001The board took action to appoint Katie Benadome as principal of Richmond School effectively July 1st, 2026. [applause] There was no other reportable action. And we'd like to thank all our students and staff from Mosquite and High Desert for being our greeters this evening. So, thank you all very much for coming. So, we're going to call to order and the pledge to the flag. I'd like to call um Jasmine to lead us in our flag salute >> to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> At this time, we'll have a moment of silence. Thank you. Adoption of the agenda. The first item on our agenda is adoption of the agendas for today's meeting. Are there
002any changes? No changes. >> Okay. The agenda stands as presented. Number two, good things. Or do we have any good things today? >> I have a good thing I'd like to share. As we all know, it was an absolutely gorgeous day today. >> And so, taking advantage of that gorgeous day, I got to spend some time with my just under two-year-old grandson on the swings. Now, I hadn't been on the swings for a long, long time. And the best part other than than this time with the the grandchild, which was absolutely fabulous, was when I got off, I didn't fall down. So, knock on wood. Yeah, >> I'll share one. Um, so my daughter is leaving to Michigan with her family, and they have a 2-year-old and a 10-year-old, and um they're driving from here
003all the way to Michigan. And right now, they're in Texas. So, we're gonna fly out tomorrow. >> It's a good [laughter] >> I also actually have one. As of today, I've gotten acceptance letters from three of the seven colleges I applied to. >> There you go. [applause] programs and presentations. Tonight we have a preparation. >> Oh, I'm sorry. That's my first mistake. So, someone please make sure they get that in the in the notes, please. Are there any changes here? No changes. If there are no changes, the minutes will stand as revised. Tonight we have a presentation on the local control accountability plan update. I will turn this item over to Dr. Michelle Safco, deputy superintendent for the presentation. Thanks, kids. >> Good evening, President Campbell, members of the board, Superintendent, Dr. Moore, staff, and
004community. This evening's presentation is about our most recent LCAP data. Most of this is found on the California school dashboard, and I look forward to sharing part of our district's story with you as we continue to write the story of our local control accountability plan with our local lens. So, we'd always like to start with our northstar with us, which is our district vision. Growing a community of engaged learners connecting future opportunities through innovative education and we would like to also share that the LCAP is uh grounded in the eight state priorities. So you have this graphic here that articulates that that consists of conditions of learning, student outcomes and engagement. Our LCAP consists of four broad goals. One in academic program, the second being student engagement, the third community and family engagement, and then
005the fourth effective instruction and leadership. Our current LCAP is based on a combination of 2425 data and then some 2324 data as 2425 data was not yet vetted through the California school dashboard. So this gives you the overall composition of the students we are serving along with staff in our LCAP. All right, we're going to begin with academic outcomes and I want to avoid reading slides to you. Um and please pause and ask any questions that you might want to share. So every district measured on academic outcomes in the state test. So our students third through 8th grade and 11th grade they take um the state tests in English language arts and math and science. And so this is how our students achieved at the end of last year. So that's important to know that
006this was the data collected in April and May of last year. So for all students on average we uh students were 27.8 points below standard. So there's a standard per grade level of meeting standard. And so we're just shy of meeting that standard on average. Our three-year target is to be to reduce that gap to just two and a half points below standard, meeting standard on average. So our target, our three-year target has not yet been met. Um the good news is we're trending in the right direction in our story here. And so we were able to reduce the gap by about four points. Another way that we look at this data is a percentage of how many students met or exceeded standards. So you can see that that has improved slightly just about 2%.
007So um last April May about 40 and a half% of our students met or exceeded standards. Another data point that you might be interested in this slide is of all the students who did take the assessment on average 65% of the students improved their scores over 2024. They have a new growth model on the dashboard that's interesting to look at. So in math um we are sitting at about 70 points below standard. We maintained we closed the gap by two points but the state considers that maintaining. Our three-year goal is to reduce that to 50 points uh near standard. So our target has not yet been met. Um in the percentage side we're sitting at about 28% of our students meeting or exceeding standards. And we see the similar trend here with about 2% improvement
008over 24 to 25. And 56.9% of our students who took the math assessment improved their scores, but these are averages. What we're uh continuing to focus on in our district story is looking at student group data because we have achievement gaps between our student groups. So, I wanted to highlight um some of our student groups that were seeking to provide uh extra support and as we continue in this school year, we're seeking to understand. So, we're going to have opportunities to listen and learn about our students stories and how we might best support them in bringing their voice into this conversation. So, our African-American student group um trended, you know, in the wrong direction here. So, um about six points and then in math declined by about four points. Now, that's not catastrophic, but that's
009definitely not the story ending that we want. We want to move that trend. And our students with disabilities uh closed the gap by about four points in ELA and then um declined about five points in math. And the reason that you see that I've highlighted students with disab is an Africaname is because when you have student groups that have two or three years of um not growth or decline, then we um are required in our LCAP to determine how are we going to better support our student groups and close those achievement gaps. So for science um we finally have some comparative data that science has not had comparable data for a few years. So about 29% of our students met or exceeded standards and it's important to know only fifth grade, eighth grade, and 11th
010grades take the science test. So we increase by about 4%. Um and our target is to move it to about 40% of our students meeting or exceeding standards. And so we have not yet met our 2027 target. All right. Other academic outcome data is our A throughG completion rate. So I'm just going to pause for a minute to tell our A throughG story. So, in California, if you are a high school senior like Jasmine, and you want to apply to a four-year college, uh, Cal State or, um, university, then you're required to take college preparatory or higher levels in certain categories. So, all that you would imagine, history, social science, science, u, math, English, language arts, uh, fine arts, world language, and certain college electives. And so if you complete those courses with a C
011or better, then you have you have completed your A through G requirements and then you have that open door to then apply to Cal States or universities. That's why this is really important because we want to open as many doors as we can for our students if they so choose a four-year path. And so um all students, uh 13.4% % were um A through G completle, English learners about 3%, low income about 8% and then students with disabilities 3%. Our 2027 target is for 35% of all of our seniors to meet the A through G completion. So we are not yet on target. Another way that our state encourages students to be college or career ready or life ready is through a CTE pathway completion. And so we have all students in the 2425 school
