001and approved student discipline matter regarding confidential agreement. We are to do the flag salute. Ready, begin. To the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. Item five, we're doing our annual organizational meeting. We're going to have the election of the board president, [snorts] election of board vice president, the board clerk, and the election of the representative to executive board of the Madera County School Boards Association, as well as items establishing establishment of the day, time, and place of regular board meetings. We are electing our board president who will be Denise Cut. Okay. >> Okay. And our board vice president, which one is vice president? Is that Rhonda? Rhonda Clark is vice president. Our board clerk will be Stephen. Hi.
002And that's it. Did I say everybody? Okay. >> Oh, I guess that's not action. Okay. >> So, I'm going to hand >> Oh, it is the representative to the executive order for the county school. Who's that? >> I don't Diane. >> No, I'm the board member of [laughter] >> That's you. Nice try. Nice try. >> I just before we um do that, I I have a senior this year who will be playing sports in the spring and if I am unable to fulfill my duties as the executive representative of the executive board of the Harry P County School Board Association. I wondered if there would be any board members that would be be willing to take my place should I have a conflict. [laughter] I would try I would I go I mean it's usually
003Wednesdays right after Thursday. The meetings are usually on Wednesday night. >> I don't think anyone can take your place. >> That's a good answer. Sweet. Um Julie, I will try to work with you especially if I know ahead of time. And I think there's only a couple meetings. >> I I agree. But it seems like every time there's a meeting like I have conflict unfortunately. So, I don't want to say that, yeah, I'll be that person and then always ask for a sub. That doesn't feel like >> okay, >> uh I don't want to put out there that I can do it when I I don't think I could do it with fidelity. That being said, we can wait to see the schedule and if someone is willing to support me in my absence, I
004would appreciate it. >> Yeah, I think we'll all I just put out a text if you can't go and I'm sure one of the four of us can figure it out. >> Well, I appreciate it and I will honestly gladly accept the nomination. When I had that position, there was only three or four meetings throughout the whole year, >> you know. >> Yeah. >> Madera. >> They're not always in [clears throat] Madera. They're usually at like a school site >> and then there's like the guest speaker right in the dinner. So, yeah. >> I'll see if I can get a hold of the upcoming schedule so you guys can take a look at it before it's like 3 weeks away. >> Thank you. [laughter] Um, do we need to Did you make an Did you
005[clears throat] make a motion to approve the new slate? >> Did I? >> Is that what we have to do? >> No, we don't need >> We don't need Did we do this every year and the positions just rotate? >> Got it. So, >> so cool. >> Yeah, we're good. So, it's my turn. >> Madam President. Okay, you're on this time. >> Okie dokie. Okay, so item 5D um no 5DE is establish establishment of time, day and place of regular board meetings. So I believe that's the second Wednesday of every month except for June. We have at least one extra meeting. Correct. >> The dates are all shown if you click on it. >> [snorts] >> Oh, there they are. >> Okay. So, that's not an action item, right? >> No. >> Okie do. Okay.
006So, let's move to item six, the consent agenda. Can I get a motion for the consent agenda? >> I move to approve the consent agenda. >> I'll second. Okay. Any discussion? Roll call. >> I Oh, which way are we starting now? What can I'm confused. I'm sorry. [laughter] >> Let's start with this way. >> Well, I uh I'll just say I on that one. >> There you go. >> I Okay, motion carries. Okay. Item seven, monthly items and financial reports, the monthly approval of the warrants. Um do I have a motion? I move to approve. >> I'll second. Are there any comments question on warrants on page 9? It has to do with parent square attendance plus add-ons and so to let [clears throat] me know that it's a new program to send out attendance
007notices and data with families to improve attendance. and she said that Michelle thought about that. >> Yeah, I think I had mentioned this um I don't know if I mentioned it in a previous meeting like this or maybe it was at our workshop, but it is the add-ons and parent square that gives us a dashboard that shows students in tiers. So it'll show like believe tier one is like good attendance and then the second tier is like you know they're still okay but you know they're starting to miss days and then there's chronically absent and then there's like severely chronically absent and so it's a pretty robust system where you can just like click on the tier and it'll populate all of the students and then there's a way for us to message families with
008celebratory messages like hey great job your students coming to school or hey, great job. We've noticed there's been improvements or we notice Michelle is having a hard time getting to school. Is there anything that the school can do to support you and your family to help make sure that Michelle is in class more often? And so, um, we're pushing those messages out twice a month. And then there's an attendance message that goes out like from the district once a month just reminding families that we're paying attention and you know we want to make sure that kids are taking full advantage of their education and that they're at school. Um and I [clears throat] have a little bit of a report on that my superintendent report too but that's um the cost to add that on
009to our parents for subscription >> For the year. Yeah, >> I I had a comment or question. I noticed on on page one, we uh provided a hotel for a homeless family. I'd like to hear the story on that. >> Uh I got an email. I don't know who gave the family my information, but um the family uh was going to be in a situation where they weren't going to have any housing and they had asked if there are any resources or support that we know of in the community and we do have um some funds that are set aside for um students uh home students who might need help and we have done that in the past. So, we let them know that we would be able to uh make arrangements to give them
010a few nights of lodging so they could figure out a plan of where they could go next. Um, and when they were there, they also let us know they needed a couple more days. So, we had arranged that um until they could, you know, work something out with a friend or family member. Um, but it made a huge difference because otherwise that student maybe wouldn't have been able to come to school and um could have maybe had to stay in their car or something like that. so they had a safe place to stay. Um, but they had reached out. I don't know how they got my information, but um, I worked with Mindy in the business office and, uh, we worked with a local, um, lodging and we got that arranged for the family. >>
