001to order. Let the roll show that all board members are present with the exception of Ms. Carlson. You have a period for public comment prior to close session. And we have Ms. Carlson. We're good. Is there anyone that would like to address the board at this time? If not, we'll uh recess this into uh close session and return at approximately 6:45. >> [music] >> It's time to wake up. >> It's time to get on the bus. >> It's time [music] to learn my ABCs. >> It's time to support our families. [music] >> It's time to [music] learn how to swim. >> It's time to connect. >> It's time [music] to play. >> It's time [music] to fuel student learning. >> It's [music] time to learn English. >> It's time [music] to get our campuses ready.
002>> It's time to perform. >> It's time for something new. >> It's time to show [music] our colors. >> It's time [music] to support our schools. >> It's time to have [music] some fun. >> It's time to supervise our students. >> It's time to win another state [music] championship. >> It's time to welcome new staff. >> [music] >> It's time to make new friends. >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to USD. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn my ABCs. >> It's time [music] to support our families. >> It's time to learn [music] how to swim. >> It's time to connect. >> It's time to play.
003>> It's time [music] to fuel student learning. >> It's time [music] to learn English. >> It's time >> [music] >> to get our campuses ready. >> It's time to perform. [music] >> It's time for something new. >> It's time to [music] show our colors. >> It's time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> It's time to win another state championship. [music] >> It's time to welcome new staff. >> [music] >> It's [music] time to make new friends. >> It's time [music] to graduate. >> [cheering] >> It's time to make a difference. [music] Welcome back to USD. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn
004my [music] ABCs. >> It's [music] time to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. >> [music] >> It's time to play. >> [music] >> It's time to fuel student learning. >> It's time to learn English. >> It's time to get our campuses [music] ready. >> It's time to perform. >> [cheering] >> It's time [music] for something new. >> It's time to show our colors. >> It's time [music] to support our schools. >> It's time to have some fun. >> It's time to supervise our students. [music] >> It's time to win another state championship. [music] >> It's time to welcome new staff. >> [music] >> It's [music] time to make new friends. >> It's time to graduate. [music] >> [cheering] >> It's time to make a
005difference. Welcome back to USD. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to [music] learn my ABCs. >> It's time to support our families. [music] >> It's time to learn how to swim. >> [music] >> It's time to connect. >> [music] >> It's time to play. >> [music] >> It's time to fuel student learning. >> It's time [music] to learn English. >> It's time [music] to get our campuses ready. >> It's time to perform. >> It's [music] time for something new. >> It's time [music] to show our colors. >> It's time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> It's time to win another [music] state championship.
006>> It's time to welcome new [music] staff. >> It's time to make new friends. >> [music] >> It's time to graduate. >> It's time to make a [music] difference. Welcome back to USD. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn my [music] ABCs. >> It's time [music] to support our families. >> It's time to learn how to swim. >> It's time to connect. >> It's time to play. >> [music] >> It's time to fuel student learning. >> It's [music] time to learn English. >> It's time to [music] get our campuses ready. >> It's time to perform. >> [cheering] >> It's time [music] for something new. >> It's [music] time to show our colors. >> It's time
007[music] to support our schools. >> It's time to have some fun. >> It's time to supervise our students. >> It's time to win another state championship. >> It's [music] time to welcome new staff. >> [music] >> It's [music] time to make new friends. >> It's time [music] to graduate. It's time to make a difference. [music] Welcome back to USD. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time [music] to learn my ABCs. >> It's time to support [music] our families. >> It's [music] time to learn how to swim. >> [music] >> It's time to connect. >> It's time to play. >> It's time [music] to fuel student learning. >> [music] >> It's time to learn English. >> It's time
008[music] to get our campuses ready. >> It's time to perform. >> [cheering] >> It's time for something new. >> It's time [music] to show our colors. >> It's [music] time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> It's time to win another [music] state championship. >> It's time to welcome [music] new staff. >> [music] >> It's time to make new friends. >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to USD. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time [music] to learn my ABCs. >> It's time [music] to support our families. >> It's time [music] to learn how to
009swim. >> It's time to connect. [music] >> It's time to play. >> It's time to fuel student learning. >> It's time [music] to learn English. >> It's time to [music] get our campuses ready. >> It's time to perform. [music] >> [cheering] >> It's time for something new. >> It's time to show our colors. [music] >> It's time [music] to support our schools. >> It's [music] time to have some fun. >> It's time to supervise our students. >> It's time to win another state championship. >> It's time [music] to welcome new staff. >> [music] >> It's time to make new friends. >> [music] >> It's time to graduate. >> [cheering] >> It's time to make a difference. [music] Welcome back to Yulee High. Let's do this. >> [music] [music] >> It's time to wake up. >>
010[music] >> It's time to get on the bus. >> [music] >> It's time to learn my ABCs. >> It's time to support our families. [music] >> It's time to [music] learn how to swim. >> It's time to connect. >> It's time >> [music] >> to play. >> It's time [music] to fuel student learning. >> It's [music] time to learn English. >> It's time [music] to get our campuses ready. >> It's time to perform. >> It's [music] time for something new. >> It's time to show our colors. >> It's [music] time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> It's time to win another state [music] championship. >> It's time to welcome [music] new staff. >> [music] >> It's time to make new friends.
011>> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to U S [music] D. Let's do this. >> [music] [music] >> It's time to wake up. >> It's time to get on the bus. >> It's time to learn [music] my ABCs. >> It's time [music] to support our families. >> It's time to learn [music] how to swim. >> It's time to connect. >> It's time to play. >> It's time to [music] fuel student learning. >> It's time [music] to learn English. >> It's time [music] to get our campuses ready. >> It's time to perform. [music] >> It's time [music] for something new. >> It's time to [music] show our colors. >> It's time to support [music] our schools. >> It's time to have some fun. >> It's time to
012supervise our students. >> [music] >> It's time to win another state championship. >> It's time [music] to welcome new staff. >> [music] >> It's time to make new friends. >> It's time to graduate. >> [cheering] >> It's time to make a difference. [music] Welcome back to UUSD. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn my [music] ABCs. >> It's [music] time to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. >> [music] >> It's time to play. >> It's time to fuel student learning. >> It's time to learn English. >> It's time to get [music] our campuses ready. >> It's time >> [music] >> to perform. >> It's time
013for something new. [music] >> It's time to show our colors. >> It's time [music] to support our schools. >> It's time to have some fun. >> It's time to supervise our students. [music] >> It's time to win another state championship. >> [music] >> It's time to welcome new staff. >> [music] >> It's time to make new friends. >> It's time to graduate. [music] >> It's time to make a difference. Welcome back to USD. [music] Let's do this. >> [music] >> It's [music] time to wake up. >> It's time to get on the bus. >> It's time to eliminate baby face. >> It's time [music] to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. >> It's time to play. >> It's time [music] to fuel student learning.
014>> It's time [music] to learn English. >> It's time >> [music] >> to get our campuses ready. >> It's time to perform. [music] >> It's time for something new. >> It's time to [music] show our colors. >> It's time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. [music] >> It's time to win another state championship. [music] >> It's time to [music] welcome new staff. >> [music] >> It's time to make new friends. >> It's time [music] to graduate. >> [cheering] >> It's time to make a difference. [music] Welcome back to U S D. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn my ABCs. >> It's [music]
015time to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. >> [music] >> It's time to play. >> It's time [music] to fuel student learning. >> It's time to [music] learn English. >> It's time to get our campuses [music] ready. >> It's time to perform. >> [cheering] >> It's time [music] for something new. >> It's time to show our colors. >> It's time [music] to support our schools. >> It's time want have [music] some fun. >> It's time to supervise our students. >> It's time to win another state championship. [music] >> It's time to welcome new staff. >> [music] >> It's time to make new friends. >> It's time to [music] graduate. >> [cheering] >> It's time to make a difference. Welcome back to Ulistic. [music] Let's
016do this. >> [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to [music] learn my ABCs. >> [music] >> It's time to support our families. >> It's [music] time to learn how to swim. >> It's time to connect. >> It's time to play. [music] >> It's time [music] to fuel student learning. >> It's time [music] to learn English. >> It's [music] time to get our campuses ready. >> It's time to perform. >> It's [music] time for something new. >> It's time [music] to show our colors. >> It's time to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> It's time [music] to win another state championship. >> It's time to welcome new [music] staff.
017>> It's time to make new friends. >> [music] >> It's time to graduate. >> It's time to make a difference. [music] Welcome back to USD. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn my [music] ABCs. >> It's time to support our families. >> [music] >> It's time to learn how to swim. >> It's time to connect. >> It's time to play. >> [music] >> It's time to fuel student learning. >> It's [music] time to learn English. >> It's time to [music] get our campuses ready. >> It's time to perform. >> It's time [music] for something new. >> It's time [music] to show our colors. >> It's time to support our schools. [music] >> It's time to
018have some fun. >> It's time to supervise our students. >> It's time to win another state championship. [music] >> It's time to welcome new staff. >> [music] >> It's time to make new friends. >> [music] >> It's time to graduate. >> It's time to make a difference. Welcome back to [music] Ulisti. Let's do this. >> [music] >> It's time to wake up. >> It's time to get on the bus. >> It's time to learn my ABCs. >> It's time to support [music] our families. >> It's time to learn how to swim. >> [music] >> It's time to connect. >> It's time >> [music] >> to play. >> It's time [music] to fuel student learning. >> It's time to learn English. >> It's time [music] to get our campuses ready. >> It's time to perform. [music]
019>> [cheering] >> It's [music] time for something new. >> It's time to show our colors. >> It's time [music] to support our schools. >> [music] >> It's time to have some fun. >> [music] >> It's time to supervise our students. >> It's time to win another [music] state championship. >> It's time to welcome [music] new staff. >> [music] >> It's time to make new friends. >> [music] >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to USD. Let's do this. [music] >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> [music] >> It's time to learn my ABCs. >> It's time [music] to support our families. >> It's time [music] to learn how to swim. >> It's time
020to connect. [music] >> It's time to play. >> [music] >> It's time to fuel student learning. >> [music] >> It's time to learn English. >> It's time to [music] get our campuses ready. >> It's time to perform. >> [music] >> It's time for something new. >> It's [music] time to show our colors. >> It's time [music] to support our schools. >> It's [music] time to have some fun. >> It's time to supervise our students. >> It's time to win another state championship. >> It's time [music] to welcome new staff. >> [music] >> It's time to make new friends. >> [music] >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to USD. [music] Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's
021time to get on the bus. >> [music] >> It's time to learn my ABCs. >> [music] >> It's time to support our families. >> It's time to [music] learn how to swim. >> It's time to connect. >> It's time to play. >> It's time [music] to fuel student learning. >> It's [music] time to learn English. >> It's time to get our campuses ready. >> It's time to perform. [music] >> [cheering] >> It's time for something new. >> [music] >> It's time to show our colors. >> It's [music] time to support our schools. >> It's time to have some fun. >> [music] >> It's time to supervise our students. >> [music] >> It's time to win another state championship. >> It's [music] It's welcome new staff. >> [music] >> It's time to make new friends. >>
022[music] >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to Ulistic. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time to learn [music] my ABCs. >> It's time [music] to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. [music] >> It's time to play. >> It's time to [music] fuel student learning. >> It's time [music] to learn English. >> It's time >> [music] >> to get our campuses ready. >> It's time to perform. [music] >> [cheering and screaming] >> It's time for something [music] new. >> It's time to show our colors. [music] >> It's time to support our schools. >> It's [music] time to
023some fun. >> It's time to supervise our students. >> [music] >> It's time to win another state championship. >> It's time to welcome new [music] staff. >> [music] >> It's time to make new friends. >> [music] >> It's time to graduate. >> [cheering] >> It's time >> [music] >> to make a difference. Welcome back to U S D. Let's do this. >> [music] [music] >> It's time to wake up. >> [music] >> It's time to get on the bus. >> It's time [music] to learn my ABCs. >> It's time to support our families. [music] >> It's time to learn how to swim. >> It's time to [music] connect. >> It's time [music] to play. >> It's time to fuel student learning. >> [music] >> It's time to learn English. >> [music] >> It's time to
024get our campuses ready. >> It's time to perform. >> [cheering] >> It's time for something new. >> It's time to show [music] our colors. >> It's time [music] to support our schools. >> It's time to have some [music] fun. >> It's time to supervise our students. >> [music] >> It's time to win another state championship. >> [music] >> It's time to welcome new staff. >> [music] >> It's time to make new friends. >> It's time to graduate. >> [music] >> It's time to make a difference. Welcome back to USD. [music] Let's do this. >> [music] [music] >> It's time to wake up. >> It's time to get on the bus. >> [music] >> It's time to learn my ABCs. >> [music] >> It's time to support our families. >> It's time to learn [music] how
025to swim. >> It's time to connect. >> It's time to play. >> It's time to [music] fuel student learning. >> It's time [music] to learn English. >> It's time [music] to get our campuses ready. >> It's time to perform. >> It's time for something new. >> It's time to show our colors. >> It's time [music] to support our schools. >> It's time to have some fun. >> [music] >> It's time to supervise our students. >> [music] >> It's time to win another state championship. >> It's time to welcome new [music] staff. >> It's [music] time to make new friends. >> It's time to graduate. >> [music] >> It's time to make a difference. [music] Welcome back to USD. Let's do this. >> [music] >> It's time to wake up. >> [music] >> It's time to
026get on the bus. >> It's time [music] to learn my ABCs. >> It's time [music] to support our families. >> It's time [music] to learn how to swim. >> It's time to connect. >> It's time to play. >> It's time to fuel student learning. >> It's time to learn English. >> [music] >> It's time to get our campuses ready. >> It's time to perform. >> It's time for something new. >> [music] >> It's time to show our colors. >> It's time [music] to support our schools. >> It's time to have some fun. >> It's time to supervise our students. >> It's time to win another state championship. >> [music] >> It's time to welcome new staff. >> [music] [music] >> It's time to make new friends. >> It's time to graduate. [music] >> It's time
027[music] to make a difference. Welcome back to USD. Let's do this. >> It's [music] time to wake up. >> It's time to get on the bus. >> It's time to learn my ABCs. >> It's time [music] to support our families. >> It's time [music] to learn how to swim. >> It's time. >> Patrick needed to get his coat, so we'll give him a few seconds. >> Like to welcome everyone. Call the session back to order. Like to report out. The board did take action on a closed session item this evening by a vote of six to one abstention. The board approved the settlement agreement between Aaron J. King and the district. We have uh flag salute at this time. >> I pledge allegiance to the flag >> to the flag >> of the United States
028of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> We have the beliefs, vision, and mission statement, Ms. Martinez. >> Okay, I will be reading the vision statement. All students will become self-motivated, responsible citizens who graduate and are career ready, and we just witnessed that last week. So, good job, guys. >> Thank you. Uh let the roll call show that all board members are present. Uh if I can have a motion to approve the agenda. >> So moved. >> If I can so move. >> So moved. >> I second. >> This is a roll call vote. Uh Ms. Ramirez. >> I. >> Ms. Carlson. >> I. >> Ms. Amy. >> I. >> Ms. Jackson. >> I. >> Miss Martinez? >> I. >> Mr.