012year, 40% of our students completed at least one CTE pathway. are English learners about 32% completed a CTE pathway, low income about 42% and students with disabilities at 30%. So we're just shy of meeting our 2027 target of about 41%. Uh but we can see with those trends that we're definitely trending in the right direction. Right now at Burroughs High School, we offer eight CTE pathways and next month we'll be presenting our CTE programs to you in our reports. Another way of supporting our students in college and career readiness is by having them take advanced placement courses and taking an advanced placement assessment. And so we had um in 2324 we had 230 students take an AP exam. You have to score a three or higher. They're very rigorous and then they count towards college
013courses in most of the state, maybe not so much out of the state, but it's a big deal. And so 172 out of the 230 uh students passed their AP exams. And in the last school year, we had 77 well no 77% 134 out of 174 students pass their AP exams. So if they so choose, they can at certain universities and Cal States, they can receive credit for having taken a college course. All right. Another way that our students can be college, career, and life ready is by taking dual enrollment or college credit courses. They're considered then prepared. So last year uh we had 37.8% of our students which are 48 students uh complete successfully with a C minus or better two college credit courses. Our target is 47 or more students and so with
01448 students our target is met. That means we don't finish our work, right? We seek more opportunities to offer dual enrollment for our students so that way we can move more of those students to college and career and life ready. So we also want to spotlight our college and career readiness indicator student groups. And so in this particular student group analysis, we have our students with disabilities um completing two or more semester college credit courses with a C minus or better. That declined by about three and a half%. And then our long-term eelss that also declined about 13%. So we need to look at our dual enrollment courses and think about how do we best support these particular student groups along with all students so that they can be successful. We also since we're looking
015at I don't know 40 slides of data tonight we thought we'd throw in you know another requirement. So per SB uh 359 we want to look at our algebra 1 grade distribution. So that's what this graph represents. So we take a look at how many A's were achieved, B's, C, D's or F or no credit. So you can see here that it's almost like a traditional bill curve. And then we also look at that data by student group. And so the lighter blue indicates grades A to D minus, which is technically passing, right, all the way to a D minus. And then the darker blue is uh failing or no credit given. So then that would mean a student would need to retake that in credit recovery or summer school. All right. One of the
016student groups that's unduplicated in our local control accountability plan are English learners. So we know that the state recognizes that certain student groups are going to have more barriers than others. And so the state requires that we monitor as we should our English learner progress. So in the 2425 school year about 38% of our English learners are making progress towards English language proficiency. That declined by about 7% but that's not really our story. We've had such strong performance over the years and we want to thank Jennifer Williams, our English learner coordinator, and all the work that she does with all of our teachers um and our students to really ensure that we're making the progress that we should. So our target was about 50% and so our target is not yet met. And then another
017way that the state measures our English learner progress is the percentage of students who are reclassified. Right? So um the state gives California public schools about five years to make every English learner proficient. And so when we reclassify that's a big celebration because they've achieved that proficiency. So um our reclassification rate was 11% last year give or take which was a decline. However, that's not the real story. The real story is we've had some strong reclassification rates, so we bumped down a bit. All right, graduation rates. So, we see kind of not much movement in the last three years. So, um although we did increase, we need to celebrate that we increased about 1%. Our target remains at 90.5%. So we have not yet achieved that. I would like to say however our conversation that
018we had yesterday in the special uh board workshop about graduation requirements we think will really support our students who are just there um to remove those barriers and to help them achieve their their dreams. We want to spotlight our student groups in graduation. So, two student groups that um have been really challenged in that three-year trend, our homeless uh group. But let's let's get excited here because almost 11% compared to 2324 increase. So, that's a good trend. um our students with disabilities sitting at about 62% but we did see a decline in that particular student. So again the conversation our story is how do we give these student groups voice so that we can understand their story and then help them move in the right direction here. One of our big areas of focus set
019by the board and cabinet has been improving our attendance rates. So last year's uh attendance rate all students was 92.2%. We decreased by half a percent. Our target as a district for three years our 2027 target is 96 and a half%. So we have not yet met that. Right now, according to our school status attendance data, we're averaging 92.2 at this time, midy year. That's our current data. Chronic absenteeism is different than attendance rates. So, in the state, chronic absenteeism means a student who has met rather missed 10% of the school days regardless of excused or unexcused. So, in our district, we have 180 school days. 10% of 180 is 18. And so, um, we're really targeting our chronically absent students through short-term independent study contracts, attendance recovery efforts, so we can reduce the amount
020of students who are nearly missing a month of school, if you will. So, uh, last year's rate was 25.6% of our students were chronically absent, and we increased almost Our target is to reduce that to 21.8%. And so we think with our interventions and robust systems this year that we're going to be able to reduce our chronic absenteeism rate. Our principles have worked very hard in comm community communicating and engaging with families and students to reduce this. And our spotlight on student groups and chronic absenteeism. We have four student groups um that we really need to support. So we have our African-American student group at 44%. So you know that's 20 nearly 15 to 20% over the average rate. Homeless about 46% although there's a celebration there because that rate declined. Students with disabilities sitting
021at about 33 and then English learners sitting at about 31. And then suspension rate. So this represents any student who was suspended at least once. So it doesn't double or triple dip if you're suspended in this data set. So it's just at least one time and you're in this data set. So we're trending in the right direction. This has been one of the hardest needles to move. As you know, behavior is a concern, right? So, um, the district has focused on lots of climate and culture and relationship and engagement strategies. And so, last year we we're sitting at 7% or so. We declined by 1%. Our target is to get closer to 6%. And we have not yet met our target, but I want to tell you a story within a story. So, our LCAP
022is our local control accountability plan. and we write our plan based on this data and our student group data. And what we've noticed as a district, as a board, as a community, as a district, is that we're really challenged with these highle behaviors. And so one of the outcomes of analyzing our data out of our LCAP advisory and meeting with our uh teachers, students, and community is that we wanted another way to respond constructively to behaviors that needed to be intervened. And so if you recall, this year is our first pilot year of our alternative to suspension center. And we are analyzing the data. We started it in October. We had to get off the ground. We have certificated teacher there and a certificated counselor. And so the students who are suspended can come to