011Is it is it ongoing? >> No, it was we usually cap it, you know, at, let's say, five nights and we added a couple more nights, but it's like we let them know right out the gate that, you know, we can only help temporarily. you know, here's some other resources um that you can use to um find help um through the community. And um but yeah, it's never ongoing. It's always kind of like a short-term thing till they can kind of get a plan figured out. >> And the principles and the office managers know about that fund that the district office has. It's not a huge amount of money, but we do get an an aotment from is it is it state or federal? >> It's part of our title one funding. You have to
012set aside a percentage of it for homeless students. Okay. >> Yeah. So, um if they find out about a student, you know, a situation, then they will typically e they the staff member reaches out to us or they let the parent know that they can reach out to the district office and see if there are resources available. >> And this family was communicating with me the whole time and very grateful and appreciative and just said even the student was felt so much better, you know, knowing that they had that roof over their head. So, >> yeah, I figured it was something special. Yeah, >> I was like, "This is great because I never get to [laughter] >> you know, I never get to do that kind of stuff in my dayto-day job, you know, the
013heartwarming stuff. I'm more behind the behind the spreadsheets." So, I was really happy to be able to help them. >> So, Merry Christmas then. >> Mhm. >> Well, it happened several months ago. >> Yeah. I think it was the end of October or beginning of November. Yeah. >> It's on here. It was on the American Express. Yeah. Anything else? Okay. Roll call vote. >> I [clears throat] All right. Uh the next is 7B. This is an information item. Quarter quarterly reports on investments for July 1st through September 30th, 2025. So the attachments are there and then the summary of that last statement there where it just says the Madera County Treasury Fund return is up from June it was 3.77% now it's 430 and this is we receive interest in our on our district funds
014that are held at the county treasury and actually helps us every year at year end if we're short anywhere we always know there's going to be a little bit of interest that comes through usually it's about 20,000 a quarter so it's not a huge amount um but that's good that if the rates are up because they do some investing with our funds that are held at the county. So that helps us get a little bit more interest back. And then we have our oped liability which is for our retirees health and welfare. You know, we have that trust where we have a net asset, not a liability. We did withdraw some money last year to put towards the retiree benefits and it's already built back up and done well um on the on the rate
015there. You can see since June. Any comments, questions? Okay, moving on. Item eight, hearing of persons wishing to address the board. The public may address the board on any matter [clears throat] pertaining to the school district that is not on the agenda. Members of the public may sign up requesting to address the board by filling out a request form and turning it into the board president prior to the start of the meeting. Unless otherwise determined by the board, each person is limited to three minutes and 20 three minutes and 20 minutes per topic if multiple people speak. You may also email Marissa Dur prior to 12:00 p.m. on the date of the meeting if you would like to address the board. Your email will be read by a staff member at the meeting up to
0163 minutes in length. There will be no board discussion and no action will be taken unless listed on a subsequent agenda. The public may also submit requests to address the board on each of the remaining items on the agenda as those items are taken up by specifying the agenda item on the public comment request form. Unless otherwise determined by the board, each person is limited to three minutes per item. Now, I see that Nancy Harmon has um asked to address the board. It says that this is about title n. So, since that's an action item, do we need to wait until we go to that item or do we do it now? >> Is it specific to the board policy or is it just in general? >> Nancy, is this in general to title N
017as a whole or specifically to the policies that we're discussing tonight and voting on? >> Yes. Then we should wait until the policies. >> Okay. So, we're going to wait until the policies come up for our action items and then we'll have you come in. And >> can I just voice my opinion tonight since I don't >> Of course. We do that. >> Yeah, we'll have you come up, but we're going to have you come up since it's not just a general item and you're specific to something that's on our agenda tonight, then when that item comes up, we'll have you come speak tonight. >> Just a couple tonight. Just a couple more topics before you speak. >> Yeah. Thank you. >> Yeah. [clears throat] >> Thank you. Okay. Action item 9A, positive certification of
018the first internal award. Oh. Um, can I get a motion, please? >> I move approval. >> Second. Okay. Um, discussion and presentation. [clears throat] I'm happy to see that it's positive. Um just to point out there what is attached. I usually review that. Um so you have form one which is our fund one which is our main general fund and then there's a narrative that that kind of reviews that but I go over all this in my presentation. Uh we there's also a narrative for other funds and then the multi-year projection. That's what we're here to do to certify that we can pay um the two years in the future. Um and then my presentation is attached. So, you'll want to open that that says the first interim presentation and then the [clears throat] cash
019flow is there as well. Um, before I start my presentation, I'd like if you open the cash flow, um, you can see at the top there, I highlighted what our December balance was. Um, and that's our cash balance for December when we have um, I want you to keep that in mind that 464,000. Um, when we have all our bills and our payroll to pay for this month, we are short cash. So we are certifying as positive but um it is getting very tight in the budget. So I'm going to start my presentation then I would like if you could hold questions to the end um because I kind of have it memorized in my head so that would help and then I'm happy to take questions at that time. My first uh interim with
020readers so bear with me. >> Welcome to the club. Right. [laughter] Um so I always like to try to start off with some highlights. This year, I borrowed lots of great pictures and information from all of our wonderful presentations that the principles have done at the board meetings, but we have a lot of exciting things, as you've heard at the past meetings going on at all the sites between band um and new after school clubs like music lab, all of our regular clubs like cadet core and esports and tafflon and choir. This year, we were really excited to see that we had two TK classes, so that was a bigger group than we normally have. And we started a lot of great programs like the energy bus which Miss Williams went over at the last
021meeting and we're piloting two seal or social emotional learning programs called the positivity project and character strong. So what that means in piloting is the sites are trying it out and kind of the vendors are great to give us the opportunity to try those programs and kind of see which one's a good fit or we're going to go with in the future. Uh we adopted a new history curriculum at the beginning of this year and sorry clicked too soon. Uh and we also have lots of uh events that you've seen presented by the principles new electives and this year we're going to have two groups going to Catalina both OCI and Wuma which is exciting. Um Luma had been trying to get on the list for that for a while and there was you have
