July 30th. So 16th would probably be the best. If we're looking midway point. So just so that clarification for admin, what do you want to see on the job description? Because I don't want to bring it back and say, well, this is what we came up with and then fall short again. And I don't want to do a special meeting without knowing the description. If we were able to amend it now tonight, giving, I'd rather go. That's a good idea. Amend it with the direction of what

149we want, because I thought verbally by saying CTE. That was sufficient for now, but if it's not what would it say? So that's a that's a good point. And if we there is that where we're at or so should that go under future board? I know well we can we we can go back for another motion with an amended Job description tonight or we can bring it back with amended at the future meeting So it's real it's it's up to the board. You know, we can easily make the amendment that says, you know, they need to have experience in CTE as well as oversee the CTE program. That that works for me if we're having that discussion now and that saves a meeting, but it's got to also say something to the fact of master

150scheduling. But wait a minute, hold on. That's a whole different. So this is where I, if you're comfortable with adding that, like the CTE and that gets it approved, that's fine, right? That doesn't do it for me, right? Because we have APs at the high school. We've got a TOSA there. We've got an elementary, you know, curriculum person who I thought was doing up to eighth. and this is the seventh okay like how are we reconciling this like this is just feeling ad hoc if we're making changes to the job description us right because quite honestly i mean what the hell do we know about what that position should be you know what i can say is that there is often overlap right in these job duties and so what i've wanted is clarity like

151Who is doing science of reading? Who is doing, you know, CGI math? Who is doing CTE? Who is doing EL? Like, everybody has to know what their domain is, right? And it has to be clear. And, you know, I'm not 100% sure because, again, you put CTE in there. Okay, well, what facet of CTE? Because... We talked about the assistant superintendent taking on the partnership aspect of it. So I'm just way uncomfortable trying to... I personally am uncomfortable. And again, 3-1, it's okay. I can lose, right? If you guys are okay with... That's enough clarity for you, that's cool, right? I'm not going to... say, you know, yeah, I've said my piece, right? You know what I mean? You're not wrong. What I'm what I guess where I'm confused is, and again, where's the right

152time to have that conversation? That I think it's with going back to administration and administration, adjusting job description, and then bringing it back to the board. And honestly, like to me, right, I think we need I only need a week. I think we need to see what our pool of assistant superintendents are like. Right. You know where that might move forward. The clarity on on who's doing what right now, as far as we know. Right. And then just understanding, OK, like. Is this the right thing? What are the APs going to do? What is the elementary curriculum going to do? How does this fit in there? What duties might go to the assistant superintendent? If you can figure that out in a week and you say, you know what, this is exactly how we're doing

153it and this is how things are split up, then I'm fine coming back next week and saying approve it and move on. I don't think we need the assistant superintendent to write the job description. I think what you were saying is that you want the assistant superintendent to hire the person. And also give input on the job description. Okay. Because based on the assistant superintendent's skill set. For instance, if we bring in somebody who's only had elementary school experience into the assistant suit position, then they really would have no ability to support the director of curriculum and instruction for CTE. So based on that, we would then focus more on the director of curriculum instruction in CTE. Then we can't fly a position that we don't really know what we're going to need from that.

154Yeah, that's why, but that, I'm not disagreeing at all, but that's why we put other duties as a sign, because we know that continually job descriptions, you know, stay static and we're, but our responsibilities change. I mean, at the end, I know it falls on you and, and you will do duties as a sign to others as, as the need is. And I know we're in need, you know, of reducing our budget and. Whether I just would hate not to approve this whether you you stay with one while we shuffle duties But yeah, I don't feel like it falls on the board to like Trustee Sandoval was saying, you know, are the APs going to do this work or who's it going to fall on? But for us, yeah, it is important to see some

155kind of a diagram table, like who's responsible for what duties, just so that, you know, when people ask, who do we go to regarding curriculum or who do we go to regarding CTE? We know who the lead person is. And for clarity's sake, when I did write a work on the job description. the change that we found out about today was obviously not something we knew about. And the possibility of whether we were going to hire or not hire an assistant superintendent was not, we don't know yet. And so there is some, it is broad and there is some overlap intended purposely in case, you know, we didn't have an assistant superintendent or in depending on what roles they were gonna take. moving forward no knowing some of these changes i can work to look