023that center and they can do their academic work but also receive specific intervention in their behavior category and then they receive students receive ongoing support. So the counselor reaches out or the teacher reaches out and they do a check-in model and that way we can provide ongoing support. So far the data is trending in a good direction. We just don't have enough of a data set to bring you at this time, but we will discuss it more and kind of unpack that in our LCAP advisory. So, the story is we want to respond locally and prioritize um our resources here. And so, that's how we responded to our suspension. And in our student group data for suspension, we have u two student groups, our uh foster youth um and our African-American student group. AfricanAmerican student
024group is averaging about 18%. And then our foster youth uh was averaging about 23%. So when we look at our alternative to suspension center data, we're going to look at student group as well and see what other ventions or interventions might we offer also at the schools to support our student groups. Another aspect of the LCAP is our actual goals and actions and services. And so we are happy to say that we are on track as far as implementing our actions and supporting our students and teachers. And then our expenses are also on track for both. For goal two, our student engagement. There you'll see we've highlighted our alternative to suspension center. And then also we did add funding for attendance recovery as I mentioned incentives and short-term contracts and ways we're trying to leverage
025our ELO funding also by the way to support attendance recovery. So we're happy to say our actions are on track and so are our expenses. For goal three, that's our community and family engagement data. We're happy to say that our actions are on track and so our expenses. And goal four that is having highly um qualified and effective instructional leaders and teachers. And we're happy to say our actions are on track and as well as our expenses. Do you have any questions or comments? >> Any questions from staff or community? >> I should have asked as we went through this but you just kept flipping so I was respecting your time. >> Um, dual enrollment versus AB classes. Are we seeing more students taking dual enrollment instead of AB classes? the data shows that but
026I don't that's a just looking at the data or is that the truth >> so I would say there has been a decline in some of our AP enrollment at burroughs um I wouldn't say necessarily more students are enrolled in dual enrollment they do have choice right so our students can choose okay do I want to do the dual enrollment or do I want to um take an AP course but some of our students also can take the well all students can take an AP exam right >> regardless of whether they've engaged in a course. So I would say there has been a reduction in our AP course enrollment. >> I guess another question was how do we set our targets? >> That's a great question. >> Look at these targets but like who like
027why is that good enough or not good enough? Just pick a target number like how do we pick the number? >> That's a great question. So when we write our three-year LCAP in this particular LCAP, the baseline data is 22 23 data. And so behind every they call them cards, the cards that I showed you where it's got the little dial and the and the numbers. So behind that um behind that is a 5x5 grid and it'll tell you it's like a rubric if you will. And so um we're required by the state and county to have a reasonable from a color like let's say you're at red move to orange to yellow but it's it's determined based on your own metric and it'll say okay if you improved by 3% you get up to
028this level if you will and so it helps districts not have a one-sizefits all but in the background you have your data nerds one of them right here and we look at those and we have to have those by student group so it's not just all students so we take that grid and we analyze, okay, where must we be in three years? So, it seems odd. I agree. Um, but the grades are fancy and they're useful, but that's how we set our targets. >> I appreciate because that's like data like why would we pick that number, >> right? >> And I guess I guess the other one I guess for parents or anybody, you don't look at our district versus state. That's all in the dashboard. So, you can use side by side because sometimes
029you look like we're doing terrible, then you go, "Oh, the state's doing terrible. So, we're really not doing as bad as the data looks." So, you look at just for our district worse than it really is compared to the state, but you always want to do better. So, thank you. >> I would agree. Thank you. And I should have said this at the beginning of the presentation. In the board objectives, the last lever is continuous improvement. So, sometimes the data can be disheartening, but I really don't want that to be our story. I want our story to be because this is a true story, not a fantasy, okay? It's realism. uh we want to engage in continuous improvement, but we we don't want to do that by guessing or by chance. We want to engage
030our community so we can make those local decisions and prioritize our resources to move that needle in continuous improvement. >> I'd like to thank Dr. Savvco for including student groups in this presentation. We don't usually or historically we haven't but behind the scenes we're always looking at it and our LCAP advisory group does because it's part of the process. Um but we've seen certain trends for several years now that we don't want to ignore. And so part of this is signaling to you and to our community, yes, we see you. We acknowledge what we need to focus on. And um what you'll see from us in the next few months is continuing to be curious and engaging students, families, and the community, especially in some of these groups to explore the root cause. We don't
031want to presume that we know. Clearly, we're not fixing it completely yet. We may be trending in some great directions in some cases, but we're looking to be strategic and targeted um because we're seeing some trends over time that haven't fixed themselves yet. So, thank you. >> And I I appreciate the groups and like the numbers in those groups, too, because you look at this huge percentage, but it's really a small group, which is good and bad. It's good that you know who they are. So, you can target your resources, but makes the data look kind of skewed. You see a bunch of red. It's really, it's a small group, but like you said, it's important that we target those groups, make sure they get the resources they need. So, thank thank you. I I
032just wanted to share I really do appreciate the depth at which we looked [clears throat] at this and I think it highlights the the amount of work that's being done all year in classrooms every day to try and meet the needs. And I guess as I look at it there there are moments when you get a little excited and you think, "Oh, we're moving the right direction." And then there are other moments where you see things you think, "Oh my goodness, h how how is this happening?" I think for me, one of the things that's import recognize is we are not given a hard and fast set of students to work with and the challenge that we begin to try and face today may be a completely different challenge tomorrow and I think there are
033so many moving parts in this that I think it's it is critical that we take this kind of look and we take this kind of honest look and say okay where do we need to adjust? And as you say, even in those those smaller numbers, okay, what we're not being successful here. Drill down a little deeper. What is the problem? Um and and in that not get discouraged or blown away because of where we aren't able to necessarily get to where we want to be immediately, but recognize that it's it's a constantly moving target. And um that focus I think as you say on continuous improvement and our commitment to that I think is where we have to to keep our hearts and minds um and not be overcome by what we haven't faced but
034continue to look at where what we might be missing. I think that's that's kind of what's what's required of us and I appreciate the fact that we're doing that in an honest straightforward way. you know, um, Bill, to that point, I think I've noticed in my three years on the board that first of all, there's not a better person to do these statistics than Dr. Sco. But, um, what I like is I think we're making we're making adjustments as we go along. We're not just saying, "Wow, well, I guess we're taking we're taking what's happening and we're making adjustments." And I do think we're improving in certain areas. And I think it's just a it's just something we just got to keep after and I think we'll get there. So, thank you very much, Dr.