022to have a spot open. There wasn't one. So, I was pretty excited when I heard that because I I think those students at Wuma are going to really enjoy that. And mass will hopefully be starting after winter break if we get some good weather. And then we've been doing more freshmade scratch meals and fruits and veggies from our amazing child nutrition team. Uh four people we have there, Mary, Zach, Lexi, and Bethany have been doing a great job really trying to add new items to the menu and add more freshly prepared and made items. And it's been really great seeing um that that come about and I've heard a lot of good things from the sites and the students too and that comes from our fund 13 or our cafeteria fund where all the students
023eat eat for free now. Um so we have a lot more revenue coming in which I presented at a previous meeting. So we're able to buy a lot. In the past if there was a budget constraint if we had to do freshmade or fresh fruits and vegetables you know we have a tighter budget but that fund is doing well and we're able to do that. So when we do the uh first interim, there's some assumptions. That just means those are things we have to put into the multi-year projection in order to say um whether or not we can meet our future obligations. So when we made the budget in June and passed it, we had um it was almost 100,000 82,000 more Title One funds. And then when our allocations came out in August, that
024came in less. that's a little challenging because we have some of our um staff budgeted there. So then we're having to do some shuffling and moving people around and that's where you'll see other areas that maybe um we spent more than in the original budget because we, you know, we thought we had the the the funds there to pay for those staff members and now we had less funds, we have to find somewhere else to pay for it. Um, we got some new one-time funds um that I'm going to cover later, but uh we've already used 160,000 out of the 229,000 that we got in the new onetime block grant with some of our raises and then the positions I was mentioning above as well as other positions that at year end had to be
025moved and we didn't have anywhere else to put them. Um, so we had to use one-time funding. And our [clears throat] COLA is 2.3%. Uh when we built the budget in June, they said that next year's COLA was going to be 3.02% and now they've told us on first interim to cut it to 2.51%. So they said to be more conservative to bring that down um in your multi-year projection. You don't want to use the higher number that was given at the budget workshop. Um and then usually when we go in January, sometimes that number can change further um either up or down. And then when we made the budget, we were using higher enrollment because we had ended the year with around 813 um students and now we're around well I 770 when I
026made the presentation but when I go into the enrollment later in the meeting I think it's a little lower. So that's tough because um it makes the cola not really an increase it makes it a negative cola because we've lost a good number of students even with the bigger TK sizes. Other class sizes um overall have gone down. We did see that our unduplicated pupil count, which is our most needy students who need supports, um went up last year uh from last year to this year to 589. And the multi-year projection also includes our step and column increase and a percent increase on health and welfare because we always try to build that into the outy years knowing that everybody's going to move up a step or over a column as well as um the
027[clears throat] last couple years the health insurance has gone up few years in a row. 2% 4% then this year the health insurance cost went up 6%. So uh we try to I use 6% in the multi-year projection just to be safe. So if it continues at that trend you know I don't want to put only 2% in there and then our health and welfare goes up a lot more. Um the also includes some positions that were funded in one-time funds and that's explained in the multi-year projection at the bottom what the adjustments were that were made. um not with anything specific, but it just says which position numbers would have to either be moved around or looked at um changes for next year in order to say we could meet our two fiscal years
028go out going. You know, we have to we're going to have to look at making some adjustments and we have lower federal and state restricted funds in the out years because the onetime monies that'll be going away. So in order to um meet our reserve in those years sometimes we have to reduce like supply budgets or services try to um come up with a way to meet our financial obligations. Um a little water our LCF funding did go up 226,000 since the budget adoption because the tax revenues came in higher and because we had more unduplicated students. But that increase just helps with our lower beginning balance because if you remember when I presented the unodudited actuals um our beginning balance went down by 500,000. So that increase it's immediately reduced by um starting the
029year off with a deficit anyways. Um so it's not anything extra. It's just actually keeping us from being solvent. So what's our current status? we can selfcertify as positive um through 2728 but that's only because of um adjustments we made in the multi-year projection in the January budget workshop we'll find out as I mentioned if the cola will be adjusted further uh our current cash balance for June is 2.7 million which is about half a million less than last June and our current cash balance which I showed you on that cash flow I had you open at the beginning is 464,000 which is around a million less than last year. So, it's starting to catch up with us in terms of deficit spending and um just meeting our reserve and moving things around and using
030onetime funds. It's really telling when you look at the cash flow, you see that um so our June cash wouldn't be enough to cover our expenses till next December because we're starting right out the gate um you know with a lower amount in June. So, that's why we would have to look at making some adjustments because otherwise we wouldn't be able to pay payroll, pay accounts payable. um we're kind of looking towards um some hard times unless any adjustments are made from the state and it's really um a tricky problem because our enrollment's down too. So it'll be different if if we were booming in enrollment then we're going to have more funding coming in and it's not so much of a concern but when your enrollment is dropping then it correlates with your funding
031dropping as well. Um, and I'm currently in contact with the county because um, we might have to do a transfer um, which you've approved at previous meetings that we can borrow from other funds temporarily because in December we get a majority of our funding through our taxes. But if we don't have enough to meet payroll in December, then we're allowed to borrow from like the cafeteria fund or the developer fee fund temporarily so that payroll would go through and then once we get the taxes at the end of December, we put it back. We're we're just monitoring that very closely. But in my nine years here, um I've never been in a point where we've been that low on our cash flow. So it um it's just important to put that out there and get