156at the other uh job description and uh work with the administration the school site administration to make sure it's more focused and narrowed and that we're prioritizing the the needs the issues with ambiguous job description is that it's really easy then to stay in a muddy situation. I didn't know it was so-and-so. I didn't know. And again, we're talking about programming that has to improve. That has to. I mean, we have to, without a doubt, we have to look at our master schedule at the high school. And I imagine someone like this position would do that. Now, does it need to say that in the job description? And I think that's what you're saying, Jeff, is that it could be other duties assigned. But that person has to know that they're in charge of that

157or they're in charge of the pathways, the career, the CTEs. They have to know. Also, what it means to supervise and hold others accountable when others are not doing their job. But again, if they're not knowing what their job is, and that's the way I read it right now, then it makes it hard for them to then supervise and give directions to others. So that's where I'm at. I guess I'm still in favor of rewrite it. Let's come together as a special board meeting, approve the rewritten, because I see the intent, but I just got to make sure it's black and white. So just clarification, we were talking about the master schedule. That's like the coursework that the assistant principal currently does. It's fallen on an assistant principal and staff. So let's be clear and

158has failed. Our high school needs work. So again, I'm not going to name anybody, but our master schedule needs work. You know, just last year, we had teachers with families come to our dais asking us to keep a class open that only had, you know, three and four, five individuals. So again. The vetting process? Decisions. Boom. If it gets vetted properly, it goes right through this person. It should never come to us. It shouldn't even have to come to Superintendent Weinstein. But if it's getting vetted properly because a person understands their role, then I believe that having those hard discussions, it has to happen, though. That was just one example. There are some. No, I agree with you. It's something that... assistant principal and principal at the end and whoever sees the principal falls on

159i mean yeah we we've had that issue at elementaries with a class with 10 12 students versus 22 24 anyone else I mean, I'm comfortable with this job description, and I'm going to be honest with my colleagues. I've seen hundreds of job descriptions before from a high administrative level to, you know, just the cashier, extra duties as a sign, and with the decision makers knowing what the company or the organization needs is effective when searching for candidates. I mean, again, I come from the career sector. This is normal to have a broad job description. What is more normal, right, is to have mechanism in place to make sure the candidate's the right fit, to make sure that the interviews are conducted well, to highlight that there are critical needs within the organization through those interviews

160to vet the candidates properly. After you hire the candidate on board, you have evaluation, so on and so forth. So there are normal or basic protocols that we, this district has in place, which is why I'm comfortable with flying this job description because it is a normal job description. We do not need to, I understand that CTEs are like our staple here at this district. I understand that there are issues that we all see and witness that we want to make sure that this person can do, but no one, no candidate's going to be the silver bullet. The more we specify job duties in very critical areas, again, candidates will be turned off and not apply. I understand that some of you want to assign roles and responsibilities, but again, it sounds like some of

161those roles and responsibilities that you want to assign to this position, again, you want to make this person responsible. My concern is they're going to be responsible for these APs and principals that they probably won't have any control over. Yeah, I would love to. And I would like to make the motion again to improve the job description for director of curriculum and instructions. It's been tabled. Oh, it's been tabled? No, I'm sorry. It went to two. It failed. He could make a motion with a change. I don't think he can make the exact same motion again because then it'd go over and over again. But if you have an alternative motion, right. you could add the cte you were saying you were comfortable he was comfortable without specifying cte i know but that so that

162motion died right we voted on that so we can't revisit it or else we just keep on revisiting and revisiting and revisiting that so that's not part of the normal rules of order i don't i don't believe yeah our vote was basically on this description correct and it was two two didn't pass We didn't add the CTE or any of that. Right. We would have to amend. Something about the motion has to be amended in some way in order to redo another vote. Right. So if you want to add the CTE line, you know, and as it seemed like Trustee Frutos was more comfortable with doing that as well. I guess I will have to ask before I make the motion. Are you comfortable with the amendment, with the inclusion of CTE? Yeah, yeah. Okay.