029Shields? >> I. >> And board president votes I. Motion carries. Next our community donations and recognition. And first up I believe is Miss Russell. >> Good evening President Silva, members of the Board of Trustees, cabinet and David. Tonight it gives me great pleasure to recognize our community partner Turlock Amazon MCE1 for the generous donations they've given TUSD and the Family Resource Center throughout the school year. Tonight we have Turlock Amazon General Manager Craig Norris and his assistant Patricia Vega here to be recognized for the donations valued at $42,356.29. If you guys have ever been down the hallway in the FRC, you'll know what I'm talking about. Um these donations have found a variety of new homes with our families and schools, in particular our career technical education programs. I know Derek Soares wants to particularly
030thank you for all the oil that we've received this year. Um While Craig and Patty are are here, I also want to highlight their generosity beyond these donations. Turlock Amazon MCE1 employees regularly assist us at the Family Resource Center drive-thru uh food distributions. Shout out Hilda. Um of course they're also a key partner for annual reading extravaganza, which is tentatively slated for October 10th this coming school year. I would like to invite Craig and Patty to come forward to be recognized. Also shout out to all the real ones who return things on Amazon that could make their way to me. Okay. >> [applause] >> Um thank you so much for that that kind kind introduction. Good evening President Silva members of the board Superintendent David. Just truly appreciate the the recognition. What we what we
031do here in in the community with being a large employer is is very impactful to us and we understand our our our obligation responsibility to give back to the community. Within our mission vision statement we actually have it written at the building that we understand that by giving back to the community we and we couldn't do that without amazing partners like the school district like Marie and being able to to partner to find ways to get resources out to to our children to our households and just thank you for that like the the true recognition that you true honor here goes to to you guys and what you do for for our children. So thank you for that partnership and it's a honor and a privilege to be able to accept this recognition behalf of
032my associates that that work so hard to show up to these events. So thank you. >> Thank you. >> [applause] >> While we're taking photos can I have a motion? We're good. Thank you. >> [applause] >> Thank you. It's been moved and seconded. All in favor say I. All opposed nay. Our president votes I motion carries. Thanks again very much for your contribution to our district. >> [applause] >> At this time we have a sports presentation. Um I understand Miss Arkelian. >> Yes. >> Miss Arkelian is on deck. >> Good evening. Thank you very much. I am on deck. I am here for Coach McCabe. Um he sends his appreciation along with Mr. Curtis, our athletic director. Um all right. This year in the spring sports, we had many of our students athletes perform very
033well. We're very proud of those who qualified for state events and that includes four girls who qualified for unified events and that is Kayla Fuentes, Aberdeen McCloud, Lindsey Sherman, and Bella Stepanovich. They all qualified for track and field in the 4 by 100 relay. So, congratulations to them. In addition, we had a student Dante Jenkins who fit qualified and finished third in the masters at the pole vault. He advanced to state, but unfortunately he had to back out of the competition because of a back injury. So, we appreciate that. We appreciate all of your support. We appreciate the support of our coaches, our student athletes, and of course our parents for continuing to get our students to those practices and to where they need to be. So, thank you. >> [applause] >> Thank you, Miss
034Arkelian. Next we have Mr. Hernandez. Turlock High School coach. >> Miss Hernandez. >> Oh, excuse me. Miss. >> Okay. >> I'm sorry. >> That's okay. It's me. All right, will you guys come up here, please? Okay, I brought my crew with me. Um okay, thank you for having us tonight. I'm going to read just so I don't just so I stay on track. Yeah, you guys stay up here. Um track is often considered an individual sport. We know in fact it is a team sport. We get to be successful because of the team of athletes, coaches, fam- and families that support us as a team. Uh the cool thing about this season is that these three athletes here with us um represent the three different important parts of our program. Um Mason here uh is
035our senior. He represents the leadership and the group of athletes who took over and owned our team and made our team a special place for everyone. Tanner represents the support system aware of his team and how they work together. Um and he will be an important of the future and affect our in how it affects our program. Um AJ represents growth um and that part of our program is important um in that he is hungry to learn um and he is growing to lead um through experiences and his love for his team. Um the team these guys represent is 160 strong um the 100 of which were boys. I'm going to focus on our boys program. Our boys program has won eight championships. Um the last four years consecutively. Um they've been runner-up at sections
036twice and the section champs for the last two years in a row. Um we've sent athletes to state every year since 2018 and in those years we've had seen the podium four times. Our most recent crew is here with us today. We have uh our sophomore, our young one, AJ Brown. He He um qualified in the long jump with a PR of 23-1, um was the section champ this year, and his other events include triple jump, 100, the 4x1, and is our sophomore record holder in the long jump and triple jump. Tanner Lenares, oh yeah. >> [applause] >> Uh Tanner Lenares, our junior, uh is our discus thrower. He qualified for the state meet in the discus this year with a PR of 164-2. Um he was our section champ as well this year um
037and his others in of uh his other events in Oh, you were section champion shotput, too, huh? >> Mhm. No, okay, sorry, just kidding. His His other events include shotput. Um he is our junior record holder in the discus. So, congratulations, Tanner Laniers. >> [applause] >> Uh Mason Hernandez, our senior, um qualified in the pole vault with a PR of 15-6. He was our masters champ this year. Um and he will continue his um pole vaulting and athletic career at MJC this year. So, congratulations, Mason. >> [applause] >> here and are true representatives of what it means to be a Turlock Bulldog. As their coach, I say thank you to them for all they have given to us this season, and I am so proud. Um we look forward to one last event we have
038coming up. Um we have qualified 13 athletes to compete this year at the Nike Outdoor Nationals in Eugene, Oregon, and these three gentlemen will also be there competing. Um and will hopefully come home with some fun stuff. So, um congratulations, gentlemen. Thank you. Yes, [applause] Tanner would like to say something real quick. >> Um Bergen came up here and give a give a shout-out to us, the athletes, but um I'd like to give a shout-out and a thank you, big thank you, to Bergen. Um she's out there every day for us. She's driving us to big meets down in Arcadia. Um she's just supporting us every single day, using some of our own personal funds, just being out there for us every single day, and she came up here and she said uh we hold
039the team together and we build the team, but really it's Bergen that brings the team together, and she makes the team, and she's the big part of it. So, I'd like to say thank you to Bergen. >> [applause] >> Thank you. Thank you very much. >> [applause] >> Thank you coach Hernandez and team. Very well done. Next is the superintendent's report. All right. Thank you President Silva. Good evening everyone, members of the board. Uh another successful promotion graduation season has come and gone and I want to thank Morgan De Setty, Martin Gutierrez, Luis Loza, Andrew Nunes and their crews who made these events happen behind the scenes. The campuses were well prepared and welcoming for our families. I also want to thank each of our school site and program leaders who made these events so
040special for our promoting students and graduates including Erica Shontz, Esmeralda Imperial, Robert Reese, Augustine Arreola, Michelle Bliss, Janine Arquillian and Dave Klein. Again, excuse me, thank you to you and your teams for making these events memorable for our graduates and their families. >> [applause] >> I recently met with my superintendent intern, Prabhjot Kaur, and we we reviewed the work that she did leading the superintendent student advisory council. The council addressed several topics this year and they wanted to share the following with me before or as we start looking into some areas of focus for next year. Students shared that vaping continues to be a concern. Students are seeking some support with more consequences balanced with special programs to help overcome the addiction. The cell phone policy they are supportive of. They are simply asking for
041again more consistent enforcement and structure with that. Wanting to make sure that the adults are are consistent with consequences to help them focus more on their school work. Academic and career readiness students expressed in a nutshell more information about career opportunities, with um you know, opportunities to dig more into what college majors can lead to or can connect them to as far as careers are concerned, but also options, post-secondary options other than going to college. So, more of the trades, more CTE. Interesting information from the students always, as you know, looking for more information about what students think about the programs that we have for them. What is the experience for them as we continually seek to make our programs better, to meet more students' needs. So, I I just want to just remind everyone
042that um Ms. Kaur came to me and said that I needed an intern. And that's it. Does this surprise anybody, I'm sure, if you know anything about Prabhjot. And I am pleased to say that one of her participants in the student advisory council has already reached out to take her place to keep the work going. So, excited about meeting with her and and moving the work forward. I also want to share a little bit about yesterday's administrative council meeting as we took some time to recognize the work that we have done this school year. I'm just going to list some of the accomplishments that we are most proud of. We implemented a new reading screener with progress monitoring. We adopted or we will be asking the board to officially adopt a K-12 math curriculum for
043the first time. Same adoption across all of our grade spans. We have expanded our special education programs to additional school sites. We laid the foundation through the work of our student services team for implementation of behavior academies, which is going to be a just a very powerful tool, I believe, in helping our school sites teach the right behaviors in a systematic process. We also started, and I I to thank Marie for the work that she did partnering with uh the Superintendent's office to start the Insight TUSD parent information nights. Uh I think that was a step in the right direction to promote uh additional uh opportunities to partner with our parents as we help them uh through their students' academic journey. Uh we expanded our ELA ELOP program and we uh are have set the
044table or set the stage to uh pull the ASES program into TUSD for the first time in over 20 years. So, again, kudos to our our ELAS office and all the work of Alice Solis. Uh we made the difficult decisions this year through the LCAP. For the first time, we had to look at what was working, what was not being used efficiently and effectively uh to try to get more boots on the ground, uh direct services to students. And I'm very proud of the work led by Marjorie to do that, to look at our data, to make those tough decisions, to redirect resources to increase uh support to our three largest elementary schools, uh and additional uh opportunities for our kids. So, I want to say thank you to Marjorie for leading that work as
045well. Um we took some time yesterday at the uh admin council as well one more time um to uh recognize some folks for some awards uh this year. We uh again recognized Wendy Cook and John Aker for their uh recipient uh or for their they're receiving or being recognized as ACSA Region 7 Administrators of the Year. We also recognized Joe Catanesi and Maribel Maribel Romero for going above and beyond in their work this year, real standout individuals. And Robert Reese for um his um thinking outside the box approach to establishing communities of practice, getting uh work across um subject areas to collaborate on common um common literacy standards and uh moving that team forward across those those subject areas. Um we also decided to implement a new award this year. Um my cabinet team and
046I recognized that there are people that just come across your radar throughout the school year that just stand out and um we decided to recognize an individ- some individuals or an individual who is either new to the administrative council team or is new to administration or both. And uh we recognized Shelly Hessie as the Rookie of the Year. She's the first inaugural Rookie of the Year uh um individual that we recognized as an administrative council. And lastly, we recognized um five individuals who have served in TUSD uh and are retiring from this organization. Uh so we recognized our retirees Shelly Santos, Denise Duwell, Joe Casenza, David Klein, and um I'm sorry sorry Sherry, I know you don't like the attention, but we also recognized Sherry Fraga for their service to TUSD. Thank you. That concludes
047my report. >> [applause] >> Thank you, Superintendent Ladig. At this point um I think we're going to upset somebody even more, but we're going to recognize our administrative assistant Sherry Fraga for all the fine work she's done. Um Yes. Yes. >> [applause] >> Every everyone probably thinks I'm well coordinated and can handle this meeting all by my lonesome, but without Sherry's assistance, I would blow this thing every time. And I really appreciate all the fine work she does uh in the district. Um She's the glue that holds the district office together and we appreciate it. We're going to miss you very much. Thank you for all you do. >> [laughter] [applause] >> I'll have you know, too, that Sherry was like the first person that reached out to me when I was elected to the
048board and it was like, oh man, this is like really happening. And you know, when you got an email from Sherry, it was like, oh, it's serious. You got to pay attention. So, thank you so much. >> Thanks again. Congratulations on your retirement. Next, um communications. Uh staff reports. We'll move on to announcements. Our next board meeting is Tuesday, June 16th, 6:00 p.m. here in this building. Next, we have a period for public comment. Is there anyone that would like to address the board at this time? If not, we'll move on to the consent calendar. Are there any questions or comments about the consent calendar? Okay, if I can have a motion to accept the consent calendar. >> I'll move to approve the consent calendar. >> I second. >> Been moved and seconded. This requires
049a roll call vote. Uh, Ms. Ramirez? >> Aye. >> Ms. Carlson? >> Aye. >> Ms. Amy? >> Aye. >> Ms. Jackson? >> Aye. >> Ms. Martinez? >> Aye. >> Mr. Shields? >> Aye. >> And board president votes aye. Motion carries. Next, under finance and accountability, we have um Ms. Bettencourt on item 28. >> All right. Good evening, President Silva, members of the board, and David. Tonight, I'm here to present information regarding um TUSD's 26-27 local control accountability plan, or LCAP, and it will be followed by a public hearing. And just as a reminder, I am specifically referring to just the district's LCAP process and plan, um because after this presentation will be eCademy's LCAP, which is a complete separate document. So, the LCAP itself is 155 pages. So, obviously, we won't be going through page
050by page um tonight, so I just wanted to kind of go through and give you some highlights. And um these are the required components of the 26-27 LCAP. And tonight, I'm going to go into detail regarding just the first three um components that are of this [snorts] packet. Um however, I did want to note that instructions, which take up several pages in the L cap, are required part. Um so that is always at the back of the L cap that provides transparency for what the required components of the L cap are. Um the 2026-2027 budget is going to be presented not next, but after the one after this, cuz I'm going to be up here for a while. I'm just going to warn you guys. Um and the local indicators are going to be presented
051at the next board meeting. And then once all of that is approved, that constitutes a full L cap packet. So the budget overview for um parents is a required template, which populates the graphs and most of the wording to explain our total expected revenue and breakdown of LCFF funds, which again, I'll explain the budget part in the next presentation. Um how much of our overall expenditures are within the L cap actions and a description of expenditures not included in the L cap. Additionally, there's a section for what they quote as high need students, but every time you see that in the L cap, they are referring to the unduplicated student population. Um and as a reminder, those are your low income, foster youth, or English learners. Um that part shows our supplemental and concentration grant
052funding and a description of actions and services to meet the needs of these students. And as a reminder, an action can only count as contributing to increase or improve services for unduplicated students if LCFF funding is used. So um even if an action is completely directed towards that population, if you use something else like Title 1 funds, you cannot count it as a contributing action because you did not use local control funding formula funds. As a reminder, this report is for only for TUSD and is separate from E-academies revenue and expenditures. So, as you can see, TUSD has about $37.4 million in supplemental and concentration grant funding and about 59.4 million of almost the 270 million in expenditures are budgeted within the LCAP. The general fund budget expenditures that are not included in the LCAP
053are related to the district's core educational and operational programs. And these are such things as general salaries and benefits, supplies, equipment, utility fees, legal fees, property insurance, and other general operating expenditures. So, the 2026-2027 LCAP template is composed of these parts and I have given you where the that part starts as a page number for your reference as you go through the plans. Um to give you a little bit more information about each of the components, the general information section, which starts on page four, contains a description of our district schools and students. The reflections section annual performance, which begins on page five, addresses the work that we have completed to address schools and student groups who have received the lowest performance level on one or more of the state indicators on the 2023, 2024,
054and 2025 dashboard. We are required to leave the information in from the 2023 dashboard. The reflections technical assistance section, which begins on page 13 describes the work related to differentiated assistance. TUSD did exit differentiated assistance based on the 2023 dashboard but is now eligible for differentiated assistance based on the 2025 dashboard for students with disabilities for the ELA math chronic absenteeism and college and career indicators. Um the comprehensive support and improvement on page 14 is the shortest section because we were not identified for such. So there was a big NA in that section. Engaging educational partners is a summary of the process used to engage educational partners in the process and a summary of the feedback provided um which I will go into more detail about. The heart of the LCAP is really starts with
055the goals and actions on page 18. Um this contains our six goals, the metrics used for measuring and reporting results, a goal analysis of how this goal was carried out in the previous year, and actions to be implemented to achieve these goals. And then starting on page 78 you will see the increased or improved services section which describes how those contributing actions are effective in meeting the goals of the needs of our unduplicated students. And then um the last part are the expenditure and action tables which begin on page 105 that um lay out all of the financial data associated with it all of the actions. So focusing on the educational engaging educational partners [snorts] um in terms of that for TUSD, our LCAP steering committee started off the process um at the beginning of
056the year in January and then our LCAP cohort followed up a meeting three additional times in February, March, and April. However, I will say um and anybody that knows me knows that I can turn any meeting into an LCAP meeting. And so, we always take input throughout the year in forms of staff meetings, department meetings, the certificated and classified forums. I receive information from our ELAC and DELAC committees, the superintendent parent advisory council. Sometimes people just randomly email me. That's included in input from when we go over all of this stuff and then all of our survey data is as well. So, we try to make sure that we gather a lot of input from a lot of different sources. Our LCAP steering committee was comprised of 41 TUSD staff members representing all sites and
057the majority of programs as well as 13 parent, student, and community representatives. We have a wide variety of perspectives and it really shows when we're going in doing the hard work and we appreciated everybody that provided insights that wore a lot of a lot of hats and a lot of perspectives on what the needs of our students are. These are the members of our LCAP steering committee. Those with asterisks represent community members, parents, and students. Those listed in bold also served on our LCAP cohort. And as David alluded to earlier in his report, for the first time this year, we actually had a student representative on the cohort. We've always had them on the steering committee and this time Prabjot Prabjot was um the the intern, the superintendent's intern, and served as our representative on
058the LCAP cohort, which was very well received and it was nice to hear a student's perspective at the table every every time. However, we appreciate the input from all all members, but this was just a unique experience for this year that I hope that we can continue on. One of the ways that we collect input regarding our LCAP actions is from our yearly LCAP survey. This year we received a total of 1,329 responses, uh, 536 from staff and 793 from parent or community members. Um, although we received less responses this year than in the past, I feel that the responses were more focused and they provided more detail on the input, um, regarding students' needs. Then the information is compiled and it's shared by the cohort and reviewed by the cohort, and then the cohort