032that on our radar. Uh because our our current cash flow out is around 1.2 million and about a million of that is payroll and benefits and then about 200,000 in accounts payable. So, um, each month you have to have at least those two combined amounts to be able to maintain, um, your, you know, paying paying your people and paying your bills. So, our budget was built using the three-year ADA average of 76946, but now on the latest first interim calculator, the three-year average is 750.08. Um, so they, you know, they moved 2425 into that average. So, it dropped a little and that's around 19 less ADA than we built our budget on. Um, and that's around 200,000 less funding. That'll, you know, it's it's all kind of adding up. And you're saying, wait, we got
033more LCFF funding, but the funding is going to be based on lower numbers as the year goes on with that with that lower average. So, I usually do this slide where I have a one-time restricted funding update. Um, our Prop 28 music funding is ongoing. It did go up slightly, so that's good. But it restricted funding there means that it's for a specific program. So that's only for art, music, theater, those sorts of classes. [clears throat] Our learning recovery block grant is for use being used for half of two positions, but it ends after this year. So half of those two positions we'll have to find somewhere else to put in the budget. And then the AMI discretionary grant was used for our 3B PPIs paras and that expires in June 2026. So that funding
034goes away. Uh the ELOP the extended learning opportunity funding is ongoing and we're using that mainly for my my club. Um also some of the after school clubs and then the trips like Catalina or Queen Meadows, excuse me. Our special education prek grant is used for part of our prek SDC, but this year it was reduced by 30,000. Um, and that's another one that was like a a federal one that was reduced. So that's hard because when I built the budget, I had two staff [clears throat] members and aid and um some of our services there and then now I had to shuffle and move that all somewhere else. Um, and then this is the new one-time grant that I was talking about in the beginning. The students, this is a really good one, they
035like to give it a tongue twister. The student support professional development, which is trash block grant. Um, those funds were used for a onetime off schedule bonus and health and welfare bonus were certificated. And then part of two positions that we were short um due to title one and [clears throat] special prepaid and a couple other funds that had to be moved around. So, we've already used pretty much most of that. There's only around 69,000 left of the one time funds. So, it's not really much. And then our restricted lottery funds are set aside for future curriculum adoptions. As you know, we, as I mentioned on my highlight slide that we used this year, we did the history adoption and then every year it rolls over and you're allowed to let it acrue. So, it's
036good um to have that there as like a savings if we have something that's core curriculum. We know we at least have a place where we have budget set aside for that in the future. So, these are the general fund staff. I always do this slide where I have the original budget and then the first interim um so you can see the comparison. So, right at the top there, that's what I was referring to earlier where the beginning balance um that was reviewed already on audited actuals presentation, but the beginning balance was less than when we made the budget because when we ended the year, if you remember from my previous presentation, we had more electricity costs, we had more legal costs, we had um some things, you know, services and staffing and due process
037and all that um that weren't in in the budget that ended up at year end. things had to be moved around and and costs were more than what we had planned. So, if you look there, you'll see the revenues. Um, in the yellow box, we have um some more revenues. You see that first line is the LCFF. Federal is the title one that went down and then state revenue uh is some more um ELOP and then that's SSPD block grant. Uh so, you see that and oh, that's good. We have that much more revenues. But then down below that on the expenses you can see the increases that we had in our expenses is around 400,000. So when you put those two numbers together you end up with a deficit of 272,000. Um and then
038also the negative beginning balance the the adjustment there. So right now our ending balance is 1,282,323 and when we presented the budget in June it was 1.5 million. So, you know that that 272 is taken out of that. Um, our restricted ending balance you see down below there is 648,000. If you paid attention in past years, uh, it was, you know, 3,2 million. It's worked its way down when it had COVID funds and it's all the different onetime funds that have kind of gone away. Um, so that's mainly probably carryover for the ELOP and some of those other smaller restricted programs. So that's um that's dwindling away and it's almost matching our regular unrestricted balance. That's where we have to have our required 4% reserve. We did meet that and we have a little bit
039over when when I started interim we're not meeting our reserve. We did not have our required um balance and that's where I moved some things to the new onetime grant or move things around because we don't want to come here and say oh we're going to qualify our budget. Maybe we should do that. I don't know. and we might not be able to meet our financial obligations in the future. We want to be able to certify as positive, but we also have to be realistic knowing that um you know, we can only move stuff around so much and once those one-time funds run out um there isn't anywhere to move anything. So, we really do have to look at what programs we have and um we don't want to get rid of anything. So, we
040have to get creative and maybe combining things or trying to switch things around the best way we can. So I I went over this in the last slide where it showed each line of the expense budget changes, but um I just wanted to give more detail here uh with the certificated you approved that agreement, the collective bargaining agreement with the 1% off schedule and on schedule. Um plus there were two positions that were not in the original budget. So part of that increase it wasn't just all the raise. Some of it was the two positions added. We also added some new special special education para educators and that's not something that we could say oh should we hire them or not we have to add them you know if there's an IEP that requires a
041student to have a one-on-one or there's certain things we have to put into place those people have to be hired you know um legally we're obligated to provide those services and then also having a second TK class there's a ratio so you can only um have 10 adult or 10 students to one adult so any of the TK classes have an aid as well as a teacher so that we meet the 10 to1 ratio. So that wasn't in the original original budget. We also had to hire a couple yard noon positions for some coverage during recess um and lunch and breakfast and then also um increase some hours of of the people we had doing the coverage. Uh the special education contribution increased by 80,000 due to the um positions that were added mentioned above.