163I mean, I did try that. I wasn't, because I'm a little, I admit, I'm. I'm in some muddy water right now. I really don't know exactly where we're at. So to be clear, I want this position. I just want it with some more clarity. Other duties assigned got us in a sticky situation. And again, we've gone over that. So if I may, maybe allow me to make that motion. Before the motion. Should we ask, this is Donna Hugh, like hearing all of us, do you have a recommendation of what could be added for amended? I think definitely I would want to go back and review, if I had a chance to review the other directors positions, but I definitely think that they need to be able to not only. not only supervise, but also put

164into place and create pathways, continue to create pathways, make sure that the other ones, that they're coordinating the services needed to continue the pathways and the CTE program, and to work with the high school staff to help facilitate the communication with the parents and the students and enrollment as well. and assist with the scheduling of classes to work with CTE. I think it's kind of like the supervisory aspect of master scheduling, not necessarily the actually constructing the master schedule. That's the assistant principals usually work on that, but they need to be able to make decisions, supervisory decisions regarding master scheduling and programming at the high school in terms of all programs. So we don't, I don't think, have to finalize the language here on the board, but we can just say we're approving this given

165the direction of adding those, you know, so. That would be sensitive to the timing of where we're at. And so I get it. That's why I was looking at a special board meeting. But if we can avoid that, that's fabulous. So we can actually send out the job description to the board members once the amendments are made to make sure that everything's covered in a Friday update. So in the Friday update, we'll just put what was added. What happens if? There's a dissension. Someone doesn't agree with it. No, it's not. It's not about they're not voting on it. They're just saying they're just reading and saying, you know what? You guys forgot this. That's that's what I wanted to hear. You see is to make sure that it's we're not in it. We're not there

166to vote on it. Yeah, no, it's happening here. Right. So, OK. Yeah, I do want to make sure that as I amended that it is fitting the needs. And so, I mean, it's hard to. on the fly right now to say exactly what needs to be done but we're making sure we get feedback from all but but i do think it's important to if if there are three items right that you say what the content of those three items are right so that the wording of that can be you know manipulated right because you can say you know and edit this line or whatever and they go and they edit and they don't have to bring it back for approval right but that has to be clear what exactly you're adding to this, right? I

167mean, I'm saying good job to Trustee Arroyo because asking you to almost repeat what you're hearing makes sense that we're on the same page. So do I need to make a new motion? Amended a motion. I make a motion that... Yeah, oh, so I make, oh, I make a motion that we amend the new job description, okay? You might correct me. The director of curriculum and instruction 712 with some added language that would involve career to education, so the pathways, master scheduling. Clarification. Supervising, and I know it has that on there, but. i think those are some of the bigger issues for me overseeing programs the cte then those two correct right cte and supervising a master schedule was that it because uh dr donahue said um mentioned the parent engagement too well they're working

168with the high school staff so i mean within the cte program right okay Right. Okay. So just two items then is what you're proposing. No. And I know there's for the job description. Perfect. Because I think we keep talking about how, I mean, trustee Rodriguez, how we all know that CTE is a staple of our high school. And I think it's understood through our LCAP and other programming that we do. And, you know, when we discuss our goals. With the board and so forth. Okay. So there's a motion to amend as discussed. Is there a second? I second. So it's been moved and second board vote. Before, before we go into a vote, I just want to explain, right. I was helping get us to enough of a consensus to pass. Right. So don't be

169surprised if I, for what I do. Okay. So we're going to do. Roll call. Trustee Rodriguez? Yes. Trustee Sandoval? No. Trustee Frutos? Yes. And Trustee Arroyo? Yes. Passes 3-1. Thank you. We are moving on to Item 8. Consent calendar action item. Consent items are considered routine and will be enacted by a single motion. None of the items will be discussed unless a board member requests discussion prior to the vote of the motion to adopt the consent calendar. Do I have a motion? So moved. Second? I second. It's been moved and second. Board vote. All those in favor? Aye. Aye. Passes. Item nine. Board Member comments, requests for future agenda items. Let's see, anyone want to start first? I have nothing to comment. Okay, so Trustee Rodriguez, no comments. Trustee Sandoval. Yes, I attended. I was