059discusses this information. They review it, they review data, and they prioritize actions. Um, again, additionally, we receive, uh, information through these surveys often pertains to site-based work as opposed to the district plan. So, therefore, we also shared, um, that information with the site principals when it pertained to such. We are continuing with the same five goals that focused on academic achievement, social-emotional learning, access and opportunity, curriculum and instruction, parent engagement, and safety and security. As a reminder, goal six is required because of the LCFF equity multiplier funding. And, um, because the only school who is determined eligible to receive this funding is Roseland High School, Roseland formed their own LCAP cohort to receive input from their educational partners to determine the goal and actions necessary with this additional funding. So, after reviewing the input and
060reviewing a bunch of data and budget, actions were prioritized for the 26-27 LCAP. Um please note that some of the actions are funded by the learning recovery emergency block grant funding that will expire at the end of the 27-28 school year. Um also a reminder, there is a requirement now that those funding the LREBG funds um and the expenditures must be now included in the LCAP. So, that is why there is now an overlap where that doesn't exist with other grant funding. Um as stated in our reflections section, the LREBG actions can be found in goal one, actions 2D and 15A, and goal three, action 11. Considerable data was reviewed after receiving input very uh via the survey and other committee meetings. Uh with limited funding and anticipated declining enrollment and ADA, the LCAP cohort
061work worked tremendously hard in making data-driven decisions. Keeping in mind that my saying is we can do anything, but we can't do everything, um the cohort really took a deep dive into the effectiveness of the current actions and um wanted to focus on direct services to students. For example, several district-wide apps and online programs were eliminated so that students could get back to paper and pencil and human interaction, um especially with our youngest learners, and um as well as give full commitment to district adopted curriculum. Additionally, a district level coordinator position was eliminated to provide more site level support to directly support students. The bridge program at Turlock High was also eliminated to better meet students' needs through an independent study system and align with the model um that is taking place at Pittman. As
062a result, with no layoffs and no one losing a job, we were able to add the three MTSS site specialist to the three remaining elementary sites, which was the highest priority of this LCAP group. Um and yeah, it it was a big accomplishment. It's hard work, but it was really good work um that went through and um everybody else was the other top priority of actions were maintained. Again, probably because of the LREBG grant, but um it was really um good work to go in and focus on direct services to students and um the effectiveness of some of our current actions. Also, one of the top priorities um was revising the guaranteed and viable learning experiences, um particularly because TK wanted their own separate one. They were currently combined with kindergarten. And then there were
063some other scheduling conflicts at grade five and then um grade six always has their outdoor education. So, what that led to was um a little bit of a revision after um the Ed Services team met with other educational partners to gather input. Um you'll see what our 25-26 guaranteed and viable experiences were and you'll see the changes that TK is now going to go to Resendiz Farms separate from um kindergarten, who will remain at the Ram Pumpkin Farm study trip. Um and that um grade five we were having some scheduling difficulties with the MJC Planetarium and not it they couldn't accommodate all of our fifth grade students, which makes it not a guaranteed and viable experience when everybody can't experience it. So, um that um was changed to the Grassland Environmental Ed Center Um out
064in Los Banos. Thank you. Los Banos. And then grade six we put in here that the outdoor education is really what is guaranteed to all of our sixth grade students. Beginning on page 78 you will find the required section regarding the increased or improved services for our unduplicated student count. TUSD is expected to receive approximately $37.4 million in supplemental and concentration grant funds which are allocated based on that unduplicated student count. Detailed descriptions on the following pages after page 78 are there to describe how each contributing action meets the needs of our unduplicated and that that was considered first and how these actions are effective in meeting the goals for these students. As a reminder our concentration grant funding changed from 50 to 65% of the adjusted base grant several years ago and with this
065increased funding came a new requirement in our LCAP that the district plan for how the additional concentration grant funding is used to increase the number of staff providing direct services to students at schools that have an unduplicated pupil percentage higher than 55%. So I included our chart off to the side to show you that all of our schools within TUSD do have an unduplicated pupil count higher than 55% with the exception of Walnut which is currently at 43.6%. Therefore when we plan some of these actions and expenditures with this additional funding we are required to make sure that we give more to the other sites because they have a higher unduplicated pupil count rate. Um and that was where the decision was made a couple of years ago where um when we were transitioning to
066community liaisons, everybody got a community liaison, but maybe Walnut didn't receive a full-time one. They received a part-time one. And then at the end is our action tables, which begin on page 105, and they cover the total expenditures and contributing actions in both 25-26 and 26-27. Uh for 26-27, there are about 59.4 million in total expenditures documented in the LCAP. About 38.2 million, or 24.8% of those expenditures, do count as contributing, which means again that we are using LCFF funding sources to increase or improve services for our unduplicated students. For 25-26, there were approximately 58 million in planned expenditures, and that we estimate that we will spend around 57.4 million of that budget. 36.8 million are contributing actions, and that leaves a 0.5% about in LCFF carryover that will have to be included in the
06726-27 plan, and was included in the 26-27 plan. Um and again, this was due to the fact that some of the expenditures, um although we planned to use LCFF funding, we might have used different grant funding, and so although the action still took place, again it can't count as contributing if I didn't use LCFF funding to fund it. And all of that aligns with the budget overview for parents as well. So tonight, this item is prevented presented as an information item, and there is a public hearing that follows this. Um this document has already been sent to SCOE for review for compliance check and after receiving comments from tonight and making any additional changes, this will be brought forward for adoption on June 16th. So at this time I can answer any questions or you
068can open the public hearing. >> I will declare a public hearing to receive public comment regarding the district's 2026-27 local control accountability plan. Are there any comments from the board? We'll do both. Yes, Ms. Ramirez. >> I just want to say that um it was a collaborative meeting and everyone working very well together, very respectful, but also it was data-driven and it was information that was difficult to bring to the table, but at the same time everyone worked well together making the best decisions that would make the most positive impact. Uh and of course that's with our with our students and I'm very proud. Extremely proud that we were able to do this with no layoffs. I am very proud. So thank you for the work for that. >> Ms. Carlson. >> Thank you, Ms.
069Bettencourt. I wanted to ask um your mention about the LREBG actions that you know, the ones that are funded through that and now you're required to show that. Is that because since that money's going away, they kind of want people to know, they want to be trans they want us to be transparent about that? Is that your guess? >> I don't >> [laughter] >> know. So they made this requirement last year. I don't know. I will just be honest, I don't know. The LCAP has always been supposed to be a plan of "Hey, we've given you local control of how you're spending this money, no more categoricals and such." And so, um but write this plan of how you're going to spend it. And it was completely derived on LCCFF funding formula. I do not
070know why the governor then put in the learning recovery emergency block grant um into that plan. I just know that it is now required, but I do not know his reasons why um it is part of that now. >> Okay. I guess because these feel like such critical positions, you know, the elementary counselor positions at the at and the intervention teachers, uh the TOSA um for early literacy and science. And of course, that money the funding for that will go away. And so, we either find a way to fund it from the LCCFF or we get creative again or something, right? So. >> Correct. And I the only correlation that I can make is that when we go through the LCAP, we really look at dashboard data, which was one of the requirements for spending
071the LREBG funds as well. You really had to do a needs analysis based on students performing in low or schools performing in low groups. So, I feel like the work was the same even though the funding might have been a little bit different. And then um yes, you're absolutely right in the fact that if these are remain a priority for our district, we are going to have to find a way to include them in the general budget through the LCCFF process. >> Right. Okay, thank you. And I also just want to thank you for your leadership in this area. I know you're kind of a unicorn in school administration because you keep this as part of your job description because you do it so well. And so, thank you for for leading. >> Uh Ms.
072Jackson. >> Um again I I will echo thank you. Um I appreciate that we have um it's an MTSS I mean I think you guys worked really hard. Um I don't know if everyone knows but LA Unified announced that they laid off a thousand teachers. And it actually affected um someone a kid here from Turlock. And I'm know and probably more than just one if they're in the LA area. Um and so I just you know we went back to DC, we get this um do we get these um email updates about what's going on in other schools districts and I'm just really appreciative that um our LCAP process is um transparent, that people feel like they can speak freely um and that they're heard and that we're trying to do the best we can
073with the resources we the financial resources we have. Um I'm thrilled that Prabhjot was on uh the uh that we had a student rep and I think it's so important to listen to what the students think because they're there every day and that's who we're serving. So just kudos everyone. Thank you. >> Thank you. >> Ms. Martinez. >> Mark Reed, I just wanted to tell you thank you for the job that you do. >> Thank you. >> thorough and transparent. And I was honored to sit on your table. Thank you. >> I appreciate it. >> Any other comments or questions from the board? From the public? If not, we'll [clears throat] close this public hearing. And uh you're up next on item 29. >> I am. I'm here again. Let's see if we can get
074the next one up. >> Baby. Okay. So, I'm also here tonight and Let me see if I see her. All right, fine. Okay. Asmerna is here tonight as well cuz I might have to have her if you have questions specific to the program. But, we are here tonight to also present eCademies Local Control Accountability Plan. Um you obviously already know the the full LCAP packet, but I just wanted to remind you that eCademy has its own LEA and it does have its own LCAP and again local indicators and stuff. And they do have their own budget, but it is not a separate from TUSD's budget. So, they have their own fund within our budget and everything in our budget it rolls into the same. So, they have their own LCAP, they have their own indicators,
075but when I present the TUSD budget, it includes eCademies. So, for eCademy, their budget overview for parents show that they receive about 1.781 million dollars in revenue with 1.719 million coming from the local control funding formula. About 370,000 of revenue is from supplemental and concentration grants, which is used to increase or improve services for the unduplicated students. eCademy has just under 2.3 million in budgeted expenditures for 2026-2027 and about 1 million of those expenditures are budgeted within the LCAP. And again, the general funded expenditures that are not included in the LCAP are related to again the core educational operational programs such as general salaries and benefits, utilities, etc. So, here are the page number references for eCademies. Um obviously, I don't need to go through and explain what each component is again, but I will
076also say that eCademies page seven is very short because they were also not identified for comprehensive support and improvement. So, um both of us got to put NA in that section, which is lovely. >> [laughter] >> Yeah. Um eCademy um is even more of a master of changing any meeting or any function into an LCAP meeting. Um and um so, they have a variety of LCAP meetings that they combine with other events such as their WASC and our back-to-school night or staff meetings, any kinds of those kinds of things. So, um that's why you see a range of dates for the steering committees, uh which is about 58 members, and then you'll see the different cohort meetings um for what the cohort members and the student meetings were for this year. This slide shows the
077makeup of the steering committee, which is a balanced representation of certificated and classified staff, students, administration, and community members. Here is a list of members who have attended one or more meetings during the 25-26 school year. The names are color-coded to reflect district office staff, parents, students, eCademy staff, and community members. So, one of the ways that eCademy collects input is again a yearly LCAP survey. This year, um a total of 133 responses were received, 73 from students, 44 from parents, and 16 from staff. And just like with TUSD, their information is compiled and reviewed by the cohort, and the cohort discusses this information, reviews all the data, because as Ms. Ramirez just said, everything that we need to do has to be data-driven. And then again, prioritizes actions. The eAcademy goals are slightly different
078from that of Turlock Unified's, but they align with their WASC recommendations and reports, and they have kept their goals the same from 2024 to 2027. So, there's no changes to these five goals, and they continue to focus on academic achievement, school climate and social-emotional learning, curriculum and instruction, parent engagement, and safety and security. Um additionally, there were no changes this year to the priority actions um for from 25 26 for 26 27, uh which focus on the multi-tier system of supports, the arts program, the K-6 home school program, mental health supports, uh PBIS, and parent involvement. Beginning on page 45, this is the required section that requires again um regarding increased or improved for our foster youth, English learner, or low-income students. eAcademy is expected to receive approximately $370,000 in supplemental and concentration grant funds,
079um and the detailed descriptions regarding the use of those funds follow in the pages after page 45. Again, anytime that you go through and describe an action for an unduplicated student, it's how those actions were considered to meet the needs of those students first, but those actions can be applied to all students. It's not that they can only be applied to unduplicated students. Beginning on page 55, there are again the variety of action tables that cover the 25-26 and 26-27 um expenditures. For 26-27, there's approximately 1 million in total expenditures documented in the LCAP. 741,000 of those expenditures count as contributing, um which again means that the LCFF fundings are used to increase or improve services for those students. For 25-26, there were about 1.2 million in it planned expenditures, and we estimate that we
080will spend around 1 million, 836,000 of which are contributing actions. And again, these align with the budget overview for parents at the beginning as well. So, similar to TUSD, um this is presented as an information and public hearing tonight. Um I also submitted this to SCO for review for compliance, and um again, we will bring this forward for adoption at the next board meeting. So, at this time, Ms. Myrna and I may answer any questions, or you can start the public hearing as well. >> We'll declare a public hearing to receive public regarding eAcademy charters 2026-27 local control accountability plan. Are there any questions or comments from the board? Ms. Martinez. >> I just want to say once again, Margie Marjorie, thank you, and to our principal, Ms. Imperial as well. I've been on the
081committee for several years now with the eAcademy, and and to watch those children cross the stage last week was impressive and it just goes to show that that program was meeting their needs that they were able to succeed out of. So, I I'm honored to be on your team as well. Thank you. >> Any other questions or comments from the board? From the public? If not, we'll close this public hearing and we'll move on to your next show here. >> I know. I'm sorry. >> And this is item uh item 30. Ms. Bettencourt. >> All right. This is my last one though. Sorry. Thanks for hanging with me, but this is important one, too. Okay. So, um I'm also here tonight to present the tentative budget for 26-27. As a reminder, the preparation for this
082budget began with in January with the release of the 26-27 governor's proposed budget for the state. This budget was then updated with the governor's May revise funding changes and that is what I'm going to start with is information from the May revise. So, at the release of the May revision, Governor Newsom emphasized California's economic strength notice noting that California remains the fastest-growing developed economy in the world. The administration framed the May revision as achieving balance across both the 26-27 and 27-28 fiscal years while maintaining substantial reserves and reducing projected future operating deficits by more than half compared to what the governor's budget was. The May revision upgrades general fund revenues over the three-year budget window by approximately 16.5 billion relative to the governor's budget forecast. The increase is driven primarily through stronger than expected personal
083income tax collections tied to elevated capital gains realizations. >> [clears throat] >> While revenues improved relative to January projections, the administration continues to emphasize long-term structural balance. The May revision proposes proposes a combination of spending reductions, fund shifts, revenue-related solutions, and general fund offsets intended to significantly reduce a projected structural deficit in 2027-28 and beyond. So [snorts] in regards to educational funding, Prop 98, the May revision revises the Prop 98 minimum guarantee upwards of the three-year budget window by 6.4 billion as compared to the January proposal. Under the revised estimates, the Prop 98 guarantee totals 127.1 billion in 2026-27, 125.1 billion in 2025-26, and 124.9 billion in 2024-25. The Prop 98 formula also requires an 8.3 billion dollar maintenance factor in 2024-25, which will fully retire the existing maintenance factor obligation payment resulting from the
084suspension of the minimum guarantee in 2023-24. The governor maintains his quote settle up because this is not a suspension, this is a settle up to a proposal to underfund Prop 98 minimum guarantee in the 2025-26 fiscal year, though the amount proposed to withhold be withheld has decreased from 5.6 billion to 3.9 billion. The May revision indicates that these funds will be withheld until the spring of 2027, at which point if revenue estimates are the same or higher, funds will be allocated via the 2027 budget act. With this settle-up proposal, Prop 98 is funded at 121.2 billion in 25-26. The May revision fully repays the existing 1.9 billion settle-up that was created in the 2025 budget act for the 24-25 minimum guarantee. The increased revenues from capital gains required greater deposits into the public school system
085stabilization account, which is the education rainy day fund, and eliminate the required withdrawal that was projected in the governor's January state budget. Across the three-year budget window, 8.7 billion is required to be deposited into the education rainy day fund. The May revision proposes to make an additional discretionary 1.6 billion into the educational rainy day fund, which would bring the balance to 10.3 billion. Uh the May revise proposes to fully fund the statutory COLA, cost of living adjustment, of 2.87%, which was an increase of 0.46 percentage points from what was projected at the governor's proposal in January. In addition, the May revision also proposes an additional investment of 926.9 million dollars or 1.44% to the LCFF to help local education agencies manage rising costs, offset declining enrollment impacts, and absorb the new requirements to provide employees
086with up to 14 weeks of paid pregnancy disability leave. Um starting in 26-27, the proposed trailer bill language would require TK-14 employers to provide paid paid pregnancy disability leave of absences with full pay for a maximum of 14 weeks for both certificated and classified employees. With this funding, um the base grants uh would increase by a total of over 4.31%. I also just want to remind you at this point that this is a proposal and there is a lot of talk still going on about the specifics of this because um tying this extra expense into COLA um means that some districts will not receive any additional funding. Because remember, if you are in declining enrollment or you have a declining ADA, that is what your COLA is based on. So, if you do not have
087the same or higher ADA, you would not receive any COLA. You would actually receive a decrease in uh money. So, there's a lot of talk still going on about that. Um the May revise also proposes a historic increase to the special education base rate from the current year of $917 to a proposed $1,340, which represents a $423 per funded ADA. Again, all of this is still based on funded ADA. This increase surpasses the statewide equalize equalize funding rate proposed in January with an additional investment of 1.8 billion ongoing in addition to the previ- previously proposed increase of 509 million. The May revision retains the governor's proposal in January to repay the remaining amount owed to LEAs for our learning recovery emergency block grant funds. If you remember, those were allocated to us before and then