042So, if you know in other presentations, I've covered about how that special ed contribution goes up year-over-year and that's coming out of our general fund. So, each year we're having to add more to that. We only receive about 300,000 in special ed funding and right now our cost is 1.9 million. So, that 1.6 million is taken out of the general fund. Of course, we want to provide those services for those students who need it, but we're not given my whole point is we're not given any additional funding from the state or the government. it stayed flat at that 300 and something thousand, you know, and but our costs have risen. And then benefits, those always go up when you're um increasing anything with staffing. Uh other operating expenses, those budgets had to be reduced. So,
043we were hoping to have some savings with some of our utilities um and legal fees, things like that. And then capital outlay, we removed that budget that was in the original budget. And um we did that roof recently, but we use fund 42 instead of fund one. We usually keep a budget in fund one for capital expenditures. Um year to year if we had to do some paving or roofing, it's good to have that in your budget, but we had to take it out in order to meet our reserve. So, what comes next is uh we'll be working on me and uh Nicole who um is is our guru with attendance and areas. She will be helping me gather all the data for uh ADA that's due on January 8th, our ADA report that I
044submit to the state. Uh then we have the governor's budget workshop in Sacramento that Michelle and I are going to. And um then the second interim is due in March. So, it's an update just like this, but it's basically where we're at at that point in the year. So, it's kind of like a different part of the year that we're looking at. Then Michelle's most favorite thing, LCAP, the most fun anyone could have, LCAP and budget development. Um, and then we'll have our P2 ADA report due in April. Um, usually our ADA used to trend about 30 or 40 less than our enrollment, but the last couple years it's been trending about 70 less than the enrollment. So, if we're current currently at 770, are we going to look at a 700 ADA mixed into
045that three-year average? That could be pretty critical for our budget in the future [clears throat] years. And then we'll have the May revised in 2026. Um, and then in June, we have our two meetings where we review and adopt the budget. [laughter] So, um, did anybody have any question? >> I have a question. >> Yeah. I saw that um our unduplicated pupil count is up and I couldn't remember if once you hit a certain percentage of your um students if then you get like a higher um funding or is it per it is once you um hit uh it's like 55 60 70 there's different tiers but we were already at >> so it did increase for us because we're around 77% now but it does bring in more supplemental concentration grant funds that you
046do see in that LC CFF increase. And then people always think, "Oh, that means more money." But really, it's just money you have to spend for all your unrestricted expenses. So, you might have had um a principal or a teacher that was just in unrestricted general and now they're under supplemental concentration in order to use up those funds because it has to be something that's in your LCAP and related to that. So, it's really not extra per se, but it did help. Um, our supplemental concentration grant funds went up about 300,000 since the budget adoption, which is good because we're know we know there's more families in the community that are needing help and supports. And then hopefully that helps us to be able to um put in more funds or more programs and things
047in place. Right now, we use it for things like RTI or different students. The mindset behind that with the funding is th more often than not that those students are more expensive to educate because more often than not they need additional services, right? So then like we have RTI teachers that cost money, right? ELEL's, right? So we have different curriculum or we have people that are helping to, you know, supplement that instruction. And so that's the purpose behind that extra money, the supplemental supplemental concentration. So, you know, in like a perfect world, right? Like that's what that's what's spending like those programs, right? Um but we can sort of move things around and do what we need to do based on that revenue. But that's sort of the spirit behind that. And when you look
048at on the um the previous slide where I have the LCFF revenue the 11,17,385 there that you see that supplemental and concentration funding is part of that total. So it's just part of our total funding. It's not anymore. It's just a if you looked at that funding and a third of it before was supplemental and concentration and now like uh a for you know a half not a half between a third and a half of it is now supplemental concentration but it's still your same big bucket of money that you use for majority of your expenses and then a lot of it then as I mentioned on earlier side when other things are added like to special education then you're taking that money and putting it in a contribution towards the special ed program. So,
049it's not I think people sometimes get confused and think, "Oh, we got more money." But we didn't. It's it's our our total pot of money, but we still have the same amount of expenses to cover, and we started with a deficit, so it wasn't really more. >> Thank you. [snorts] >> I I [laughter] have a question on um page six of the first minimum, the p the 25 page document. >> Oh. Oh, yes. >> Yeah. We can kind of take a look at that for a second. And I'm sorry I didn't give you this in advance. >> You mean for 51 >> for >> or you not the slides? >> Yeah, form form one. Yes, please. >> On the one that's on the attachment or the >> Yes, it's on the attachment. >> It's on