170invited, actually, to join a new committee. um ventura county transportation commission is uh it created an advisory committee for the santa paula branch line um so the they're trying to create you know that bike and walking walking plat path from basically the beach all the way up the valley. So just to know that I'll be, you know, they tagged me because of, you know, being a board member or whatever. So I'll be representing us. Thank you. Great. And then just two other things. I did attend the Santa Clara Valley Pride event on Sunday, which was actually really good. I'd never been before. So it was good to... John Potter, To support that community and and also went to the blanchard Community library board meeting yesterday my old stomping grounds, because there has been some controversy

171in the Community about showing pride displays in the in the library so. John Potter, You know it's important for us to understand where the Community is you know, on both sides of that issue, you know I. having a daughter that works at the library, you know, support, you know, having displays, right, for the different elements of our community. But again, you know, it's just good to kind of keep, to understand where people are coming from. So it was just good to be involved in those kinds of activities, right? It helps inform what we do here. Thank you. Trustee Frutos? All right, um What colleagues I just want to say how much I appreciate you. I I this isn't always easy But I love the idea that we can have Hard hard and healthy discussions. I

172definitely want to thank the staff and we know where we sometimes we give extra extra duties as a sign but we do appreciate you guys, because we know that you're doing the hard work. You're the ones on the ground hitting the pavement and putting out the fires and doing all that. So just want to say thank you to all. I just want to make also a positive call out to our superintendent, Mr. Weinstein, and our director of food services. And I know it's called something else, but that's the way I always know it. Suzanne? Nutrition services, thank you. I know, I know. But I don't want her to be offended. But we received an email some time ago, about a week ago, regarding meal deliveries and meal pickup for our community. There was a community

173member who was concerned about the ICE raids and leaving our families vulnerable. And so Dr. Sandoval, myself, Mr. Weinstein, and Suzanne put their heads together. And again, you guys did a really good job. I mean, I know there wasn't a whole lot of changes to it, but the fact that you acknowledge and can report that we have families still attending and utilizing this free meal program. But more importantly, I just want to give a shout out to also our community members who raise concerns with us. And we run with it. We don't always know the answers, but we try to come together as a think tank and try to brainstorm ideas that would best meet the needs of our community. But it sounds like we're doing the right thing. And again, I just want to

174say that's the kind of... work that I know that out of all the mess, when we're meeting the needs of our population, our students and our families, then we're on the right path, we're doing the right thing. So thank you. Before I forget my thought, I'll go back to you, Hannibal. Based on that discussion that we just had I mean, I'm sorry that you were just discussing about the food I I was out of the country for a funeral and my brain was somewhere else and I wanted to comment. I mean if we're having Buses going to certain schools. Is it possible? You know for those who are not in school to be bused during lunch to come and get the meals or let parents know or let them know that they can also use

175the dollar ride service for two dollars. I don't know if there's, you know, a way to reimbursement for that, if they need assistance with the two dollars, but there's also. you know, food pantries in town at different churches, different groups where maybe they're willing to deliver food to their door. Seniors, the city has wheels on meals too. There's other ways to work with other partners in the community to deliver food. if that's something that you're able to we would have to have an outside partner do it because the federal government only reimburses for meals that are eaten correct yeah so that was one way to partner would actually give us that flexibility yeah i know we don't have our own you know we have cte vans but we don't have public transportation where we can

176get somebody from nutrition services to say you know they they call or say we would like to be picked up and brought over to eat for lunch i mean if there's anything other creative Things we can come up with. But that was. Yeah, no, there are community members who would gladly volunteer too, right? I mean, I think that there's a lot of people out there that are like, what can we do? I know if I was retired, I'd sign up to, you know, drive a vehicle or go deliver meals. But that's through the other pantries for school-wise. I understand that. the food needs to be consumed on campus. So if there was ways of, you know, parents are fine, you know, who are already being bused to school using the same buses that we're using