088in the next budget he took away part of that money after he had allocated it and then now he is slowly restoring that original proposal from them. Proposed. Proposal. This is still a proposal, but yes, if this goes through, then it would Yes, we would be receiving our the rest of our money that was taken away from us before. Um the governor also provides much of the additional one-time Prop 98 revenues to LEAs through the student support and professional development discretionary block grant. Remember my favorite one that's just so long to say. Um and now there's round two of it. Um and I wish there was a an easy acronym for it. Um they called it SUSP funds. So, that's where But I just can't say it. SUSP I don't know. Anyways. Um the May
089revision um also increases that investment to 5 billion up from 2.8 billion in January. As proposed in January, use of these funds is intended intended to be fully discretionary and allocated on an ADA basis. Okay, with that update of the May revise, now let's look at how that information directly impacts the TUSD budget. We are projecting a total revenue of about 257.9 million for 2026-27. As a reminder, the general fund revenue comes from three major sources: the state government, the federal government, and local sources. A majority of our revenue, about 76%, comes from the local control funding formula. Again, I'll go into more detail of that soon. Uh federal revenue is your Title 1 through Title 4 grants and other state revenue, such as special education, lottery, and one-time grants. Um those are all received
090for special purposes or for targeted specific student groups, and they are mostly restricted funds and may only be used for the purpose for which they are awarded. And then the final source of revenue comes from local sources, which are primarily restricted grants in the form of R2P, which is our tobacco use and prevention education funding. And we are also including ASES for next year as we are taking over that back at the start of 2026-2027. Okay. So, um the components of the LCFF. So, remember that the LCFF provides grade span specific base grants that are based on ADA that reflect adjustments for grades in K-3 class sizes and 9-12 education. Additionally, TK is awarded an add-on per ADA. Supplemental and concentration grants are awarded based on the district's unduplicated pupil percentage, who again are English
091learners, low income, or foster youth. The supplemental grants are equal to 20% of the adjusted base grant multiplied by the ADA and the total unduplicated percentage. Concentration grants are equal to 65% of the adjusted base grant multiplied by the ADA and the unduplicated pupil percentage that exceeds 55%. And again, as a reminder, this is where COLA is applied. So, our ADA must stay the same or increase to recognize the full effect of any COLA. Um the proposed 2.87% COLA was applied to the 2025-2026 LCFF base grants for this calculation. Um in this slide, I included the proposed additional investment, but I want to make it clear that I did not budget the proposed additional investment because it is just a proposal at this time, and I like to budget when I know definitives. So, um
092I did put that 1.44% in so that you could see what it is, but all of the budget that we have included, I have not included that money in um until I see what the specifics are when the state passes their budget. I It doesn't really look that grayscale to me, but I did try. I I think so. Okay. Thank you. Thank you for that. Um the district projects an unduplicated pupil percentage of about 71.21% for 2026-27, but remember for LCFF out calculations, we are required to use a 3-year rolling average, which is projected to be about 71.15% and these are um always updated after first interim when um Calpads does their reporting cuz that's your snapshot in time of the data that is used for that. So, we are projecting that our uh total
093LCFF entitlement to be about 194.4 million uh with the dollar amounts including the combined entitlement again for both TUSD and eAcademy Charter. As a reminder, these are the unrestricted components of LCFF and do not include the approximately $2.8 million received as a pass-through for our SELPA, which is why this um to- total differs than the slide on on the previous slide. Any changes to ADA um or our unduplicated pupil percentage or the funded COLA um are key factors that affect our LCFF entitlement. As I just mentioned, student enrollment and attendance are critical components of our district revenue. Currently, school districts are funded based on the greater of current year, prior year, or the average of the three most prior prior years average daily attendance. The district uses a five-year weighted average cohort projection template to
094project enrollment and a three-year average cohort projection to project ADA for future years. When combined with county operated schools, TUSD is projecting ADA of just around 12,700 um and eAcademy is projecting um ADA of about 107 for the 26-27 school year. Um as a result, it is projected that both TUSD and eAcademy would be funded based on current year ADA. The district is projected to um have about 272 million in general fund expenditures for 26-27. We spend a majority of our funds on personnel, which are salary and benefits. Approximately 84% of our expenditures are committed to salary and benefits. Our other expenditures include books and supplies, services and other operations, capital outlay, um and other outgo's costs, which are paid to outside agencies for bus transportation um for special needs students and non-public school costs.
095While employer contribution rates to the State Teachers Tire Retirement System or STRS have remained steady, employer contribution rates for the Public Employees Retirement System or PERS have fluctuated over the past years. Uh rates in 26-27 are maintained for STRS and have actually decreased 0.41% for PERS. Uh rates for future years are estimates and they are subject to change based on determination by the respective governing boards. While STRS is projected to maintain at 19.10%, PERS rates are projected to slightly increase and then decrease by 28-29. Additionally, this budget includes the recognition of the state's ongoing contribution to STRS on behalf of the TK-12 education. For 26-27, about 10.5 million is included as an expense to pension contribution and a corresponding credit to revenue. This chart illustrates the effect of the increasing retirement costs based on district
096salaries. This covers the period of time since the inception of LCFF through the estimated years that the both the STRS and PERS board have said that it would take to fully fund their system, which is 24 2045-2046. Which somebody else will be talking to you about that at that time, not me. Uh the employee pension cost for 26-27 results in approximately $33.5 million in pension contributions for TUSD. With that review of our revenue and expenditure, it brings us to the summary of our 26-27 general fund budget. Components of ending fund balance include revolving cash and stores totaling $400,000 approved for ongoing operational needs. Additionally, administration has committed 11 million in lottery funds for textbook adoptions and related instructional materials and 3 million for MTSS initiatives. The district's 26-27 assigned general fund ending balance is projected
097to be about 26 10% cap on the amount a local school district can maintain in their reserves in fiscal years immediately succeeding those in which the education rainy day fund balance is at least 3% of the TK-12 Prop 98 funding. Based on the May revision, the reserve cap will be triggered for 26-27. The state requires at least a 3% reserve level for a district of our size and our board policy states that a 5% is the district's minimum reserve level. And as a reminder, reserves are one-time funds that cannot support ongoing expenditures. We are also required to prepare a multi-year projection for the budget year and the two subsequent fiscal years. Multi-year projections are prepared using factors in um provided by the Stanislaus County Office of Education, School Services of California, and the FCMAT LCFF
098calculator. Multi-year projections are just that. They are projections, and as such, they demonstrate the future effects of current economic conditions and current financial decisions. They are not financial forecasts, and they are not meant to predict what the reserve levels will be in 3 years. These projected COLAs were updated at May revise, and I have also projected our 3-year rolling average for unduplicated students at about 71%. Using the budget assumptions that were included in the May revise, again minus the 1.44% um administration projects that the district will be able to meet its financial obligations with an 8.07 and 7.97 reserve in the two subsequent years. Um it should be noted that the LCFF supplemental and concentration grants included in the total revenue are projected to be approximately 37 million in both of these years. And again,
099just as I said in the LCAP, these funds are intended to be spent to increase or improve services for the the district's unduplicated students um and to support actions set forth in our LCAP. So, this budget is again presented as an information item for public review and public hearing. Um it will be updated and again presented for adoption on June 16th and um will be updated several times throughout the year after that. Again, may I answer any questions or you can open the public hearing for this one? Third time's a charm. >> We'll declare a public hearing to receive public comment regarding the district's 2000 26-27 tentative budget. Are there any questions from the board? Mr. Shields. I'll try not to get on a soapbox about elections and consequences, but it is an election day,
100so One of the questions I had, I know we talked about a little bit, you you briefly touched on it regarding funds from tobacco. And I noticed that, you know, at the county we've had this discussion a little bit and you're seeing it at the state level with gas tax. When those things aren't being used as much as they were when those taxes were initially implemented, the funding has slowly decreased, sometimes significantly decreased in the gas tax sense, but with tobacco funding and things of that nature, are we seeing a significant drop off? >> Yes, this [snorts] year so our our we call it 2B funding, the tobacco use and prevention education, and we were actually at this time last year unknown of what was going to happen with our 2B funding and it was
101actually the grants were cut in half for this year. So we received 50% of what we normally would and at this time they're projected that it would continue, but at the 50% reduction level. >> Got you. I know I and I I said I mentioned that because we see that a lot with the state and they choose something to to tax and to utilize and oftentimes we get some benefit from it and and the schools or the county level they they've been able to use it in different ways and different nature, but things like that, things like the gas tax, there's always, you know, if you're going to get taxed at such a high rate, it's a lot of times people will go away from it or they're find an alternative that isn't taxed at
102the same rate. Um so that you know, that has direct effect on us. Uh I think realistically that's my only question. My you know, I my one comment and one thing I would like to see um necessarily isn't part of this budget briefing, but part of discussions that we've talked about is um uh somewhat an understanding of an increased staff for and funding for uh athletic directors on both school sides or at least one for district-wide. Uh I know I've talked about it again. I know looking at the revenue and looking at where we're headed, it's hard to understand and try to implement something like that, but I think it's something that we need um in our schools um and so I would offer that up to either um uh the the next year's uh
103conversations as we go through this. Um I know it's hard to budget that into something halfway through the year and and two full-time positions and all that kind of stuff, but um I'd like to see something like that as we move forward. Um discussion having uh two fully funded um athletic directors at each high school, one at each high school. Um that's that's it for me. Thank you so much. I know there's a a lot of information. I know the May revise is um the past couple years has been drastically different than what it had originally come out. Um and um again, the last thing I'll say is it is election day. Elections have consequences. Sometimes they're good, sometimes they're bad, sometimes they're indifferent. Um I'm hopeful that what what happens over the next year
104and the next coming years that um our revenue projections will change and we will continue to maintain the level that we've been able to maintain, but I want to thank you so much for all the hard work you do, all your staff that do all the hard work on this and to the uh people that have come before us on the board that have helped maintain this and kept us at this level and made the decisions, the hard decisions to get us here. Uh it's not lost upon me or I think most of our board that um tough decisions have been made to keep us at this level and to keep the district um at the pace that we're at. So, I appreciate that. Thank you. >> Thank you. I will put your comment down
105as the first one for next year's LCAP consideration. >> to say, just like that you made it into an LCAP meeting. Good job, Marjorie. >> I told you. LCAP LCAP 2027-2028. >> Questions or comments from the board? Ms. Jackson? >> Thank you. We love the Marjorie show. I truly do. >> [laughter] >> Um I do. I I think it's very important that people understand where and how we get our money. Um and the the 14 weeks of maternity leave Dave joked that I should have twins again, which is not funny. Um yeah. Yeah, thank you. >> [laughter] >> Um but are we going to be Do you think we'll be able to be given the state funds for that? >> So, again, it's a proposal. I have a feeling from everything that I've read and
106from where the the legislature stands on things, um I have a feeling that it will pass in some form. I don't know the details of what form yet, but um it has been made clear that at this point the governor is only going to consider an augmented the adding it to the LCFF, which again is under grave debate because there are some districts that are like, we will not recognize We're going to recognize the expense and not get any additional revenue, right? Um and so, I think that it's a topic that it will be debated um as far as that goes, but I I have a feeling that some form of it will be passed in one way or another. It's also very hard to um calculate what those exact costs would be, right? Um
107and there's a lot of research going into trying just see how many of the people that it affected in the past that it what they would have qualified, but obviously it's not a a hard number that you can calculate that you know exactly what your expenses would be. >> Yes, that's exactly why I'm just like this is you just you say this but anyway, and we know in the past that that he's they's he has said one thing and then and paying for it has been an interesting process, right? Yeah. He's held money back and he calls it different names but whatever. And we do have an election and so we will have someone new and for the next four years, um whoever that [snorts] is. And so I think that is where everyone's sort
108of like teetering. Um and to be quite honest at CSBA, we just in May we discussed he's not going to lower the gas tax because that is backfilling Prop 98. I mean I'm going to just put that out there. If you are not aware of that, that's why it's not going to be taken away. He's got a huge He's got a big guy He's got a He owes us money. He owes public schools money. >> And I will just say that again, he's still underfunding Prop 28 or Prop 28, sorry. Prop 98 by $3.9 billion, right? Um this was the first time that I heard that they were going to wait and then say oh, well, if it comes about and the revenues are really there, we'll take care of it in the 27 budget,
109which is again, um bypassing the whole constitutional system that was set up to suspend Prop 98 where you have the rules and the payback rules with interest um and it's a complete bypass to that constitutional system. >> Right. I I completely agree. And and just at least from my brief time up in Sacramento, the May revise could always be 100% different. I mean, it's like it's like they took the whole budget in January and just tossed it. Like threw it out with the the ba- with the baby with the bathwater. I'm serious. And then people are like, "What is this?" Like none of this has ever been presented before. So I don't Who knows? I mean, I just It's kind of like a wait-and-see game with whoever wins the the governorship in November. Thanks. I
110appreciate all your hard work. Thank you. >> Any other comments from the board? I just have one on the paid maternity leave. What what's included in that? >> The paid maternity leave maternity paid pregnancy disability leave is what it was and I wrote down what the current things are. Although I will tell you that again it is in form. So it's anything of pregnancy, miscarriage, termination of pregnancy, anything from that nature that at this point or the effects of and again you have to have a doctor's note for such. >> Thank you. >> Mhm. >> Any other comments from the board? Questions from the public? If not >> I move that this public hearing be closed. >> Thank you. >> Ms. Bettencourt, thank you for the fine reports on all these items. >> [applause] >>
111And because we we're going to have to adjust the agenda a little bit because we didn't have student reports and reports from the schools our public comment time was way off schedule. So we're going to back up to public comment and open it up uh for people that would like to address the board at this time. And I have um Mr. Hackler. >> Thank you guys. Thank you board for having me and Mr. Zova and Marjorie was a teacher of mine actually a long time ago. So she's good with numbers, I'll give her that. So, Mr. Shields, I should have commented, but I will tell you like we are in dire need of two athletic directors. I'll be very clear to that. We're also in dire need of more funds for our athletic programs. It's
112just I sit on two um well, I help with two uh uh committees to help uh raise money for polo and both baseball for Turlock High. It's always a stretch to get enough funds for our students and when I hear from that athletic director or the coaches say that "We'll provide you a jersey, but we're not going to provide you a hat for the baseball team." That's not a uniform. So, just make that very clear. So, when boosters have to to kick in to buy hats, that's not a uniform. So, um we have great athletic programs [snorts] in our community. They're continuing to get better and better and better, but you know, as I see that we're riding close to our cap of a max, it's time to invest back into our uh athletic departments
113and band and all the extracurriculars that really what makes a community. It's not just sports. So, all that comes together. Um I just want to talk about something I I never thought I'd be actually standing in this spot. You always hope that generations get better and better. I obviously am definitely way smarter than my dad and Mr. Silva can attest to that. Um but uh uh each generation does get a little bit better and my son I have two sons go through Turlock High. Um I was not a gold robe uh wearer uh at the time that I went through Turlock High. Um these kids are getting extremely smart and and uh it's incredible. Um Osborn was a big part of that, the programs that we provide in our district. When I get outside the
114community, they go, "How is that a public school?" And I said, "It was just amazing." It created a lot of opportunity for our kids. But my son I have a uh uh a sophomore at uh University of Oregon that was a gold robe wearer. Um I have a junior right now going into his senior year that he went to the graduation uh on Friday and he was extremely disappointed to see that there was no gold ropes. And for Hammy sitting with a 4.3, he's not going to not stop being a 4.3 4.3 student, but that is that is an achievement that means a lot to them. And he goes through we're going through some recruiting process for him for sports right now and he has his ranking in his class and I think he's like
115number 58 maybe out of whatever is in the senior class at Turlock High. So, that means that there's 57 kids that are ahead of him in that same manner. And there's probably 10 kids or 20 kids below him. It is a big deal. Um, you know, I was I asked I had heard that this was actually happening maybe a few years back, but I actually didn't believe that that would happen. And the reason why I didn't believe it was is and and the thought behind that was and what I had heard was is that they wanted the same equity for everyone at the school, but the real reality of it is it's our uh it's our goal, it's our achievement to make sure that everyone has the same opportunity to have that GPA. And as
116long as we're providing that to them, then and the support for that, then they then they it's up to them to really take the the bull by the horns and achieve that. And what I heard on from Friday was is they got about a 10-second announcement, all those that achieved a 4.0 or higher for four straight years, please stand. They stood up for about 10 seconds and they sat down. That to me is not really rewarding or announcing the achievement of that accomplishment. So, I just want to throw it out there. I think it needs to be revisited by the board uh to see and I don't I think the same thing happened for Pitman. I don't know. Um, we didn't have that uh experience with Pitman, but I just think it's a really important
117goal setting um and also uh just a little bit of acknowledgement that I I am at this level and I got to continue that path forward. So, thank you for uh listening to me. >> Thank you. >> All right. >> Thank you, Mr. Hackler. >> Mr. Silva. >> Yes. >> I'm going to go address the board as a parent. >> Can we do that? >> I don't know. >> Can we do that? >> So, >> You know, I'm Mary Jackson. Please start the timer. You know me. I >> [snorts] >> attended the graduation. Um, it was What I learned, actually at Sober Grad, was a lot. There were, um, probably about 10 parents there whose children have either earned a gold robe or were supposed to wear a gold robe on Friday night. Um, when