050the attachment. [laughter] >> Oh, 25 is the end. >> And you said page six. >> Page six. Sorry. Okay. >> Okay. So because I was looking at just you know some of the larger expenses and when you look at professional consulting services and operating expenditures is is that like attorneys or what is that? >> It's it's all sorts of things. It can be anything from um it could be uh like our um some of um >> well yeah if we have like a due process and we're providing services it's anything that's done through a vendor. Okay. >> Um, so it could be like in the past we had our case manager, our speech therapy that we were consulting with >> physical therapy. >> Um, F58s are also all of our software. >> Okay. >> So
051all of our learning applications are 58s plus um it could be uh any other any services. I would have to look closer. >> But so that's like there's a whole host of >> Yeah. Or like annually we have renewals like our Aries renewal and our ready infinity. Yeah. I ready, >> Renaissance learning, >> all the applications, it's all um but I could give like a more detailed breakdown what's in that bucket. >> No, it doesn't have I I was just curious because I guess when I saw professional consulting, you know, I started thinking about legal. >> Yeah, anybody who has a W9 that's a vendor that we're doing any kind of service with. >> Okay. Knowledge saves lives for the active threat training like all those types of outside agencies. >> Okay. Yeah. And then
052similarly communications >> what? >> So that would be our um our internet line, our phone line. Um and then part of that is -ate funding which is recognized in revenue and expense as around 240,000 where we receive that discount from the government for the national libraries, right? You have to book it as an expense and a revenue. >> Okay. >> So that's added into that total. So the service we received from like Sierrael um and for the internet line um they you have to put it on it's on the revenue side too as a revenue that you get that credit on your bill and then you're paying the bill with it. >> Yes. Okay. Okay. Thank you. Does anyone else have any questions regarding the budget? Okay. Um, so we need to do a roll
053call. >> This is a action item. >> Yep. So we already did the motion. So now I certify >> I >> Okay, motion carries. All right. So, next is 9B. Approve the 26 27 27 28 and 28 29 school calendars. Do I have a motion? >> I move to approve the school calendar. >> I'll second. [clears throat] I'll second. That's not >> okay. Any discussion on that? >> I do have a question. Did we um coordinate or work with the neighboring districts? Do we all are we like >> Yeah, we had a meeting last school year um with Yeah. You unified and Chawan Key. We all got together several times and um looked at everybody's calendars and um coordinated more closely to Euseite than Chawani, but still tried to be as consistent as possible across
054across the three. >> Um and I'm trying to remember if Raymond was there. They may have been there. Um but yeah, we had several meetings and went through it all. And >> weird is earlier next year, but then the year after it's back to its regular spot. Yeah, it just kind of depends on like when weekends fall and when Christmas falls and you want, you know, you want to try and be consistent with like how many weeks you have between breaks. Um, so sometimes the calendar like you look at things and you're like, um, we don't love that, but it's kind of hard to make it I mean it more often than not it's not like oo that looks great, right? But we do our best to to make it um appealing for for all
055parties involved. So, >> and did um the fact that we're on trimesters now have any >> but that doesn't affect it. We can do that internally. Okay. >> Right. Yeah. So, um yeah. We just tried to make sure that you know the the breaks coincided and and >> [clears throat] >> um those you know like if we're taking a board holiday like around I think this um year we did like the 4-day weekend because of the Veterans Day. Um so we looked at you know does that make sense for out years? Does that not make sense? Where we're going to move things around? How close to Christmas is the winter break going to start? Um those types of things are all conversations that we have. Make sure that we're aligned so that [clears throat] because
056we share a lot of families. >> Yeah. I'm grateful that we do that. I think it's important. >> I think a lot of people are. >> Yeah. >> Okay. Roll call vote. >> I I >> I All right. Moving on. 9 C approval of board policy and administrative regulations tabled from November meeting. Do I have a motion? >> I move approval. >> I'll second. >> Okay. So discussion. Um so first we'll have um Nancy Harmon come up. Three minutes. Good evening and thank you for letting me voice my opinion. >> Turn it on. Push it a little. You hear me now? Yeah. Push the button. Oh, perfect. >> Thank you. >> Good evening. >> Yes. Thank you for letting me voice [laughter] my attendance. >> Um, you probably recognize me from previous meetings. I lived
057up here for 50 years in the same house. I had seven children graduate from Wasuma School and seven from high school. I went to college and I had this at UCSB teacher and I didn't have any scholarships or any help. Well, got a loan from the government but paid that back and when it came time for my three daughters um to go to college thanks to Title N and Belinda Cleer they were able to go to college Lutheran Fresno State and um or Robert University. So they played volleyball and their was pulled by and they had four children, four daughters and um the oldest went to University of San Diego on um college scholar u volleyball scholarship with title n. Um, Brooke went to um, Biola. Um, see, Jada went to San Diego State and
058Zoe, the youngest, is right now at Texas A&M on Oite scholarship thanks to title 9. So I think and a lot of other parents believe that it is totally wrong for biological boys to play against girls. I couldn't imagine my h my daughters being beaten up by a volleyball spiked into their faces as happened to one of the students at a college because there was a boy biological boy playing on the girls volleyball team. I think um it's very unfair for the girls. I think it's evil even. So, please consider that when you're um having your discussion about title N. And thank you very much for your attention. >> Okay. Is there any discussion on this? The 5145 regulation of non-discrimination harassment points to title N. So in and of itself, it's acknowledging Title 9.