035Anybody else? >> Okay. [clears throat] U student board members report. Jasmine, we're happy to have you back and I uh >> although Mr. Mr. Johnson would have to read it this week, thank you so much. Thank you >> for viewing STEM Academy. Since the last board meeting, we have been back in session for about a week and we are off to an exciting start. On our first Friday back, our PTSO ASB and local law enforcement partnered to host a law enforcement appreciation day celebration with our students. The event titled Popcorn and Protectors was a tremendous success and a wonderful week to begin the new year. This week, UIG is holding its annual spelling be science fair. We look forward to announcing the winners and celebrating our students hard work and achievements, wishing everyone a happy
036and productive 2026. Go Hornets for China Lake Junior High School. China Lake Junior High School has begun its second semester with students returning energized, focused, and ready to continue building on their academic progress. Classrooms are active and instruction is fully underway as we set goals for continued growth and success. Plans are currently underway for our first semester academic awards ceremony which will recognize students for their hard work, achievement, and dedication during the fall semester. We are also proud to celebrate the accomplish accomplishments of our students and the support provided by our families and staff. Athletics are also in full swing with basketball season officially beginning this week. Student participation enthusiasm remain high and we appreciate the commitment of our coaches to providing positive and developmentally appropriate athletic experiences. In addition, we recently completed our annual
037spelling be. This event highlighted strong academic skills, perseverance, and sportsmanship along among our participants and was well supported by staff and students alike. Looking ahead, planning has begun for end of year activities to ensure meaningful and engaging experiences for our students as we close out the school year. Throughout campus, staff continues to work diligently to foster a warm, welcoming, and supportive school environment where students feel safe, valued, and encouraged to succeed. China Lake Junior High remains committed to providing highquality instruction, extracurricular opportunities, and a positive school culture as we move through the remainder of the academic year. Go for mosquation high school for all dead. Students have their next one-on-one meetings with advisory teachers and counselors to calibrate their graduation plans. Now that we have started the second semester to honor their prior achievements, staff
038will recognize CKH characteristics such as integrity and courage as well as academic achievement and attendance at the awards assembly tomorrow. We are looking forward to the great community invitations to events like the scholarship fair in February and the restarting of the NAS distinguished lecture series for MHS. Wow. In one week since our last board meeting, MSK has had four more graduates bringing our total to 15 so far. Go Dragons. For HDS, the High Desert students are starting their Pokémon Go Club next week. And thank you to the parents for helping us cultivate interest to to create our steam gaming club. For the middle college, middle college students begin their CCC classes next week, so make sure to sign into Canvas on Monday. Go Bobcats. For Burroughs High School, Burroughs is back from a restful winter
039break and ready to get back to learning. ASB is getting ready for our winter rally on January 30th with exciting games, music, and spirit days. We are also preparing for our King of Hearts dance to take place at the end of the month. Winter sports are now in full swing with soccer, basketball, and wrestling moving through their seasons. Spring sports have also started practicing in preparation for their seasons. Drama students have started rehearsals for their spring play, This Murders. This murder was staged, which will be held in March. Robotics had a competition this weekend and came in second place. Counselors have started registration for the 2026 2027 school year and are working with students who are behind in credits to get them in credit recovery, which will be held at Burroughs this semester. >> Thank
040you, Jasmine. at this time. Um, any board members have anyone have any reports from the board? >> I did have the opportunity to attend a function at Pierce on Tuesday evening. They had a a family night. Uh, was really exciting to see. It was focused on steam and a lot of activities for the kids. And uh, I was just looking at our board objectives and I saw engaged students. I saw engaged staff and I saw engaged community. It was a wonderful event and I thank you for inviting us and uh allowing me to observe. It was a great event. Thank you for your work. >> You know, I got to go to the superintendent council meeting today and you know, you want to talk about engaged community. It was it was really great to see
041the different people there and the different ideas that they have for us to do different things on our website. include different community things that we we're doing and some more things that we can do. I thought that was impressive and I just have a shout out for we were talking about our office managers. Um I don't think that people realize what a job that is to be in the front line of of a school. You never know what's coming. I mean, great things come in, crazy things happen, but they are go above and beyond their the duty of being an office manager for what they do. So, I'm just thankful for what they're doing and it was brought up today in the superintendent council meeting. So, awesome job. Superintendent report. >> Thank you, President Campbell.