118you are told as a freshman that you are going to be If you have over 4.0, which I, like Mr. Hackler, was not a 4.0 student. My friend and I were going to have a a a We When When we were in school, they got gold stoles. And we were going to have so close, but yet so far, but not or whatever, but not far enough. Anyway, it's just very hard, um, to not see those kids wearing the gold robes. Um, my two daughters are on the same path as Mr. Hackler's sons. And it's because of Osborne, honestly. And the parents found out when they were ordering their students' gowns. And that's not okay. Um, I got an earful. I stayed an extra hour at Sober Grad. I barely, anyway, was awake at when I
119got home, but it was very upsetting, and I know some parents were extremely disappointed and and frustrated and saddened because they play the Top Gun music because, like in the movie, those are the top pilots. And these are our top kiddos. And if we are going to say that we are recognizing student scholars, then we need to do that. And they need more than 10 or 15 or 20 seconds. They have every right to walk in. They walk in alphabetically and they stand there and they are recognized. Every student we provide that opportunity. Our kids that have done it and there's usually 90 to 100 and it's amazing. I mean, we had a 5.0 scholar. 5.0. And she's going to use use C Merced and she's probably going to change the world. But I really
120believe that the group of parents who are upset, we will sit down and meet with the new principal and we will have a conversation and I believe that we can work together to to make this change or make this happen again because it's not fair. If you want to institute this, then you institute it when they are freshman and you let the students know what they're freshman year. These kids were told that they were going to be able to wear a gold robe. And it doesn't matter if it was put in the handbook and that handbook is 75 pages long. No one told the parents until they ordered the gowns and that's not okay. And I'm speaking for a lot of different people that had children that graduated this past year. Thank you. >> Okay,
121we can move on to the next section of our agenda, educational services, item 31. Ms. Santos. And Mr. Aika. This is the the John and Shelley show. >> Oh, okay. I get to do the opening. Good evening, Board President Silva, members of the board, Superintendent Lattig, my guests and audience looking from afar. We on May 19th presented uh information on the pilot process and adoption of a new math curriculum that was long overdue and we are here tonight seeking approval for a K-12 as mentioned earlier adoption of amplified Desmos math curriculum. >> Shelly will share some more. [laughter] >> So we've had our curriculum has been on display. We've only had one visitor and it was actually a a TUSD employee that wasn't involved in the pilot but wanted to check out the materials. And
122then in the meantime we received our our quote for the materials and I just wanted to share that um with this adoption comes a teacher blended package so digital teacher license teacher guides which includes two volumes and teacher ancillary materials. Student blended package as well so two student digital license, student workbooks, two volumes for eight years. Um our MClass math and a boost math which is a screener and an intervention. Center kits for grades K through 5, manipulative kits for grades K through 8 and then the same for our dual immersion sites the materials in Spanish. Can we answer any questions? >> Are there any questions from the board? From the public? Looks like you guys have done your homework. >> Thank you. >> If we could have a motion. >> I'm Oh, go ahead
123Teddy. >> I motion to approve the Desmos math curriculum. >> I second that motion. >> It's been moved and seconded. This is a roll call vote. Um Ms. Ramirez? >> I. >> Ms. Carlson? >> I. >> Ms. Amy? >> I. >> Ms. Jackson? >> I. >> Ms. Martinez? >> I. >> Mr. Shields? >> I. >> And board president votes I and the motion carries. Thank you very much. >> [applause] >> They know how >> Next Next item uh 32, Ms. Elise. This is information item. >> Good evening board president Silva, board members, and superintendent David Lattimore. This evening I'm presenting an annual summary of the district's 2025-2026 California Healthy Kids Survey Report. The California School Climate, Health, and Learning Survey is a tool to support districts in improving school climate, pupil engagement, parent involvement, and
124academic achievement. And districts are required to annually administer a local climate survey for local indicators. The survey was administered in November 2025 to grades 5, 7, 9, and 11. A total of 3,259 students took the survey. 449 fifth graders took the survey with a response rate of 48%. Elementary school engagement and supports indicators is 75.5%. The 3-year average is indicators is 75.5%. Parent involvement in schooling increased by 2% from the previous year. A highlight that came out of our California Healthy Kids Survey, social and emotional learning supports increased by 5% from last year. And [snorts] the district was above state averages in the following indicators. Caring adults in school, the district 73%, state 72%, social and emotional learning support district 79% and the state 70% so a plus 7% when compared to the state. Elementary
125school safety school safety remains high at 77% the district was slightly below the state average the district had 77% and the state average was 80%. Been hit or pushed continues to stay in the range of 32.6% called bad names continues to stay in the range of 48%. Elementary social and emotional frequent sadness continues to decline so you can see by the table at the bottom from 23 24 to 24 25 we had a decrease of 2% and then from last year to this current year another 2% so heading in the right direction in regards to our fifth graders feeling frequent sadness. Elementary substance use data remains relatively the same over 3 years 3 year averages for alcohol and drug use lifetime 13% cigarette use lifetime 1% and vaping 2% Mary I know you're always concerned
126as are all the board members and Mr. mentioned tonight vaping I just wanted to give you some data incidents that were reported for this year for elementary and I will when I get to secondary as well 23 24 at the elementary level we had 12 vaping incidents in 24 [snorts] 25 we had four so it was a decrease of eight and then in 25 26 we went from four to six so increase of two so I I say if it is a trend but I know that all schools in the district we continue to have a pulse on vaping, but I thought those statistics statistics are important to share here as they we've seen an increase, decrease, not able to see a trend as of now. Elementary supports, slide seven seven shows a list of
127supports for elementary. A lot of those you've heard either in about in board weekly board updates, presentations here at the board. So I'm going to talk about elementary and secondary supports when I get to the secondary supports. Secondary, 2,810 seventh, ninth, and 11th graders took the survey with a 92% response rate. Secondary school engagement and supports, it remains relatively the same compared to last year and school connectedness remains above 55%. School safety secondary, there were no changes in school safety indicators, but when you look at a three-year average for school perceived as safe or very safe increased by 3% at the secondary level. Secondary social and emotional health, just as with elementary, >> [snorts] >> there is a trend of continued slight declines for experienced chronic sadness, hopelessness, and considered suicide. So from last year
128to this year, experienced sadness hopelessness a decrease of 1% and considers suicide is 2%, so we're going in the right direction with that. Again, the survey is anonymous, so this is how students are feeling about social and emotional health. Secondary substance use, uh there were increases in alcohol or drug use lifetime, 10% and vaping 10% and I noticed I wanted to note vaping and highlight elementary because here's the data for the vaping incidents at the secondary level. In 23-24, we had 231 incidents. Then in 24-25, we decreased by 65 and it's 166. But from last year to this year, we go up plus 70. So, not able to determine if it's a trend, survey's anonymous and then we hope students are giving us their honest opinion, but still something that we want to monitor and
129have a pulse on in regards to vaping. Yeah, Mary. I mean Anna. >> So, what was the number again? >> Yeah. 25-26, 236. So, from the previous year, an increase of 70, but the pre- the before that, it went down 65 65. Yeah. Secondary supports, what I like to do on this slide is highlight PIIKE. PIIKE is our Parent Institute of Quality Education for both elementary and secondary and I want to share some data and some parent testimonials. So, this school year and it's budgeted out of our LCAP supplemental concentration. So, here's what we get for our money. We get parents involved and I want to share and highlight the data. We had five sites participate this year, Dutcher, Turlock Junior High, Osborn, Juline and Brown. The modules that schools implemented varied, family engagement, family
130math together, family literacy and social and emotional learning and I know administrators get input from parents to meet parent needs. For this year, we had a total of 158 parents participate in PIIKE, which is an increase from last year. And I can't wait to share these parent testimonials. They survey parents at the end of the series of sessions, and I wanted to highlight a few. Before the program, I believed it would be impossible for my daughter to attend college. Now I am confident they will. Before, I did not read to my five-year-old daughter, but now I do. I have also learned that it doesn't matter which language we use. The important thing is to support our children in learning, and I think that comes through and through as we communicate in multiple languages and continue
131to like our TESD series inviting parents to participate. I learned strategies such as recognizing and celebrating my son's achievement instead of focusing only on what he did wrong. And key findings that came out of our survey this year was that strong family engagement across all of the sites that implemented PK. There were high-impact parent testimonials that reflected increased participation in our modules, and there was an effective collaboration amongst PK staff and our school administration to ensure that the program is goes well and that we meet our parents' needs. And you know me, I got to plug in some data. So, [snorts] 69.2% of our parents strongly agree, compared to before the program, I am now using strategies to develop social-emotional skills with my students more than before. And that was highlighted in our survey. Um
13276.92% of our parents strongly agree, this PK program was useful for my family. We're at 50%, but I still believe it's a high number compared to the before the program, I am now connecting with my students' teachers. So, we are increasing where parents that are are tending our parent events are feeling comfortable and confident to speak with their teacher in besides just open house or back to school night. And 64.3% of our parents in the program surveyed strongly agreed before the compared to before the program, I am now more involved at my students' schools by attending ELAC, DELAC, school site council, PTA, PTO, or joining a committee. And when we have numbers like that and and a survey that says something like that, parents are making a difference. It's aligned with the data that we're
133seeing with how our students responded even though it's an anonymous survey. So, I wanted to highlight PK because I know we administer the program annually, but there is some good results that are coming out of that and our parents are learning. They're being involved and they're making a difference in their children's lives. In closing for elementary, social and emotional learning supports increased by 5% from last year. And as I shared, we were higher than the district over than the district average by plus 9%. Frequent sadness at the elementary school continues to decline. So, you seen in the last 2 years, we declined by 4%. Secondary, the 3-year average for school perceived as safe or very safe increased by 3%. And there is a trend of slight declines with our secondary students experiencing chronic sadness or
134hopelessness and consider suicide. I just have to say I think the work that the district is doing with PBIS and that takes everybody from who's on the line all the way to the district office and to here at the board level that PBIS is making a difference and that with our family resource center and what schools are doing to get parents involved, it shows in our survey, it shows in the data, and I think it's going to benefit our students in the long run because parents are opening up for change or for learning on how to support their children, navigate our system, and what could be I know when I attended some PK events, parents thought like our our just our society today, It's tough, but I think that our school is on the right
135track and we're doing the right things by involving more parents so that they can make a difference in their child's life as they go through our system. Okay. Is there any questions that I can answer? >> Ms. Martinez. >> [clears throat] >> That is an excellent report, Alice. I want to thank Alice, Gil, and Marie for the parent involvement in the last 3 years that has increased. Data now shows that when we have parents involved, our children stay involved as well, and I'm a number one believer in parent involvement. I'm a parent advocate all over this Stanislaus County. This is music to my ears that Thank you, Mr. Dave Lattigan, for being the frontrunner to these this data because in the last 3 years it has shown that PBIS, some of my framework, is now
136being utilized here in TUSD, and our data is now showing that our parents are wanting to be involved. So, that's that's very good news. Thank you for that. >> Any other questions or comments from the board? Ms. Jackson. >> Um Alice, are we hoping to get um is it PIQUE? Is PIQUE? >> Uh PK, Parent Institute of Quality Education. >> trying to get more parents like at other other elementary schools um because I think what I'm hearing is they just felt like maybe not not that they weren't welcome, but they were just apprehensive of coming and talking to their teacher and now they're not. And so maybe we could do like a video of testimonials from them and ask them to encourage other parents to sign up. I mean, I think it's it obviously shows
137it's working. >> Yeah, not only PK, but I know our schools credit our schools for what they do to host whether it be coffee with the principal and those type of events or they open up back to school and open house earlier to invite parents, "Hey, come and hear about some information." Yeah, so we'll continue to do that and there is continued funding to implement and offer PK. We try to rotate sites and we also offer for our parents if I'm a Turlock Junior High School parent and I feel that I can benefit from a module that's another school, we say come on in. >> Great. Thank you. I really appreciate it. Thank you for the extra numbers. I appreciate that. >> Any other questions or comments? Thank you very much, Ms. Felices. Excellent report.
138>> [applause] >> Next Next item 33, Mr. Ogden. All right, we're ready. Good evening, President Silva, members of the board, Superintendent Lattig, and I guess we have no student reps here tonight. Thank you for the opportunity to present the TUSD Foster Youth update for the 2025-26 school year. I'm Gil Ogden. I'm the director of student services and the designated local education agency foster youth liaison for the Turlock Unified School District. I cover general ed. Elizabeth Ladeen covers special education. And I just have to say that just so you know what a foster youth looks like, they are counted on duplicated, but it could be a child in a traditional foster home. It could be what we used to call a group home short Now it's called a short-term residential treatment home. For example, Creative Alternatives,
139Aspiranet, or it could be a licensed children's institution like Mary Graham Hall up in Stockton. So, all of those fall I'm not going to get There's They're a little bit more nuanced and the students could be from social services, probation out there, but I won't get into those. And I have to say that that's how I paid my way through college and uh graduate school working in group homes as a say you know a a group home uh worker, social worker, house manager, doing all that stuff. So, it really helped me and 40 years later I'm still working with foster and group home kids. So, I just have to say I like it and I think Elizabeth Levine enjoys working with this population. So, today I'm going to share the challenges that we have our
140foster youth face, the legal responsibilities under California law, and the support structures we have in place in TUSD, and the current data on our foster youth population. This work is essential to ensuring educational stability and improve outcomes for one of our most vulnerable student groups. Before we discuss our systems and supports, it's important to understand the why this work matters. According to the Alliance of Children's Rights, foster youth experience the poorest educational outcomes in California, largely because of school instability. Key statistics include 33.4% of foster youth change schools mid-year compared to only 9% of non-foster youth. While in care, they change schools an average of eight times, losing four to six months of learning with each move. 28% experience chronic absenteeism due to trauma-related incidents, and graduation rates stand at 63.6% versus 86.4% for non-foster
141youth students. These numbers highlight the urgent need for strong advocacy, stability, and coordinated support across our district. California Assembly Bill 490 clearly defines the role of LA foster youth, the foster youth liaison. Primary responsibilities include ensuring proper educational placement, school enrollment, and the handling of school withdrawals. We maintain a strong preference for mainstream school placement unless an IEP requires a different setting or an educational rights holder determines otherwise. Facilitating the timely transfer of records within two business days. Ensuring access to school records so that the case workers and probation officers can obtain necessary information without parental consent or a court order. These requirements are designed to minimize disruption and support the continuity of education. Additional duties include protecting grades. Absences caused by school or placement changes, court appearances, or court-ordered activities cannot result in lowered
142grades. Assisting with the transfer of grades, credits, and records during school changes, including partial credits on official transcripts. Ensuring receiving schools accept all credits and appropriately place students in like or equivalent courses. Conducting AB 167 30-day assessments and verification for graduation credit reductions when needed. Reevaluating the school of origin with every home placement change. Done in collaboration with the educational rights holder and the foster youth themselves. These protections are fundamental to giving our foster youth the best chance of academic success despite circumstances beyond their control. Supporting our foster youth requires strong internal systems. Interlock Unified We have two dedicated foster youth liaisons. Myself and for general ed and Lisbeth Ledin for special education. Together we ensure immediate enrollment and school of origin priority. The best interest determinations are bid. >> [snorts] >> Timely record transfers
143within two business days. Grade and credit protections and transportation to the school of origin. We also work closely with the Turlock Unified School District Family Resource Center to provide school supplies and additional family supports. Here is a current distribution of our foster youth across the Tuesday schools for the 25-26 school year. We currently serve a total of 51 foster youth. Notable concentrations include Turlock High School with 11 students and Turlock Junior High with 10 students. Elementary schools show smaller but important numbers with several sites serving three to four students each. Six students are placed in non-public schools. We monitor these numbers closely and work with each site to ensure individualized support plans are in place. California law provides specific guidance for determining school of residence for foster youth recognizing their unique circumstances. While the general
144education rule is based on where a parent or guardian lives, foster youth have additional options. One, the address where they live if placed in a licensed children's institution or foster home. Or two, when a foster youth remains in their school of origin, that school is automatically considered their school of residence. These provisions are critical tools that help us prioritize educational stability and minimize unnecessary school changes. Stanislaus County currently serves 269 foster youth across all districts. Turlock Unified has 51. The highest number of any district in the county. The next largest are Modesto High with 36 Modesto City with 31. This concentration underscores the importance of our dedicated foster youth liaisons and robust support systems and our staffing here in TUSD which all collaborate with the need school site. Turning to outcomes, I'm very pleased to
145share that 100% of our currently enrolled foster youth who are on track, they actually graduated now. This year are expected to graduate. This is a significant accomplishment and reflects the dedication to our staff and the strong support systems we have built in Turlock Unified. It is important to note however that foster youth who transfer to another district prior to the end of their senior year and do not ultimately graduate may still be counted on the California School Dashboard as Turlock Unified non-graduate under the foster youth subgroup. This federal and state reporting rule can sometimes mask the true progress we are making locally. Even with that caveat we are proud of our progress of our foster youth. The foster youth cohort is demonstrating here in Turlock. >> [clears throat] >> Best interest determination. One of the
146foundational concepts in supporting foster youth is determining the proper school of residence. While the general rule for most students is that their school is based on where their parent or guardian lives California law provides important exceptions for students in foster care to promote stability. Residency for foster youth can be established in two primary ways. By the address where they actually live when placed in a licensed children's institution or foster home or two, when a foster youth remains in their school of origin, the school automatically becomes their school of residence. So say that they're living in a foster home in Turlock, attending Turlock High. They move to a different foster home in Modesto. Um we determine best interest, best interest is Turlock High. Their school of residence remains Turlock High, even though they live in Modesto.