059And we all know the issue with Title N is it's been reverted back to the 2020 Title N, which excludes all of the additions that the Biden administration added. So it's back to what Mrs. Harland was talking about. Um, so it's right there in there. So it doesn't make sense to even have Title N in there and then go ahead and vote yes because we're back to the 2020 Title N. >> Did you read the email from the certainly did? Yes. >> And what was your opinion on that? [clears throat] >> Well, they are recommending that we sign with California law. However, even the attorneys uh discuss that there are risks in that and there are pending lawsuits right now against the California Board of Education and the [clears throat] California Intercolastic Foundation by the
060federal government. Um and so those lawsuits and there's some other uh civil lawsuits that will determine the ultimate outcome of Title 9 whether whether California is going to comply with federal government's um mandates. [clears throat] So um I understand there's been litigation and they are expecting potentially uh to maybe hear some about it next summer. Uh Julie and I attended the legal symposium put on by CSBA and um Bob Turk who's the chief legal counsel for you know the inhouse for CSBA said that um you know I mean obviously they spend many of hours coming up with these policies. there. Um the whole purpose of it is to protect us, you know, protect us and the students. And um he said that currently the policies as written like we specifically took these policies to that
061meeting and luckily there was a small group of people so we had his ear for a good amount of time. We discussed these policies and he's like they um he I forgot the word. How do you say they they occupy both spaces like it's both the federal and the state although you know the title n is like it's like um you know the state is differing from from the federal government in that but he basically said right now that these policies are you know holding both space and like kind of protecting us. They are really waiting until next until the next decision comes about and then they will probably update the policies. But as it stands right now, this is what they're recommending to keep us legally sound um to protect both the students and
062you know our fiscal budget. So anyway, that's why I I voted or I I'm voting yes on these and and I do think that we will probably have to have another discussion next year as things change. It will definitely come up. >> Yeah, I think that this ongoing litigation is going to continue as it does with other controversial items like last year with the parent parental notification policy that came up. No, we are not going to decide these legal issues at this table. We don't have the jurisdiction to do it. And if we if there's people on this board that want to change legislation, then they need to run for a higher office because this is not the place. However, I do respect people's opinions and it doesn't mean I don't share certain opinions about
063that as well. But I will also say that in a small district, one of the positives for us is that we can be flexible. And what I have seen is that for the very small population that we have seen that has come up in our district, we handle that sensitive matter with parents in partnership with staff and we handle these situations as they come. So if this actually becomes an issue in our district, I believe that we would handle it properly. But legally, we need to protect ourselves and that's what these policies do. So for now, since this is being litigated, my opinion is we go with the recommendations that we've been given and the legal advice that we pay for. But Title 9 is mentioned in these policies and regulations. vacated. So, California doesn't
064have jurisdiction over Title 9. So, >> it's in this is being litigated. That's what I'm saying. >> Right. >> So, it's it's not going to be decided here tonight, >> but it's not going to come after the district. From what I understood from the attorney's response, they're going to start at the state level. So, we would want to be in compliance with the state policy, not the federal one. um when we get to that point and that's what the recommendation of our lawyer was to adhere to the policies that are written by CSBA to be protected from litigation because that's California wording policy. Okay. Also [clears throat] within those policies there's the regulation 6142 sexual health and HIV AIDS prevention instruction. So this one does not allow for opt out which is in compliance with
065Mammud B. Taylor Supreme Court ruling. But yet the policy does indicate that a parent can opt out their child. So this is not uh lining up. If you look at uh page three on the bottom, >> don't we have a parent night where parents can come and look at the curriculum? >> Yes. So parents can come and look at the curriculum and if they have an issue with it, I doubt we would force their child into sitting into that class. Correct. >> Correct. They can they can opt out of it. >> Yeah, that's true. But if you approve this particular regulation, it does not allow opt out as worded. While the policy does, this one does not. The bottom of page three, >> which policy? So I can open this is the regulation 6142.1 >>
066left >> says popped out shall not apply to the following >> it's just those specific those two specific >> but they but I thought when we discussed this before that came up I remember the bottom that page but they could opt out of the entire program >> my not the whole premise of That ruling, Supreme Court ruling is that a parent could opt their child out of the subject, this subject matter listed here. So I think um what he was talking about the healthy youth act. So um part of how they made the policy as well was there are other acts in like the state of California like healthy youth act sex education curriculum um that there were different they they had to take that into consideration. Do you remember how he mention how he
067said that? Um and there's like a fair education act. I would highly re I mean I'm so sad he didn't get to go to that in service because I mean I made notes but not not very good. Um he was very good about it. He did say that they um are adjusting everything as it unfolds. Um but they also there are these acts and you can look them up healthy youth act and fair education act and those al so we also have to be compliant with those and still the mam moose you know has given the opt out as well. So I don't understand why it says that because you're right I mean they were saying that basically parents can opt out. It's confusing, but I think he was pointing to those two other education
068acts that were reason why they had worded that way. >> It's also my understanding that parents can opt out of the sexual health curriculum. However, if there's another curriculum that's not that curriculum and there might be a drawing of reproductive organs or there might be uh might have mention of HIV in like a different core curriculum, they can't opt out of that curriculum like a science curriculum, right? Um that's my understanding of this policy. So, they can opt out if it's strictly the sexual education curriculum. However, if there are components that one would believe may also have been covered in there or maybe it's like really quickly touched on like maybe in a biology textbook, right? There might be like a drawing of like human anatomy or whatever, then like they can't opt out of
069that science class, right? Um like what Denise said earlier, we're a small district. We work with families. We're going to have conversations. If there's an article [clears throat] in a history lesson that maybe has something that a a parent doesn't want their child to be exposed to or, you know, have to read or do an assignment on, like, we're going to work with them, right? We're not going to say that you can opt out of like the complete year of that history class, but we're certainly going to have conversations and be sensitive and work with them about that particular [laughter] assignment, right? like we're never going to not do that, right? Um but this policy protects us from people coming in and saying, "I want to enroll my kid in your public education, but I