042Our month four enrollment was 4,835, down 11 students from this time last year. And as you heard from the presentation, attendance remains a key focus. We were excited that last week, the short week, we almost hit 94%. It was 93.95% for those few days and then the flu hit. And so this week has been down a little bit. Um, but we we were so close and we're still striving for that 94% overall and we appreciate everybody who's working to make that happen [clears throat] since the last board meeting and of course we had our winter break. Um, but we've kicked off the new year smoothly and I want to thank our site administrators and staff and everyone who planned to make it a smooth effective launch for our students. It's been really nice. the uh
04326 27 so next school year's school of choice application window closed today and we look forward to notifying families next week of their acceptance and status if they're on the wait list. We have implemented a new program this year for that purpose which helps us to automate much of the process and ensure more timely communication with families because that's the big question did I get in where am I in all of that and there's a system that will help and if someone says oh I changed my mind then the next person immediately gets notified on the wait list so we're hoping that that will help expedite that essential communication recently we have heard concerns regarding compensation for classified staff particularly ly pair of professionals. In our last round of negotiations with CSEA, this was last
044year, uh, you know, before the two-year period, the district proposed a solution to address structural issues in para educator and bus driver compensation among other positions. The district proposed to remove ranges 10 through 17 from the salary schedule to collapse them up and so that anyone in those ranges would be placed on range 18. This would raise pay for those roles above minimum wage rather than maintaining the current stagnant rates. However, the CSEA negotiating team rejected this proposal and countered with a proposal for pay increase for all bargaining unit members except those who had received the minimum wage increase. As we move towards negotiations, we remain optimistic that we can work together productively to address these important issues. And as we go forward, I'm looking forward to attending the school services workshop on the governor's
045budget next week. Our team have been reading, attending meetings, and continuing to learn about the proposal. Next week's in-depth workshop will provide additional details and guidance as we move forward in budgeting for the next year and beyond. Thank you. That concludes my report. >> Thank you, Dr. Moore. At this time, report to the board by Desert Area Teach Associate. I'd like to invite Eileen Pool up to the right. Hope you had a good holiday. Uh, okay. President Campbell, members of the board, Superintendent Dr. Moore, community and colleagues. Um, I don't know. Welcome. Welcome to your meeting. Um, I'm in two sweaters, so that tells you where I'm at because I'm cold and I'm tired. Uh, let's see. We're all settling back into um, school. Secondary is kind of nice because, uh, you know, we're high
046school. Our grades are done. Um, I don't think we do them next quarter, so that'll be nice. Uh, but it's a it's a nice time getting to know the kids. All the classes are new. Um I'm sure everything is great at elementary. Um we've got That's a joke. It definitely was. Um so I was happy to see the thing about uh Paras because the the big issue when I go to the the sites and it's just amazing to be able to walk in and talk to people and there are so many little questions that I can answer right away that I think is um really fabulous. But the you know the issue with the behavior problems um that's not a lot of consequences um that they can uh give and a lack of paras which
047you've you've heard before. Um and then lots of times there can't be support um from admin because they're doing other things. people like their admin that they're uh doing an awful lot and so things are still a little bit um still a little bit bumpy. I do know that this week seemed to be a slightly better time with the the kids a little more settled down, right? Because they got through the the first week back. Um I I probably should asked about this before, but there's this whole report about absenteeism and teachers. We want our kids there. Um obviously Because when a student isn't actually in the classroom, right, there's an awful lot that they miss. They miss stuff that they just can't get any other time because they're in if they're not in the
048classroom. And a student who misses that time, misses that time, even if there's some kind of retroactive um what's it called? Study contract. And I had a student come up to me quite concerned. Why am I being put on a study contract? There was three days that I missed and that's behind me. And um I feel like if that is somehow showing that they're not absent, it's uh I don't know if that's why it's done. It would make sense to me that it that it is, but children, people, teenagers who aren't sitting in that classroom are not getting their lesson. And and I know that we we none of us like study contracts because takes an awful lot of time out of my day to sit there and come up with plans. Many times the
049students don't do them. Um, and then we get here great. Okay, I've got other things going on. Um, and they're not in our classroom. And I know we need kids in the classroom, but I think there should be some other way to do it. And uh I just want to reiterate that we are not fans of um steady contracts. We are fans of long weekends. I think there's one coming up. So I will leave on a happy note and wish everyone a nice long weekend. >> Thank you, Miss Bull. At this time, we'd like to have a report to the board by CSEA Sylvia Pius. How are you this evening? tired. Everybody's tired. >> Good evening, board members, board president, Mr. Campbell, Superintendent Dr. Moore, staff, and community. I did a little bit of research
050looking at a livable wage in California. For a single adult with no children, that person needs to make around $28.72 an hour. Our paras start out at $16.90 an hour. We do not even live in an area like LA or San Francisco, but a one-bedroom apartment is running around $12 to $1,500. If we had a household with both parents working as paras, they would qualify for low income and possibly food stamps and welfare. If we could advertise our par jobs with the five and a half hours um normal par job during the day plus the two and a half hours that are offered for the after school elote program. Um, I feel that it would entice more people to apply. Um, there's a lot of questions surrounding that. Um, ELO program. Um, there's so many
051unanswered. A lot of pairs were not aware of the ELO program. Not sure why that was told to me after this week visiting other sites. Um, that there was not a lot of time before theformational Zoom meeting and not a lot of information given during that meeting. The international paras was another hot topic at our meeting this past Tuesday. So many questions again that I honestly do not have all the answers. Um expenses bringing them over. Uh living arrangements. Um how will they be able to afford to live here only making $16.90 an hour? Definitely not a livable wage here in Richest. A member stated, "Why are we spending so much money to go and recruit paras to come here when we could use that money to pay our staff better and entice locals to
052work at the district?" As we prepare to go into negotiations, we hope that we can make improvements on our pay scale. We need to do better for our staff as they are overworked and not paid enough. Thank you. >> Thank you, Celia. So, at this time, communication from the public. The board will provide time during the discussion of each agenda item for members of the public comment. At this time, members of the public may address the board on an item not on the agenda. Comments should relate to items of public interest within the board's jurisdiction. The law prohibits the board from taking action on items not on the agenda. If appropriate, your comments will be referred to staff for response. When addressing the board, please state your name and limit your remarks to three minutes.