177during the summer. Well, and I think, I mean, maybe we need to talk to the city, you know, and I mean, we, I think we need to engage our partners, and which is why I was like, I forgot. And one thing I did have a meeting with someone briefly, right, only 15 minutes, who's trying to, to really kind of organize a response to the immigration crisis up in Sacramento. And so, you know, I think we, I would think I would like to, I would like, I would like to see for the July 30th meeting, kind of an open item on immigration and the different impacts that we might see in the coming year so that we can kind of just talk kind of freely about it and have the public submit comments about what they

178might. be asking, you know, what they might need, right? Because I can only guess. So an open discussion. I just want to make sure I'm on the same page. Yeah, nothing that's, I mean, if there are some things like, you know, you can talk about, like, and I can help because, you know, it is part of my job functions, like what's going on in Sacramento, you know, what might be going on, because we probably will know the federal budget at that point. and anything that might come out that way. Maybe we invite one of our community partners to give a little presentation on what's going on, or maybe Dr. Morales has a better bead on what's going on. But I think we just need to have that time for us to actually discuss it, because

179there's really not that. forum for the five of us to talk about, you know, that other than at the dais. I will make sure it gets on the agenda. And on that same topic, sorry. I mean, I would also, we can add when you said Dr. Morales is what options do we have if parents are not comfortable sending their kids, you know, the bus routes and making sure parents are aware of that. And this is. with parent engagement. I don't know if it's something that could go out on parent square, um, or also discuss it at the meeting so that if somebody wants to refer back to a meeting or information, you can always refer them to that. Well, maybe an update on where CTE is there, you know, BCTC, excuse me, is on, uh,

180adjusting bus routes. Okay. And then, you know, thinking about how we outreach to those members to know, maybe we need to push to have a push on the homeschool or slash independent studies. Because I bet there's a lot of families that don't know that exists as an option. And again, I don't even know what's allowable for Edco. Right. It's the. The new students we're getting from independent study do have those concerns that you guys are just talking about now. But yeah, I don't believe that everybody's aware of it because the way we're recruiting students now is they come into the office and they say, hey, what options do I have? And then we tell them and they didn't know about independent study. And we went from, what, 12 kids to over 100 this year. And

181who are they going to for that? They've been coming to the district office. And then you refer them to who? To Mr. DiCandio because he was in charge of independent study. And then now? He reaches out. We get their information. He reaches out to them. But I'm saying they can also, you know, so people who are listening and watching, they can go straight to Renaissance. Yes. And speak to somebody. Now that he's a principal, yes. Okay. So, so suggesting then Jeff, because again, excellent, excellent ideas. How about then maybe under your superintendent report, you can maybe talk a little bit about what, what support. not there but okay but but maybe because then we can't talk about it really it's a no but i'll put it i'll put it in discussion right you know and

182then what i'll do is i'll do a superintendent's report where reviewing our policies on working with federal agencies also having maybe suzanne here to review the food services way we distribute And I would like to thank Suzanne out there for doing a great job this summer and also being mindful of the issues in the community and using a non-school site for distribution. With that report, also, homeschooling. Yeah. Make sure you add homeschooling. I have that down. That way, and I know it's been said once before, but making sure that our staff, our school site staff. is aware of all the potential changes that would be coming up. So again, some sensitivity training would be nice. We have been sending out parent squares on a number of different times. As something comes up in the paper

183that gets people to start panicking, we send out a parent square. And we have done that throughout the last five months. But I do agree that we need to... train our office staff in all of our sites to know how to respond to inquiries. This is a bragging moment. This is your opportunity at that time to show what we're doing and why we're worthy in this community. And then to Dr. Sandoval's point, allow us to have a discussion. So thank you. No, we're jumping around. So I'll just finish my board comments. Again, I just can't thank everyone for all their hard work. And thank you. I know Mrs. Donahue for the above and beyond workload that you have. I'm hoping you get some rest, but I know we just gave you more work. So sorry.

184So with that. I think we covered future agenda items. Yes, we have. Kind of mixed between the three of us, four of us. Yeah. Did you forget anything? Okay. So moving on to item 10, which is our future meetings, and our next regular board meeting will be July 30th. And with that, we move on to item 11, adjournment at 9.05.