147These provisions give us powerful tools to keep students connected to their current school and minimize disruptions. Um >> [snorts] >> There we go. I want to highlight a powerful community partner in this work, which is the court-appointed special advocates, or CASA. CASAs are trained community volunteers appointed to the juvenile court to advocate for the best interests of children and youth in foster care. In education, they play a vital role by advocating for educational stability, attending school meetings, assisting with the best interest determination, ensuring access to records and appropriate service services, and also when no suitable educational rights holder exists and urgent educational decisions are needed, such as enrollment, a bid, an IEP, or school stability, the court can quickly appoint a CASA. Their involvement often makes a meaningful difference in the outcomes for our students.
148So, if you hear the name Steve Ashman, he runs the CASA up in Modesto, and he does often times serve as an educational rights holder. He can get that approval from the court. So, in just, you know, the educational rights holder, you can have a parent can have custody taken away and their child can be placed in foster home, but educational rights are separate from that. So, they still maintain, in a lot of cases they do, educational rights. So, whenever we make a determination, a bid, or an IEP, or a disciplinary, we have to contact the original ed rights holder and have them part of that decision-making process. If we don't, it's we have to file with the court, it's a JV 565 a court order to appoint another Ed Rights holder and has to
149be by signed by the judge to do that and that's a process that we have to go through, but the cast allows us to circumvent that. So, maintaining school stability often requires transportation support. Currently, we have seven foster youth in Turlock Unified who require transportation to their school of residence. Now, these are outside they live outside the boundaries of the Turlock Unified School District. We have some students that might go to a school within the boundaries and Turlock Unified provides that with their transportation department. Um they do a great job our transportation department with those students, but these are students that may live in Modesto, they may live in Ceres, they may live in Hilmar, Merced County. To meet this need, we partner with Kango, a specialized transportation service focused on student safety. Kango uses
150background check fingerprinted drivers, many of whom are local moms and teachers with extensive child care experience. This partnership allows us to fulfill our obligation to provide transportation when a foster youth remains in their school of origin removing yet another barrier to consistent attendance and academic success. And when you see the the contract come through, I believe on June 16th for Kango, that's the services that Kango provides to our they provide it to our foster youth and our homeless youth as required by law. And that's it. I'm going to introduce Elizabeth Ladine, a program specialist. And just so you know, back in what was it, 2002? I used to be the school psych at Turlock High and the Ann Pittman and Elizabeth Ladine replaced me and then she became a program specialist. So, she's going to
151talk about the STRTPs, so that goes right. That goes outside. >> Oh, great. I didn't know technology was involved. Okay. Well, it is my privilege to be here supporting Gil. Um it is absolutely one of my um heart's passions to support these at promise youth. And so, um our STRTPs are short-term residential treatment programs. Um Gill has their therapeutic uh um a significant portion of our foster youth in Turlock Unified are placed in these STRTPs. Um they replaced the traditional group homes under California's continuum of care reform back in 2017. That time they were leveled. Um you might um those of us who've been around level 14 it was like, "Oh, they're in level 14. That's the highest." Well, now STRTPs have the highest. They're not even levels. They're all very very um uh intense
152uh treatment facilities. These programs are designed for temporary stays typically up to 6 months with a clear transition plan to family-based care. They provide intensive therapeutic services in a 24-hour a day, 7 days a week structured environment including on-site mental health, treatment, therapy, crisis intervention, and medication support. The STRTPs focus on non-medical care, daily living support, and they're and strongly um support family and and they're permanency-oriented. Okay. STRTPs primarily serve high-needs youth under 18 years old, but some up to 21. May not be uncommon to have 19-year-old foster youth in our high schools as long as they're making progress towards their high school diploma. Um these youth have serious emotional, behavioral, or trauma-related challenges. Um STRTPs offer varied settings from smaller, home-like environments to more structured facilities, and they may include specialized programs for younger
153children or for crisis stabilization. Importantly, these programs replaced the old group home model following major reforms that began in 2017 understanding that STRTPs are critical because many of our students in these placements require this really intensive coordination between the district, the provider, and the child's care team. Uh Turlock Unified School District, we have the highest concentration of STRTP providers in the Central Valley. Where is Erica? I guess we do. Notable providers include Creative Alternatives, um which operates multiple STRTP homes in the Turlock area such as I got a list of some of them here. The Berkeley Cottage, the Berkeley Lodge, the Tuolumne Inn. Uh right? Been around for a while. Additionally, Aspiranet Residential Services operates a major campus. Some of you've been out there on Youngstown Road. A lot of construction going on. It's the
154Hope Forward Campus. Stanislaus Academy is located uh on that property. Uh and they have significant STRTP capacity. And it will be growing. Uh this local concentration means we serve a higher number of youth with complex needs, which directly informs our staffing, transportation, and support strategies as a district. Here are some examples. So, some of our foster youth with the highest needs are enrolled in our non-public schools. Gil spoke to that. And we have six foster youth currently enrolled in non-public schools. These are specialized, often therapeutic educational settings. In fact, I think Marjorie spoke to it as part of our budget as well. Designed for students whose needs cannot be met in a comprehensive public school environment. Key partners in our areas are the R.M. Franca School, just located on the outskirts of Turlock, officially Denair.
155Stanislaus Academy out on Youngstown Road. I'm also going to add um we have um Sierra Vista Kirk Bocker in Modesto. And we have East Valley Educational Center in Oakdale. So, we kind of consider them all of our key partners. They provide low student to teacher ratio and intensive support first for our foster youth. Foster youth may also attend Fusion Charter, part of Aspiranet, a community school charter school offering flexible programming. We work closely with all of these providers to ensure seamless credit transfer, grade protections, and transition planning back to district schools whenever appropriate. Got to celebrate that. We do every year at least two to five foster youth come back to our schools from the non-public schools. Super, super exciting. Okay, I think it's Gil's turn. >> Well, you want me to do the summary
156right here? >> You do the summary. >> Okay. You can answer the questions right there. So, thank you for your time this evening. It's It's much appreciated right here. Turlock Unified is deeply committed to our foster youth. With 51 students, the highest number in Stanislaus County, we continue to strengthen our system through dedicated liaisons, legal protections, transportation support, and strong partnerships with county agencies, the STRTP providers, SCO, and CASA. While challenges remain, we are proud of the progress we are seeking, including 100% of our students currently enrolled seniors, foster youth on track to graduate in 2026. We'll continue working diligently to provide stability, support, and opportunities for every foster youth in TUSD can succeed academically and beyond. I welcome any questions for the board's part of that. I'm just going to say the first job
157I had in Turlock when I was 19 and moved up here. I was going to Modesto Junior College before it was Aspiranet. I don't know if you remember this, those of you from Turlock. It was called Jack Smith Ranch. And Jack Smith and his wife, I forget what her name was at the time, owned it out there for a number of years and they sold it to the corporate Aspiranet. Aspiranet moved in. And actually, when we started on Fusion Charter School, it was because we had a number of our foster students that were attending John B. Allard right here, and it was not an appropriate placement. So, we worked with the CEO of Aspiranet. He came out, looked at it, and then they opened up started the charter school right there, Fusion Charter. We originally
158started it on Gear Road. It was like a behind the church right by Old Town Pastry right there. We had it out there for about a year if you remember those days. Um but that's that's where we're moving from. So Charter Oak has always had foster youth and like we said we've looked at the numbers and we're by far the largest provider of STRTPs in the Central Valley right here. There's not anybody close. The other ones you've look at like LA County Unified or something like that might have a large number of providers. So this is something we've been working with the inner schools for a number of years. So that said may I answer any questions? >> Any questions from um Ms. Carlson? >> Thank you for the presentation. And um I was a
159bit surprised by us TUSD having the highest number of foster youth in the county. Um and that being said I think it just makes uh the work I don't know more it's more pressing and urgent that we have the supports and structures in place. I think um when I ran for school board in 2022 I just became aware that um the most vulnerable students are the ones who really need someone to have a voice for them and these are some of the most vulnerable students in our midst and so I feel the weight of that work that we're doing and I thank you for leading it. >> Well, I would like to say though in all fairness um it's our administrators out here because they take these students in. There's discipline, there's attendant, there's a
160lot that goes into a lot of work with our foster youth. They really do do an outstanding job and I'm not just saying I work with Mr. Silvera right here. He's worked with foster youth at Creative Alternatives right here. Cheryl Labossiere's worked at Fusion Charter School. So a lot of our outstanding administrators and teachers have worked within these programs out here and they bring that experience here and I think it's >> So not just you. Everyone but thank you for leading us. >> a lot of players right here. >> Okay. >> I'm just taking the credit for it while I stand up here, that's all. Ms. Martinez? >> I um want to piggyback on what Lori just said right now. Thank you, Gil, because um you are the frontrunner. I've been working with you almost
16130 years now. I too am a foster mom, and you have helped my foster children. And so we've even talked about PBIS before we gained the federal ruling. So, keep up the great work. >> Thank you. >> Great job. >> Any other comments from the board? Ms. Jackson? >> Um I do appreciate everything that you do, and I I think a lot of people who went into teaching worked at Creative Alternatives because it was a job. And I think it was a a great test of if you can um work with these students who have just um actually one of our former administrators, Nicole Avilez, said for a lot of these some of these kids like that the at the military school that are homeless or in foster care every single adult has failed them
162in their lives, and we are trying to stop that terrible situation. And it's just heartbreaking, I think. I think it was I think the most heartbreaking thing I saw was junior high at the military school. Um but a lot of these students Is it easy to get the data of where these students are coming from? Are these our Turlock students or are these um >> Well, that was the one slide I showed you that the majority of our students come from outside Stanislaus County, and I think that's smaller. >> 29 outside the county and 21 Yeah. Can I Can And I'll ask you later. I just need to get that specific information because I you know, we had talked about this at the state level that we are being dumped on. And that's a financial
163issue, and I'm not saying that we're not caring for them to the best that we can. Cuz I appreciate what you all are doing. But it's just frustrating that the larger districts thinks they can do this. >> Well, I can say though that when they were group homes, we had I think triple the number of students right here. >> Yeah. The number of homes have actually reduced since the um restructuring. >> Right. >> But >> And I worked in Sacramento ironically when they were discussing this because we were spending so much money at the state. We'd spent as much money We spent 41,000 a year to house a California at the a student at the California Youth Authority and that's how much a year at Stanford was at that time. That's how long ago it
164was and it took a while. But I I know and they the state legislature and I have been working on restructuring our youth programs. >> The land was very cheap here in the 80s when these were all started. >> Oh, that's the truth. >> Yes. >> Any other questions from the board? Well, I thank Mr. Ogden and Ms. Ladeen for such a fine report. Appreciate it. >> Well, thank you, Anthony. Have a good night. >> Next on the agenda is human resources. And so now we're going to go into the David Lading show. >> All right, thank you, President Silva. >> You ready? >> Yeah, we're ready. Let's do this. Um So, item 34? You >> Yes, I do. >> Item 34. Excuse me. Ms. Imperial [clears throat] is uh to be commended for meeting
165a significant leadership challenge at a very difficult time for the e-Academy charter and its community. I have no doubt she will continue to make the very strong and positive connections necessary to lead the school and the families it serves. Um as such, it is recommended she continue as the principal of e-Academy with the interim designation removed and therefore continue as principal of e-Academy next year. >> Questions or comments from the board? Could I have a motion, please? >> I motion. >> I'll second. >> It's been moved and seconded. This is a voice vote. All in favor say I. >> I. >> All opposed, nay. Board member Board President votes I. Motion carries. >> Congratulations. >> [applause] >> Next Next item 33 35. >> For the position of program specialist, recommend Sharon Alsobrook. Ms. Alsobrook joins
166TUSD with over 16 years of K-12 experience. She most recently held the role of educational specialist and afterschool program coordinator with Delhi Unified with Modesto City Schools and a resource teacher with Manteca Unified. She has built a leadership foundation grounded in relationships, equity, and a deep commitment to student success. She also brings successful experience in PBIS, English learner support, and data-driven instructional practices. It is recommended the Board of Trustees Excuse me, Board of Trustees approve Ms. Alsobrook for the position of program specialist effective July 1, 2026. >> Are there any questions or comments from the board? If not, could I have a motion? >> I'll move. >> I'll second. >> It's been moved and seconded. Voice vote. All in favor say aye. All opposed, nay. Board President votes aye. Motion carries. Is she here? >>
167Yes, she's here. >> Welcome. Congratulations and welcome to the district. Next item 36. >> All right, for the position of temporary program specialist, it is a my pleasure to recommend Mr. Andrew Conte. Uh Mr. Conte joins TUSD from Modesto City Schools where he served as program manager since 2017. From 2011 to 2017, he was an education specialist for the Ceres Unified School District. He is passionate about supporting culturally competent educational systems that value collaboration and equitable outcomes for students. He brings valuable experience to TUSD including a strong history of building effective partnerships with staff, administrators, service providers, and families to ensure access for students with exceptional needs. It is recommended the the of Trustees approve Mr. Conte for the position of temporary program specialist effective July 1, 2026. Any questions or comments from the board?