053In accordance with the board bylaws, the board will limit the total time for public input to 30 minutes. Those wishing to address the board beyond the 30 minute time may do so at the end of the scheduled meeting agenda. We're going to open this time at 6:50. Hi, Kathy McCoy. I teach at Pierce uh data vice president. I wanted to say we really appreciated having you Mr. Ferris at our family night. You've been a big supporter of Pierce and you've been at a lot of our events and we appreciate that. >> Um my question concern um And I'm hearing this that just recently we got the technology um emails regarding the multiffactoring um the multiffactor uh recognition on Google. Uh and first my question is is this a Google thing or is the district the
054one to want us to start doing that? Because the second issue is, as I was looking at the email and we were talking about it at lunch, um there are four options to get your um approval to go into Google. And two or three of them involve me using my personal cell phone, uh getting notification on my cell phone that someone trying to log in isn't me, uh getting a code to my cell phone that I would then put into the computer. Um So the concern that a lot of us had uh because this is a second email saying you know something about Google and put and you know your phone having our phones our personal phones be used for that is there are a lot of people who don't feel comfortable having their work
055email on their phones um and choose not to do it but this seems like a way that makes it so that they would have to. The other two options were getting um a phone call, I believe it said, to the room or like getting a phone call, not not a code, but that would have to either go through my cell phone or go through my classroom and I have they'd have to call like the office. It wouldn't get to me basically. The other one was the security key. Um and I'm not sure about that one because I I don't know much about that, but to bring it up. Um, that that one seems like that would be the least intrusive into my personal cell phone. Um, and those of us who were talking about this
056at lunch kind of felt the same way. So, we just had some questions about is this a push from the district or is this something Google is pushing and saying, um, we need you, we need your organization, if you're using Google to do this. Um, yeah. So just just the fact that that is kind of uh coming into my personal cell phone that um I would prefer not to use for work. Um that was a concern that we had and so I would just like to bring that up. Thank you. >> Thank you. So we'll refer that to staff. Anybody else? Hello members of the board. Um my name is Felicia Field. I teach at Richmond. I know it's been a rough go at Richmond this year. We've been working really hard, but a positive
057I wanted to share um to welcome students back on Friday. We had a staff inflatable race. Nobody got hurt, don't worry. Um we were out on our grass that we are so thankful for. Um and the kids had a blast. Um, we had dinosaurs, we had cat, we had a giant, um, dog with the legs sticking out, running behind it, six feet. Uh, we had unicorns, we had Cappy baras. Um, the kids, we had the whole school out there um, cheering them on. First grade team was victorious. Um, one was a unicorn and then one was riding a unicorn. It was great. They loved it. Um, doing little things like that just to welcome them back and have fun. Um, brought a lot of smiles to the kiddos faces and staff as well. U we
058had kids saying, "Can we do this every week?" And like maybe not every week, but um just trying to include some positive things um into Richmond and we're so thankful for um the support of um admin that we have and Katie and um every everyone at our staff working hard. Um but yeah, just wanted to share a positive um that we had that inflatable race. There are pictures on the Richmond Facebook page if you'd like to see them. They are great. Um but yeah, thank you. Thank you so much for that. Anybody else? >> Hi, I'm Alex Guyer. I'm a teacher at Fowler. Um, and tonight I would like to share a few good things happening on our campus. First, I want to celebrate our third grade team, Mr. Salman, Miss Shaw, Miss R, and
059Mrs. on OA CFA number eight, which focuses on division by twos, fours, fives, and tens. 97% of our third graders met standards. They have been working so hard with their students to ensure they are mastering their multiplication and division facts. I'm seriously impressed because I have never seen a donut uh that is almost completely green. Our second grade team is showing up in a big way based on the winter fast bridge. 74% of our second graders demonstrated typical or aggressive growth. Even more exciting, Mrs. Ald and Mrs. Candelaria have gotten 55% of our second graders reading at or above grade level and 23% of our second graders are approaching. Within that approaching group, we have several students who have made serious jumps in the last couple weeks. I'm talking like 30 words per minute. U
060moving from the not meeting standard range into the nearly meeting standard range. Our first grade team has really strong growth to celebrate as well. 62% of our first graders demonstrated typical or aggressive growth on their winter fast bridge. Mrs. Mclofflin, Miss Newberry, and Mrs. Rous are consistently delivering high quality instruction and it really shows. There's one firsty that we've been working with for for the first four months. He was unable to blind CBC words. And recently, I got to call or go into Mrs. Rous's room and tell her that they had read seven CBC words for me and we both cried a little because we're doing it. We're making a difference. She called me again this morning to share that that student is now reading words with threeletter blends. Our RSP room is also making
061magic thanks to Miss Roland and Mrs. Verkel. Several of our RSP students have made huge jumps this winter as well. One of our primary students increased from 21, excuse me, 21 words per minute in December to 63 words per minute this week. One intermediate student grew from an estimated 1.6 reading level to a 4.3 reading level. And we have a primary student who previously could not consistently identify letters and sounds last year and this year. And today she was able to identify all of her letters, upper and lower case, and she only missed one sound. Also, um, as always, Miss Brown's leadership and continued advocacy for our school community is always appreciated. We really, um, are grateful for her and we appreciate her voice immensely in her advocation for us as a staff. We have