168If not, can I have a motion? >> I'll move. >> I'll second the motion. >> It's been moved and second. This is a voice vote. All in favor say I. >> I. >> All opposed, nay. Board President >> Nay. >> Board Pre- Board President votes I. Motion carries. MR. >> [applause] >> COULD YOU STAND UP AND TAKE A BOW? >> [applause] >> WELL, WELCOME TO OUR DISTRICT. CONGRATULATIONS. >> And and I'm applauding for your very well-behaved daughters through this whole long meeting. I mean, come on. >> We promised McDonald's. >> Next Next item uh Item 36, Mr. Silvera. >> I was just on, now off. Good evening, President Silva, members of the board, Superintendent Ladig, uh colleagues and guest. Item 36 is an action item recommending that the Board of Trustees dissolve the 25-26 ELOP
169salary schedule. Uh this sa- standalone salary schedule was originally established in 2023 to create pay rates for short-term positions supporting the ELOP program at that time. Since then, these positions have been refined and are now fully integrated into CSEA, TFCE, and our classified management salary schedules. Because these roles are now covered under our standard salary schedules, this item is formally being recommended to dissolve these this obsolete standalone salary schedule. >> Are there any questions or comments from the board? If not, this is a roll I have a Can I have a motion? >> I'll move to approve the recommendation of staff. >> Second. >> It's been moved and second. This is a roll call vote. Ms. Ramirez? >> I. >> Ms. Carlson? >> I. >> Ms. Amy? >> I. >> Ms. Jackson. >> I. >>
170Ms. Martinez. >> I. >> Mr. Shields. >> I. >> Board President votes I, motion carries. Thank you, Mr. Silvera. We're going to We're going to take us a a little detour here. Hang on. Um but we're going to um allow the administrators to leave. I think they still have work to do this week. So, even though I'm about 8 minutes late, you can be You're welcome to stay, but you're welcome to be excused, also. I hate to do that, but I was always picking on Trish, so I thought I'd do that. >> It's all right. >> [laughter] >> But it's it's still business service. >> [laughter] >> Okay, item item 37, Ms. Swisher. >> Good evening, President Silva, Superintendent Lattig, members of the board, cabinet, and guests. This evening, I'm presenting an overview of the
171comprehensive school site safety plan uh for 2026-2027 school year. The comprehensive school site safety plan was established in 1989, uh pursuant to Bill 187 to ensure our students can learn uh in a safe, secure, peaceful campus with cooperation from local law enforcement, community leaders, parents, pupils, teachers, administrators, and other interested persons. Each site has a site safety council meeting in which they review and adopt these policies. Lastly, this document is used to train staff on policies, procedures, and most importantly, to make sure that all of our campuses understand the safety plan, purpose, and uh compliance of this document. Sorry. >> [snorts] >> To the right is an example of the CSSP or comprehensive school site safety plan. The plan template is consistent for each site with each site having their own individualized plan per school
172site and also has a consistent district-wide policies and resources. The CSSP is made available to the public if requested and the confidential plans for staff only are listed in the emergency operation plan. My department coordinates with each site to ensure they have reviewed and updated the document by March 1st of each year. Annual updates to the comprehensive school site safety plan must incorporate any changes to education code 32282 and related statutes including new requirements such as the immigration enforcement notification procedures and any expanded safety training or reporting requirements enacted through recent legislation. This is a living document as we added a revision page to last year to track the policy revisions to make it easier to ensure that all sites have the most current policy in their documents. The CSSP is considered a living document
173and is updated as we evolve as a district. My department works with each site to ensure that all of the updates have been added and then we create the finals for board approved approval annually. The table of contents for this document is about two pages. But we don't have that much time so I can't go over I'm not going to go over each one of them we'll be over here all night. Um but I'll cover a few different topics so you can see the diversity of what it covers. Uh the document lists safety teams, safety strategies and programs, emergency procedures, dress codes, student accountability, uh mental health, tobacco, drug, and alcohol information. This document has an abundance of information either listing policies directly in the document or as an attachment, appendix, or link on the
174TUSD website. As mentioned before, anything that is confidential is removed from this document and added to the emergency operation plan. Originally, the appendices were available upon request at the sites. This year we added links to the appendix documents that take you straight to the document itself. Um This is an example of the template. As you can see on the top of the document, the safety plan team advisors uh to the right of that, assessment school uh of school safety is going to be different for each site. While the district policies such as the Stop It app, behavior learning matrix, just to name a few are the same. This document provides guidance for administration on key topics and is updated to approve uh to be approved annually. May I ask any questions? >> Are there any
175questions from the board? Uh Ms. Martinez. >> I have one question. >> Sure. >> Um on your table of contents, it talks about dress code. It's my pet pee right now. When was the last time we visited the dress code? Do you know? You don't know or 4 years ago? 3 years ago? Okay. Thank That's it. That's all. Thank you. >> Mr. Shields. >> I apologize. I had I had to step out really quickly. Uh >> Okay. >> Too much water. Um but I wanted to just double-check and I don't know if I missed this part. Um how often are we reviewing our our safety plans at school sites? It's on a yearly basis, I'm assuming. Um for all staff um how often is that, you know, reviewed amongst administrators with our SRO I mean
176with our SROs, right? I mean that's part of our three sites that have an SRO at the location. Um I'm assuming that's on a yearly basis and I'm hoping that that's more often with our administrators and our SRO as we kind of navigate this and and deal with different situations throughout the school years and how it's affected by uh or how it can affect our our school safety plan. I think um I had a conversation with um the mayor at one point and we talked about um the aspect of what happened at uh Brown University and there was an incident you know at Brown University, shooting and that kind of stuff and how the response was handled, the cameras, all the this different information and her her thought processes. This is a place of a
177area where we need to come together, the district, the city, all law enforcement, very much as you know CSU as is works in coordination with local law enforcement and using their own police department but how we utilize that and so uh long-winded a little bit but obviously there's some some meeting times and things like that. And then do you have any um any update or any thought process of how we're utilizing this to also then maybe the camera systems and our communication with Turlock Police Department and how we're navigating that. >> The each school site has a site safety council and they review this document every year before March 1st. They have to approve it before March 1st and then we get it into this final form for you guys to for approval. So they
178do meet the site safety council is it could be you know community members, parents, SROs, any you know staff administrators so >> I know Yeah. Yep. Yeah. >> Yeah, we had a presentation here gosh I want to say maybe a year ago on the Fusus program and um Angela and I think we're at we're at recently and Trish we were at a meeting with the chief and Captain Rodriguez and we we are rekindling that conversation to see how we can make that come online. So it is it is on the agenda and if if that is something that we are able to do we're going to have to look to see where it has a place in the in the safety plans Um, if it needs to exist there. Uh, but that is something that
179we do want to use or to dig more into to get on board. There are some other uh, vendors and programs out there that other districts in our county are using that are extremely expensive. Um, so we really want to dig deep into the Fusus um, and see if we can't bring that online. >> Yeah. >> Does that answer your question? >> Yeah, absolutely. Yeah, I think it's part of uh, what I'm trying to get at a little bit is that collaboration between the the city and the and the police department. I think we have a great relationship with our police department. I think we have uh, a pretty strong relationship with our city partners in the sense of, you know, going back years. Um, but moving forward, you know, I I think [snorts] it's
180really important that we continue to revisit that and continue to move forward with that. I think we talk about school safety a lot. Um, and a lot of it um, in even in this document, right? You have like tobacco usage and stuff like that. I know TPD just shared uh, on their social media how many vapes uh, and stuff that they collected. I don't know like it's like one of our junior highs, I think. And so, um, it's uh, you know, we talk about tobacco usage on campus and how that's monitored and and that kind of stuff. And so, uh, >> [snorts] >> I I really I'm excited that we're continuing to have these conversations uh, and I'm hopeful that these, you know, mold into more discussions with TPD and the city of Turlock and
181and making that connection because uh, so much of our school sites are uh, you know, we're we're rather small large city, I guess. I don't know how you want to describe it, but we have a high need for it and our a lot of our schools have a lot of students at it, right? And so, how you navigate that, you know, the high schools being larger obviously, but the junior high being uh, one of the larger schools, you know, extremely large, a lot of students. Um, so now we have the full-time SRO and how that's um, in my opinion, um, adding to the safety of our students, but also adding to the collaboration between uh, the city uh, and here at the school district. And I just I want to put out there that there
182have been uh, positive remarks made to me from our city council members including the mayor about wanting to make sure that collaboration is tight um so that we can have a feeling of a safety net across the city not only for students but for community members. So. >> Patrick, another way we collaborate with them is through we have the TPD [snorts] radios >> Yeah. >> in our in our district office and so we have direct contact with them every day. >> Yeah, and at every site, yes. >> And we test those several times a year. >> So thank you. I know it's not all in this but I appreciate you you know letting me talk a little bit about that cuz the safety plans that are they're much needed and I appreciate you guys continuing
183to review them and update them and make sure that they're working as best we can. >> Miss Miss Amy. >> Thank you so much for [clears throat] the safety plan and I I appreciate that you said it's a living plan so that way as we might have an incident occur or something happen with it oh we've got to revisit something and we've got to change it, right? You don't wait for the annual when you just change it as it needs to be changed. >> Yes, we we give the opportunity to the site safety councils to review also the change and of course you guys approve and then the change comes. They review it and then we'll bring it back to the board as well. >> Okay, thank you. >> Miss Miss Jackson. >> To piggyback
184on what Mr. Shields was talking about, I know that there was a big push several years ago about having um to like scavenger garbage companies cuz they're always driving around communities to help the police. Um and so I think this is I think it's a win-win. I mean I appreciate um that we meet with the city and the and the university and we need to collaborate. Um I know there was a lot of frustration at least at Turlock High with the street paving on Marshall. In fact, I called Sherry panicked. Marshall's closed. Marshall's closed. Graduation's in 2 days. But um they did make sure that it was cleared on Friday morning. Um and I just think things like that is it's important. Um one thing that a city council member mentioned to me is that
185if we have a safety plan for this room. And I think that's something that we need to look at as a board or as admin because we just need one. And I don't know I don't believe we have one. And so >> The academy does have a a site safety plan. >> Okay, so then we probably need to read need to look at that as a board. Or um for board meetings. >> Okay, I was going to just going to ask for some clarity on that. So this room has a plan but for the school not for board meetings is what you're saying. >> Correct. Not for board meetings and it needs to it needs [snorts] to be for board meetings. Any questions? >> Any other questions or comments from the board? Ms. Wishworth, thank
186you for the information. I appreciate it very much. Yeah. Next on the agenda is the administration part and uh Mr. uh Dave Lattin on these resolutions. >> Uh thank you again President Silva, members of the board. So pursuant to board resolution number 30/2025-2026, board elections will occur in trustee areas two, four, and six. Individuals elected to these trustee areas will serve four-year terms expiring in 2030. Trustees with terms expiring uh coming up in 2026 are Lori Carlson, Mary Jackson, and Patrick Shields. Trustee Lori Carlson resides within the boundaries of trustee area number two. Trustee Mary Jackson resides within the boundary of trustee area number four. Note trustee area four crosses the Stanislaus County line and includes an area located within Merced County. Trustee Patrick Shields resides within the boundary of trustee area number six. The
187district understands that the filing period for interested parties to file declarations of candidacy is July 13th, 2026 to August 7th, 2026 at 5:00 p.m. The extension of the candidate nomination period for anyone not an incumbent uh if the incumbent did not file for election by August 7th, 2026 is August 8th to August 12th, 2026 at 5:00 p.m. Parties interested in seeking election to the governing board are urged to personally verify all timelines and election requirements. Information and required forms are available from the office of the County Clerk, Stanislaus County Registration Elections Department, 1021 I Street, Suite 101 in Modesto, California. Candidates are advised to file the candidacy form in person as directed by elections and included in the attached correspondence at the time the declaration form is obtained. The district has received a proposed resolution
188and specifications of election order from the Stanislaus County Office of Education that will consolidate the district's election with the November 2026 general election. Uh it is recommended that the board adopt resolution 30/2025-2026 ordering the November 2026 election as specified. Could I have a motion, please? >> I'll move to approve the um adoption of resolution. >> I'll second. >> It's been moved and seconded. It's roll call vote. Ms. Ramirez. >> Aye. >> Ms. Carlson. >> Aye. >> Ms. Amy. >> Aye. >> Ms. Jackson. >> Aye. >> Ms. Martinez. >> Aye. >> Mr. Shields. >> Aye. >> Board President votes aye. Motion carries. Next, item 39 an action item, Mr. Lanning. >> So, we're going to do the the same thing here. It's just one covering uh Merced County since Trustee Area 4 does stretch into Merced
189County. So, pursuant pursuant to Board Resolution number 31/2025-2026, board elections will occur in Trustee Areas 2, 4, and 6. Individuals in those areas will serve four-year terms expiring in 2030. Trustees with terms expiring in 2026 are Lori Carlson, Mary Jackson, and Patrick Shields. One incumbent trustee, Mary Jackson, resides within the boundary of trustee area number four, a portion of which lies in Merced County. As such, the district has received a proposed resolution and specifications of election order from the Merced County Registrar of Voters that will consolidate the district's election with the November 2026 general election. As such, it's recommended that the board adopt resolution number 31/2526 ordering the November 2026 election specified. >> Can I have a motion, please? >> I'll move to approve the resolution. >> I'll second. >> It's been moved and seconded.
190Roll call vote. Ms. Ramirez? >> Aye. >> Ms. Carlson? >> Aye. >> Ms. Hayman? >> Aye. >> Ms. Jackson? >> Aye. >> Ms. Martinez? >> Aye. >> Mr. Shields? >> Aye. >> Board President votes aye and the motion carried. The resolution carries. Next item is item 40. Mr. Lattus? >> Mr. Lattus. >> Okay, so you have before you several revised policies bringing clarity to our service learning requirement, additional information defining our responsibility to provide safe learning environments, which includes the safe use of technology, safe classroom spaces with appropriate furniture, and appropriate relationships between students and staff in the community. Safety regulations also call for a new suicide and crisis information be printed on student ID cards and protocols related to sun exposure. This item also calls for the board to consider the deletion of board
191policy 5141.2, which is sun safety, as that information is now included in the newly proposed policy and regulations. You will also find updated board policy 7110, which now includes specific standards for the construction of new school facilities that meet state regulations. These are presented here this evening as a first read. >> Any questions of the superintendent? And thank you for that information item. Next item, item 41. Ms. Russell? This is an information item. >> You'll be seeing updated items next >> [laughter] >> All right. That looks a bit like below my double chin, Patrick. We're going to have to talk about picture angles after this. >> [snorts] [laughter] >> Okay. Good evening, President Sulva, members of the Board of Trustees, cabinet, and David. And I would say guests in attendance, but that kind of got
192cleared out. Uh we have a few hardcore team members left here. Um tonight I'll be bringing forward for information a new platform we have been exploring to support our attendance efforts here in TUSD. It's called Parent Square Attendance Plus. I also have a secret weapon in the house, our data systems coordinator, Celine Del Real. Also known as the person I CC on any question I get about Parent Square. So, she is very helpful, and she is the back-end support that a girl never knew she needed until she got Parent Square. So, a lot's of love to old Celine. Um oh, I guess I have the clicker here. Okay. So, I have some good news and bad news to share regarding our ongoing efforts to combat chronic absenteeism here in TUSD. The good news, as you
193can see, is that we're trending in the right direction. Since COVID, due to work of our outstanding attendance teams, led by Gil Augie over there, we and our site principals, we have seen chronic absenteeism decline for four consecutive years. >> [snorts] >> However, the challenge remains significant as our current chronic absenteeism rates are more than double their pre-pandemic levels. This is not unique to us, um as 23% of students in the US, 23.5% of students in the US were chronically absent in 2023-24, compared to 15% before the pandemic. So, this is not unique to us. So, what is Attendance Plus? 2 years ago, Selina and I attended a Parent Square Summit in San Jose, where we received a sneak peek of Attendance Plus. Since then, it has moved to the implementation phase, and many districts
194have adopted it as another tool in their toolkit to effectively address chronic absenteeism in a more proactive way that engages families. So, moving from more punitive communication to more positive communication. In February, Gil took a meeting with Parent Square about this product, and together we brought it to our attendance teams and cabinet for consideration over the past few months. So, we know that a critical factor in student success in school is regular attendance. And research shows that engaging our families also plays a significant role in improving attendance. Um Dr. Karen Mapp is actually someone I teach in my stand state class, and she's a researcher from Harvard, and really focusing on how engaging with parents can make a difference in students um learning experience and outcomes. So, Parent Square has been an important partner for
195TUSD for over 3 years now, and with Attendance Plus, we will be able to seamlessly integrate the critical work of our attendance teams with our communication platform. Right now, they kind of exist separately, so we're putting a lot of data into Aries, but that information isn't necessarily coming into Parent Square um as far as like the attendance. So, Attendance Plus provides an immediate snapshot of students in each tier. This tier is something that would be set up by um Gil's office. So, for example, this tier has five I think four tiers as the example. In TUSD, we're typically looking at three tiers, um and and we We a system of what we do when students meet each of those entry points. So, Attendance Plus is based on a tiered model and student services can set
196custom thresholds for universal, targeted targeted, or intensive support. One of the features I like the best is the proactive messaging feature. I know it's kind of hard to see, but this is like an example of something you can set up where it says, "Hi, we've noticed." And you can kind of do a merge field, "Your student has been absent recently. Is everything okay? Please let us know if there's anything we can do to help." And what's nice about having this integrated into Parent Square is the parents can message you in their language, like we know it with our Parent Square features, and we will get it in English, and then we can respond in English, and they will get it in their language for those um multilingual speakers. So, within Attendance Plus, in addition to
197sending auto and direct messages, there's a feature that allows interventions to be tracked and assigned to staff members, such as letter home or home visit. This is something our attendance teams will work together to develop and curate for their unique sites. They are doing obviously tracking in Aries, and so probably one of the decisions the teams will make is, you know, we don't want to do duplicative work. You know, where are we going to track these interventions? What will that look like? Most likely it'll stay in Aries, but this is a way that you can assign tasks, for example, to a community liaison. Here's kids that are going to be reaching you you know, threshold two. Um community liaison, we'd like you to send a message out to them. That type of thing. All right.