062a lot of really good things happening at Valor this year and this is by no means a complete list. But I am so proud of our students and the work that our staff is doing. Thank you. >> Way to go Fowler. Telling you love that school. I was over there for several years with my grandson, but I won't get into that. >> And and just for the record, Robert, she got that down to the >> I know. I [laughter] I'm gonna I was gonna let her keep going. She was she was you were rolling. It was good. Anybody else? Okay. At this time, we'll close public comment at 658. And uh item 9 or no, excuse me, 8.1. We have approve of Sarah Sands Unified School District 2526 school accountability report cards. Dr. Seco, >>
063I'm gonna stay right here. All right. So, um this is an accountability measure and a lot of the information is duplicative. That's a good word um that you might find in the dashboard, but it's kind of like the old era of accountability. So, school accountability report cards are a requirement um contained in the elementary and secondary education act. Uh, SARKCS are intended to provide the public with important information about how each of our schools um are doing and to communicate the school's progress in achieving its goals. And state law requires the following information be included. the site's demographic data, school safety and climate for learning information, academic data, school completion rates, class sizes, teacher and staff information, curriculum and in instruction descriptions, postsecary preparation information, and fiscal and expenditure data. To access the most recent
064drafts, please go to our district website and you can search um under school accountability report cards. The school report cards must be updated annually and published by February 1st. Um, with SARC information being posted on our district website, the cost of wide distribution has been eliminated and the cost of having a small number of hard copies printed and available is minimal. It's recommended that the board approve all district school accountability report cards for the 2526 school year as presented. >> Second. We have a first and a second. Any discussion from the board? >> Just a comment. I I truly appreciate them being electronically average about 20 pages per report card and it was killing trees all out. So, >> anybody from the Stafford community? >> All in favor? Hi. [clears throat] >> Sorry, I forgot
065you. >> It's okay. Go away. >> Sorry about that. I'll get better at that. All in favor? >> Any opposed? Motion passes. I will turn this approval of non-reelection of certificated personnel. I will turn this over to Mr. Brian, assistant superintendent. Mr. Al, President Campbell, uh, Superintendent Dr. Moore, board, and community. Every year, every school district is required to meet its what's often referred to March 15th requirements. One of the requirements has to do with teachers that are working uh in a school district and they do not yet have their teaching credential. Uh there was a court case that occurred many years ago, but the premise was of whether or not a pro a temporary teacher could acrue seniority. And as a result of the finding of that case, uh it was determined that each
066temporary employee must be released prior to March 15th. And the district has an obligation then to go and to recruit highly qualified teachers uh and and attempt to hire them and bring them to our community. As we know, there is a national teacher shortage and many times we are unable to do that. And once we fulfilled that commitment, we were able to oftentimes hire those temporary teachers back. In addition, several of them are either finishing or close to finishing their credential uh this this spring. Um and so we do this every year because it's a part of ED code. Um, we'll communicate with all of these teachers prior to u notifying them, share with them the uh reason why we must do this and encourage them uh to still cons consider Sierra Sands as a
067likely employer as we uh meet our requirements. The financial implications are unknown. There is potential for additional unemployment insurance costs to the district as a result of this action. The recommendation is to approve the non-reelection of the certificated employees employed by the district for the 2526 school year on less than a preliminary credential as presented. >> We have a motion motion in a second. Any discussion from the board staff or community this time >> I >> all in favor? >> I motion passes 92 adoption of resolution number 22526 national school counseling again Mr. So February 2nd through the 6th, 2026 is the National School Counseling Week. Uh we bring to you this evening um a resolution recognizing that as National uh School Counselor Week in Sierra Sands Unified School District. Um the the special week
068honors school counselors for the important role they play in helping students examine their talents, strengths, abilities, and interests. Counselors work in a professional partnership with teachers and support personnel to provide an educational system where students can realize their true potential. As all educators focus their efforts on improving academic achievement for all students, it's important that we recognize school counselors for their continuing efforts in reducing barriers to learning and in providing the support necessary for all students to achieve at a at the highest level. Resolution number 20 declares the week of February 2nd through the 6th as National School Counseling Week in Sierra Sands. Adoption of this resolution designates a time when administrators, staff, parents, students, and the community have an opportunity to recognize and salute district counselors and their many contributions. There are no f
069financial implications and is recommended that the board adopt resolution number 20 as presented. >> Have a motion. recommendation second. Do we have any discussion from the board staff or community? Jasmine. >> All in favor? >> I opposed. Motion passes. 9.3 report of going to complaints. >> I'm happy to read the background information, but in the past the interest there were no findings for those findings. >> We have a motion for information. Thank you, Mr. 10 general mission gifts to the district. At this time, I'll ask clerk Tim Johnson for the presentation. >> Gift was received. School's first federal credit union made a cash donation of $4,000 to be used by staff appreciation. Donations provide support for the district and have positive financial impact. I move that we recommend the a gift to describe letteration. >>
070Thank you, Mr. Johnson. Do we have a motion? >> Second. Any discussion from the board, community or staff? >> I. >> All in favor? >> I [snorts] [clears throat] All opposed. Motion passes. Number 11, construction administration. This time I will turn this over to director of facilities Jeff Moore for a presentation. Mr. Moore, we've had quite enough slides tonight. So, President Campbell, Superintendent Dr. more members of the board. Special welcome to Deputy Superintendent Dr. Savco. Welcome to the DAS. Faculty and community, my update this month is very brief. Construction continues at Channel Lake Junior High. Concrete was poured this month as expected and the new parking lot in the back is done. Next week, I have the engineering company coming out to sign off and then I'll let the teachers park back there. Somebody say