198So, the feature I love the best is the absence reporting feature. It seems like I had to always and Angela probably remembers, always try to message Pittman, "Who am I reporting absences to?" And nine times out of 10 it was for secretary. So, that can go away. Um there is a digital absence reporting feature. Um right now, you're probably familiar maybe with your own kids that you've called a hotline, and then we usually have a clerical person listening to those messages, trying to understand what the absence is. Um we could still choose to do that if we we choose to do so. Probably would go away. Um and then but instead we could use this. So parents can in the app report the absence, the reason, etc. And it wouldn't automatically be excused. Um there
199would be a dashboard where most likely the attendance clerk would go in and kind of make the decision whether they're going to excuse those absences or not. So attendance clerks can see and process reported absences with the dashboard. For example, staff could simply review reported absences within the Parent Square app rather than spend time listening to recordings and/or reading handwritten notes. Again, that doesn't mean that we can't have those things, but this could supplement or supplant some of our previous attendance reporting uh features. Parent Square has a really nice interface for for seeing how students um are are present or absent in school. Um so we would report to Parent Square how many periods we have in TUSD, and they would set up our system accordingly. Um and it gives attendance teams and staff a
200clear view of period attendance along with any patterns and trends. With Parent Square Intelligence, additional insights can be gathered such as top skipped section or period. So we may have an intuition that there's a lot of kids missing on Mondays, or there's a lot of kids missing on Fridays. This could drill down that this student's missing every Monday and give you reports like that based on the data. And then you could obviously work to contact those students and their families. So AI I know we all have mixed feelings on AI. But um this is a one of the newest features of of Attendance Plus. And it could, for example, help identify emerging risks or retrieve data on students with habitual Monday or Friday absences for teams to follow up with. Um they these this is
201just like a design mock-up. So one of the things that we would be doing with Parent Square is finding out exactly how to utilize this for reporting. And again, most like we say AI, sometimes it can be the boogeyman of the room. Really, it's just a way of ingesting a lot of data and then figuring out what to do with that data that based on the what they're analyzing out of Aries. Okay. So, as far as pricing, just like anything when you're looking at contracts for all the types of things we do with uh technology here, you get more bang for your buck with a longer contract. We had looked at possibly just doing a one-year with all the training and investment and everything. Um cabinet has brought forward the recommendation that we would look
202at a three-year. It's the cheapest um bang for our buck as far so to speak with this. And it also gives us some time to kind of really see how how it's working, you know, one year sometimes it can be take a little bit of time to get everything up and running, to really un- understand if it's making a significant difference. Um we have a really close relationship with Parent Square. I actually have been with their so I've known their sales representative ever since he was at Blackboard. So, they have been generously generous in giving us a pretty good deal. Um they're grandfathering us in to basically all these new features which other districts coming on board will have to be paying for. So, if you want to add the AI insights, for example, on
203our final site website, if I want to add an AI chatbot, it costs extra. This would not cost extra. It would be included all these bells and whistles will be included now for us for three years. Okay. And so, this is probably everyone in the room knows this, but just as a reminder, as we shared earlier, attendance is critical to student success and as you know, it's also how the state apportions money to schools, which allows us to provide the robust robust educational opportunities we are proud to offer here in TUSD. So, per ADA per student, we have the potential for a 1.0 ADA of a student of getting each year $14,691.06. This is the probably one of the most exciting things besides the for me anyway for the attendance reporting feature which I like
204which is the savings on postage. So, an additional cost saving opportunity with attendance plus is transitioning to secure document delivery for attendance letters with the potential for thousands of dollars in savings. As an FYI, we have already trans transitioned our progress reports, report cards, and test scores to secure document delivery. Unlike with physical letters, we will be able to see whether a parent actually opened the digital attendance letter. And again, and I know it Mr. Ogden I had a meeting about this the other day, it doesn't mean there maybe we may choose that there will be some letters that we want to have also have a hard copy sent home with, but this would for the most part be able to maybe those first letters that you're just giving them a warning or things like
205that they could go digitally to secure document delivery and you could see right away whether they got it or not. Any of us that works at school sites and have sent letters out to families knows they'll get a big old stack of returned to sender, right? So, this is nice and especially for parents they well, I never got that letter. Well, it says here that you opened it on August 16th. So, you would have that tracking ability as well. So, this is just an example of the process to launch. We're looking to adopt this new system in June so we can begin laying the foundation this summer for data sinking and staff training to be ready to go on day one of the 2026-2027 school year. And we are excited about the opportunity to add
206this new tool to our toolkit to enhance the great work of our attendance teams with been doing just really hard work the past few years especially post COVID to encourage students to attend school daily and if you don't recognize those two girls I'm making sure I have all those right last name now. So this is Anhelika Gutierrez and Alma Gomez our student welfare and attendance specialist who are just rock stars in this area. Thank you. So this is just an information item and it will go come back next board meeting. >> Any questions? Yes, Mr. Ramirez. >> I just have a comment. Um where I used to work I used ParentSquare for attendance. I would because we were a small school I was able to send it as a group and I would get a
207lot of responses. Oh, sorry I forgot to call you and we're going to go to the dentist and I could respond. So you're going to come back after the after the appointment, right? Oh, yeah I guess we could. That would be great. Yeah, that that would be great. >> You know, yeah you know and it comes to come train on it for us. >> Yeah, that would be great. You know, there there is a game and they can't go to the game if they're if they don't come to school. If you miss school if you miss school cuz that was one of the rules. So like, oh yeah we want to go to the game. Okay, we'll make sure that I drop her off. So that's that's it was it really worked and yes the
208tracking is fantastic because then you can see who opens it and who doesn't. So I think that's a great idea. Yes, it is an investment but I do feel that the return is could be significant and it's going to improve student achievement because you don't learn if you're not here. So it's a win-win. >> Question. Ms. Amy. >> Um well when you you said you went to a conference and looked at this. >> Are you asking me? >> Yeah, so Selene and I what, I think 2 years ago, we saw the initial presentation on Attendance Plus. Since then, just so you know, we brought folks together, I think two two times at least, to do a training with ParentSquare, and they all were unanimous, all the folks that went through that training, they liked it,
209they were interested, they just want to make sure they get trained appropriately on it. So, that's why I'm not in charge of attendance in TUSD, that's Gil's area, but Faline and I usually are the trainers for ParentSquare, so that that would be what we'd be doing. >> And and our parents in the schools are using ParentSquare. >> Yes. Yes. >> has the potential Do they give you some percentages and how many percentage >> of Well, we have that data, and I can I can have I sent it to Alice, I don't know if Alice But, yeah, so we I sent it to Alice for um I guess progress monitoring, like all of our data, but I can certainly give that to you. Right now, I think we're in TUSD, and I can pull my dashboard
210up, but like 99% of parents are on ParentSquare. There's always a few random things why they're not there. A lot of it has to do with some programs like pre-formal autism or folks that not are necessarily in Aries, because ParentSquare feeds from Aries. Um but, yes, our parents are on ParentSquare. Mhm. Yep. >> Okay. Ms. Jackson. >> Um I had asked to know It's interesting because at Chula Vista, you use Parent Square to call, and um Keys uses I think they use Aries. So, they're calling parents, and you're right, they'll say, "Oh, I'm in a dentist dentist appointment." Well, you need to come back if you want to attend something. And that actually really works well. So, I think um And actually, at my own personal home, we had an attendance issue, and I basically
211said, "You're going to get SARB'd, and you're not going to be able to play sports or do prac- do your instrument." And that got their attention really quickly, and we stopped missing school. >> So, our messaging is we want to do a a bit of carrot and stick, right? So, this is more of the carrot because we're going to be really trying to engage with families. Like saying, you know, we're Hey, we're we're missing you. Actually, the drive-through food distribution is a perfect example of type of messaging Debbie's probably seen me do it. Like whenever I see a kid in the car, I'm like, "Oh, hi. How come you're not at school today?" And like, "Oh, you're at a doctor's appointment? Okay, well, you should be finishing that, right? You're headed back to school now?"
212So, those to even just like those kind of positive interactions, like just making sure people know that yeah, it's really important that we want to see you at school and asking, you know, why aren't you there? Um you know, I have parents message me all the time in ParentSquare. I always enable the comments. I know probably a lot of our administrators do do too. And yeah, it's a lot of work, but I think people appreciate, especially in this digital age, um you know, they don't always pick up a phone to call someone and sometimes it's really hard to get a hold of the right person when you call the school. So, in ParentSquare, they can ask questions. Um they can have those interactions that are working, but then they want to make sure that the
213school gets the message. This will give them that ability to do that. >> Any other questions? Well, thank you for the information. Fantastic. >> Thank you. >> Next item is board reports. Uh Start with Mr. Shields. >> I'll be very quick. Uh had a wonderful time with all of you guys at the graduations last week. Uh so, congratulations to all the students that graduated. Um had the opportunity to um pay attention a little bit to what's going on in uh in the state as far as um and I I'd like our districts to kind of take a look at our uh organizational ties to CIF and how CIF does things. Um there's um starting to turn into a movement to um pull away from CIF. Uh I think that's something that we should look into
214as a district. I think I think that's something that would be worth discussing. Um, I know it's So, there's a a large interest amongst um, districts, um, several different districts to remove um, participation of CIF and to move into a different organizational uh, formatting, um, not utilizing CIF as the uh, overarching um, tyrannical regime, yeah, that they are um, and that I that I believe them to be. So, I think that's something that we should look into, something we should have discussions about and uh, as that progresses moves forward, um, that discussion continuously have uh, of how we can get our our students in the best position possible to have uh, fair treatment in sports and athletics. Uh, so, um, I guess then, um, I hope everybody had uh, an opportunity on Memorial Day to
215um, really to reme- to to thank the veterans, obviously, but to remember those that we've lost in service of our country. I was able to attend um, a Memorial Day service um, through work um, at a casual memorial in Minnetrista and it is truly one of those moments uh, where you sit back and just kind of remember how lucky we are to be where we're at, everything that was given for us and I know we're we're kind of transitioning from Memorial Day into summer and the start of summer. So, uh, just as you're enjoying the rest of this summer and the 250 years of America, just remember those who who gave their lives um, for us to have that freedom. Um, and uh, and again, wanted to say thank you to all of the administrators,
216the staff, um, all of the maintenance guys and gals who just worked so hard, uh, TPD for providing extra officers for for safety, um, and um, to all of the the neighbors of our schools uh, for dealing with the the crazy amount of parking and vehicles and people. Uh, I think we had a pretty successful um, graduation week uh, and I'm really thankful for all of you who do all that hard work and uh, hopefully everybody has a nice summer um, and hopefully we get to keep this cooler summer weather going. So, that's it for me. >> I want to first of all thank the board for um We were busy last week. Um I brought all the brochures of um the Um what do we call these again? Yeah. Anyways, we did Yeah, the
217pro Yeah, there you go. The programs. I'm getting tired here. Um so the 26th we did two, the 27th we had three uh and then on the 28th and the 29th were our our grand finales and I was just honored to sit on every single one of those um chairs and get up and and salute our students that um graduated with high marks, high rankings. 5.0 was amazing. And I'm just honored to to be part of this board, to see the success of our children not only through their performance of graduating, but just throughout the year. Just to go and sit in those in those school sites and just to see the hard work that they put together for us board members and I'm really honored for that. Thank you. >> Okay, I'm going to
218do an El Capitan real quick, Marjorie. If we can't do full-time athletic directors half time of the day. I don't know if that's been talked about. Um because I'm not so sure so sure about leaving CIF because I think having those CIF rules are extremely important. From what I have witnessed this year with my daughters in sports and at other sports events and what has happened at other schools in just our CIF region, we've got some parents who are a little bit out of control and we need to make sure that we are following rules. Um and that's just all I'm going to say about that. But I would like to see them have half time because I think it's getting harder and harder to be a uh an athletic director the way that we're
219doing it. If that makes sense. Again, congrats to all the spring athletes. Um uh kudos to Prabhjot Kaur at Churchill High School who started the superintendent um council, is that what it was called? >> Student advisory council. Um I had an insider on that actually and they had I know they had really good discussions about vaping and um just the dress code and they they talked about a lot of things that were um very interesting and I'm thrilled that's going to continue. Um I will piggyback on what everyone has said about the graduations. This is the first time in 8 years I wore a turtleneck last Thursday night. A turtleneck. We usually wear melting um but it was and I was blessed. Thank you. I have my friends that lived outside um of this area
220like you wore a turtleneck? I go, I know. Um and then I'm just very appreciative to everyone who's teaching summer school and hopefully the push to get our kiddos that really need to be there that are there. Um and again, I'm going to thank everybody. Like I said, I called Sherry panicked about Marshall being closed. Um so I really hope that the city can work with us a little bit better thinking about maybe they should have started construction June 10th or so or whatever when we're not in the middle of graduation. Um and then lastly I was kind of behind the eight ball. Um see CSBA is asking us to write a letter which I will write a letter, but I'm not I and I will send it to you. It's about it's about closing
221the achievement gap. And it had the deadline has to be June 11th because there are four bills that are being sponsored about ways and and a lot of this is asking for extra funding um to help pay for uh paras and other instruction under third grade. So um I didn't get this on the agenda in time. My fault. And so I will get this to Sherry and if I'll send you the email of what it entails and then if you're interested in signing the letter, we'll get it to them. If that makes cuz it has to be by June 11th, which is a week from today, right? No. Anyway, it's by June 11th. Thank you. >> Well, I would I would like to commend our board for the fine work they did last week in
222recognizing all the promotions and graduations and also the people that made everything happen behind the scenes also. Uh we had a we had a great week and I appreciate that. Um Election day. Starting to get some results today, hopefully. Um on a personal note, um it was a blast to be able to present my grandson his diploma at Turlock High School. Um that was quite an event for me. And then also, I have a new great-granddaughter that was born on Saturday. So, Collins Rowe is a new member of the Silva clan. So. >> Lucky her. >> Lucky [clears throat] her. That's right. >> Well, I just wanted to um say thank you, Mr. Silva, because uh for your for your kind words, for your your presentation, your speech uh at the high school graduations. You
223were really focusing on I'm just going to call them the unsung heroes of the students. Um the students that maybe didn't quite get, you know, they went out for a club or they went out for a team. however, they just there's so much competition that they didn't quite make the team, but you still recognize them and you showed value to them. So, we I really appreciated that. So, thank you for that. And then behind the scenes, the parents, the families, they were so proud. They were just so proud and I was really moved to see the accomplishments of the students and the teachers. They were the staff, even support staff, even the the maintenance individuals that were putting out the chairs or wiping them down for the 10th time because it's raining, you know. They
224were just so proud. They knew that it was something bigger than them and that's that's just the TUSD family. What is it? TSD family. So, I really appreciate that. So, thank you. >> I will just say ditto to what everyone said about graduation week. It was a wonderful week and takes so many hands to pull that off so well. The other thing that we have done since the last board meeting is we had a special board meeting to talk about our superintendent's evaluation and I just want to say that I still um believe it's the most important thing we do as a school board because our superintendent does not have seven bosses. He has one boss and it's the collective voice of the majority of the board. And so, it's important work that we give
225feedback to our one employee. And so, I'm glad we were able to do that and and we have a good superintendent and I'm grateful for that, too. >> I'll ditto everything that everyone said about graduations, but unfortunately, I wasn't able to attend cuz I had a prior commitment, but so next year I'm going to make a big effort >> [laughter] >> to be there. Anyway, and that's it. Thank you. >> I can have a motion to adjourn the meeting. It's been moved and seconded. All in favor say I. All opposed nay. Board president votes I. Meeting adjourned.