071hooray. [clears throat] The modular units themselves should arrive on campus starting next week. With our other projects, it'll all be behind the scenes work. We're coordinating with OLDCC. That's the Office of Local Defense Community Cooperation. Simply put, they're like the gatekeeper to funding and so we do what they ask. Uh we're also working with the OPSC, which is the Office of Public School Construction. and they're administering the school's facilities construction program and they're also the funding key master. So, we do what they say too. Earlier today, matter of fact, assistant superintendent Jennifer Hayden and I were on um meeting with the Department of Defense real estate management team and we do when they say, but we're coordinating getting the licenses and leases necessary to keep the Pierce 2 project moving forward properly. So, nothing big
072and splashy woohoo news. It's positive forward motion and the work that has to happen behind the scenes. So, there's not visible pictures to show you how great working all the paperwork and the small print behind the scenes, but it's getting done. And that's my January construction update. This is anformational report, so no board action is required. Thank you. >> Thank you, M. 11.2 Approval of OM OM standard form 429429A for Richmond Elementary School project. Miss Jennifer Hay. Good evening, President Campbell, members of the board, Superintendent Dr. Moore, Deputy Superintendent Dr. Savco, staff and community. Uh this item came about from one of our discussions from the OLDCC that Jeff just mentioned. And this is a formally a formality to get um the 429 and 429A standard forms identifying the federal interest that we have in
073the real property at our Richmond Elementary School site. Uh we've got the forms completed and we need to just get these filed so that we can close out the Richmond project. Uh the total dollar amount is included in the form that has the federal interest uh which is 77,750,824. So that is what we are going to be uh submitting uh to the federal government as part of our closeout. >> Second. >> You have a first and a second. Any discussion from the board? [laughter] >> I thought it was going to be this huge thing. >> Yeah. >> Staff for community This time we'll have a preferential vote. Jasmine >> I all in favor >> I. >> Any opposed? >> The motion passes. Business administration acceptance of the 202425 audit report for SSUSD. Again, >> thank
074you. In accordance with education codes 35145 and 41020, the district must conduct the annual audit report in the findings of Sierra Sands Unified School District audit to the board. Uh the 2024 2025 audit report was prepared by the auditing firm of Edie Bailey LLP and it was provided attached for the review. Uh the auditor issued an unmodified opinion which indicates the district's financial statements present fairly in all material respects. The financial position and results of operations for the fiscal year ended June 30th, 2025. Staff have reviewed and created an action plan to address each of the areas identified. And it's recommended that the board accept the 2024 2025 audit report for the Sierra Sands Unified School District as presented. >> Move recommend action. >> We have a recommendation and a second. Any discussion from the
075board, staff or community? Jasmine preferential vote. >> I. >> All in favor? I >> opposed. This time the motion passes. >> 122. Acceptance of the 2425 audit report for measure AA bond funds. Again, Miss Hayden. >> Thank you. Same education codes 35145 and 41020. Uh the district is required to conduct an annual independent audit of its measure AA general obligation bond funds and then present those results to the board. Uh the audit for the fiscal year which ended June 30th 25 was conducted by Edie Bailey and was attached for your review. The auditor again issued an unmodified opinion which indicated that the measure AA bond financial statements presented fairly in all material respects and the financial position and activity of the bond funds and that expenditures complied with applicable legal and contractual requirements. There were
076no material weaknesses or significant deficiencies in internal controls. Uh the measure AA bond funds are reported as part of the district's financial statements. However, the bond funds are subject to separate audit and reporting requirements, including review by the citizens uh oversight committee. It's recommended that the board accept the 2425 audit report for the measure AA bonds as presented. >> Have a motion. >> Recommended action. >> Have a motion and a second. Any discussion from the board? All in favor? Oh, Jasmine again. >> I'm gone for one meeting. You forgot >> I know [laughter] my first time. J >> I >> board. All in favor? >> I motion passes. this time of temporary adjournment to the annual current schools financing authority board of directors meeting. We will temporary adjourn the regular meeting of the board and
077enter into the current schools financing authority board of directors. I'd like to call the current schools financing authority board directors meeting to order. First item on our agenda is adoption of agendas for today's workshop. Are there any changes? >> No changes. >> Okay. The agenda will stand is presented. Approval of the minutes. Are there any changes? Hearing none. The minutes stand is presented. Acceptance of the 2425 audit report for the Ino current schools financing authority. Again, Miss Hayden. >> Thank you. >> Second. >> Any discussion? Jasmine. Oh, that's right. You you don't you don't work. You're not a student over there in >> You're adopted. >> All in favor? >> I opposed. Motion passes adjournment. >> Thank you. >> Me is now at 762. We'll resume the regular board meeting. >> Mr. President, I move
078the entire consent calendar. >> Guys, I didn't even get to the consent calendar. >> Guys are in a hurry. Places to go. >> Just helping you out. Do >> we have a motion consent calendar? Is there we have a second? Is there any discussion? No discussion. Jasmine >> I. >> All in favor? >> I. >> Any opposed? The motion passes. agenda items. Mr. Al, you're gonna like this one. Success is peace of mind which is a direct result of self-satisfaction knowing you did your best to become the best that you are capable of becoming. John Rwood. Thank you. At this time, the meeting is now adjourned at 7:17. Thank you all for getting through the first meeting with me. Next meeting will be February 19th, 2026.