070don't want them to take this class, this class, or this class because there's a lesson in this course on this, and there's two lessons over here on this, and so I don't want them to be in that class at all." Right? Like we don't have the resources to like accommodate programs like that. Right? So, of course, we'd sit down and we'd have conversations and we would do what what we do, right? Um but the policy protects against that extreme of it. So any other discussion go ahead and vote no. Then I'll say why because um >> okay wait roll call is first. Um nay. >> No. >> I I >> I this whole subject it ignores uh divinely designed biology which ultimately would hurt all children. So you know we talk about protecting children. It
071does not protect children and it puts them you know with respect to sports and unfair advantage respect. We don't have locker rooms in this particular uh district, but bathrooms, that's an issue that we need to respect all children's privacies and that that's our duty to protect children. All of them. >> Exactly. >> My daughters >> show himself off in female outfit and there are a lot of parents out there who would highly eject be very angry and I know that for a fact. But I do thank you that you've done Michelle. You've been very sensitive to that. So, thank you. Appreciate that very much. [clears throat] >> It's a hard world to navigate, you know, and I think unfortunately um people have preconceived notions of trans people and think they're sexual predators when actually a
072pastor was arrested in court. Like, we're doing the best we can and we also have to remember we have all children. We have trans, we have LGBTQ. We got to protect every single one of our children. So, and I will reiterate, we take each one of these cases and we handle it sensitively with respect to the family, with respect to the student and partnership. And so, when we're talking about bathrooms and you're saying these things, that's not what's happening. There's no co-mingling of male and female in bathrooms here during our here. >> Correct. Though that's what why it >> that's our here is our responsibility. We can't affect what goes on in the world at large. And we can't use examples from the world at large and bring them here and say that we have
073these problems because again we deal with them individually and with sensitivity and with respect to the families and in partnership with the staff. And that is how we deal with it. And that is what we are doing in this district. And this is where we this is where we need to to have these conversations and respect what's actually going on and focus on what's real. Thank you. [snorts] [clears throat] Moving on. Okay. Uh 9D approve the annual declaration of need for 2025 and 2026. Do I have >> I got second. Okay. Sorry. It's okay. I got it. Recaly something. >> Yeah. This is one of those procedural things, right? So, this is declaration of need for fully qualified educators. And so, it's sort of like we kind of have to project what we think um
074we might be up against or what our needs might be. And so I filled that out and um you guys look at it and um take action on it and then it gets um sent to the county and and then to the state. Does anybody have any questions about it? >> Okay. Roll call vote. >> I Okay, motion carries. On to number 10. information items. A is the academic achievement report. >> [snorts] >> Sorry, I'm trying to find the right. >> It's okay. >> Okay. Okay. Okay, here's the academic achievement report for December 2025 for our school district. First slide looks at the comparison data for the current school year for I Ready reading. Um and so this bar graph shows the um comparison of diagnostic one which was the diagnostic window for um the
075first assessment was 813 through 95. So right out of the gates at the beginning of the school year and then the second diagnostic was given between um the dates of 1112 to 123 and so the green is good right um the sort of slashed out green you can see the table below it's a little bit blurry um but that those are students that are performing mid or above grade level um the solid green is early on grade level yellow on grade sorry one grade level below red two grade levels below and the slashed um red is three or more. [clears throat] So you can see the percentage obviously we want the percentage in the green to increase which we see here and then um we would like the yellow well you would think you know
076we would want the yellow to increase because we want that to be increased because the students in the red moved to the yellow not because um students move from green [clears throat] to yellow. So, you know, you'd have to do a little bit of a deeper dive to to look at that. Um, but that's um the yellow. And then, of course, we want the percentages to decrease um in the red zone. So, um that is that slide. The next slide, I broke it out um by grade levels across the district um comparing diagnostic one to diagnostic 2. kindergarten students did take the diagnostic in the second one but not the first. So that's why there's not comparison. So kindergarten will be on there after the third test for the year. >> And these do include
077the English learners, right? >> These this data that you're looking at includes all students right now. It's not broken up by um subgroups. >> Yeah. >> Nice job. They're pretty >> Yeah. And then the next slide shows 438 [clears throat] and then move the map. So again, that's showing all students across the district and math. [clears throat] And then I did the same thing here with math by grade level. That's good. Fourth through 8th. Did I ask any questions or >> Yeah, go for it. >> So I I find it interesting on grades like grade seven where the uh second diagnostic the the green is increasing but also is red. I just I just wonder how that happens. But it's encouraging to see grade eight with a lot of grades. So that's a that's a
078good >> So you're saying so seventh grade are we on the reading or math? >> Math. Are you looking at math? >> Both both. It's it's like it's polarized where the where the yellow is shown. There's there I mean there's >> Well, there's more for seventh grade. There's more students in the yellow, right? Is that >> exactly at the same time? But they're >> eighth grade and seventh, >> right? >> But the you're looking at seventh grade, right? >> Yeah. The percentages for reading and math are exactly the same. >> Aren't we looking at the same thing? >> Yeah. Grades four to eight. Eight. >> Yeah. >> There's a grade seven on the left. >> Yeah. >> Red less on seventh grade on diagnostics. >> Anyway, just an observation. Okay. >> I feel like the
079charts the same. >> Yeah. >> Did I put the wrong thing in there? >> Yeah. I think the the comparisons from reading the math, I think those are the same. >> It was the same chart. >> Yeah. >> Just with a different cutting. Like [clears throat] all the percentages are the same. >> 1828. Oh. Okay, I'll double check that and if that is in fact then I'll I'm sure that I I brought brought in the wrong screenshot so I'll change it and update it. >> Thank you. >> But it's not the same for the overall. >> No. >> So that I mean overall that gives us the picture, but I can switch it for um the grade levels. [clears throat] >> Sorry about that. Okay. Okay. So then how is this how are these numbers
080driving instruction? What happens with this in the classroom? So the teachers can look at their individual classes and they and then it'll break it up um by like the different domains and then um there's even reports that they can generate that'll tell them like which students they can put in different instructional groups. And so they should be looking at that data and looking at those groupings and then be providing additional instruction either whole class if there's like okay my whole class is struggling here then we can do some whole class but if I have groups of students that are struggling in specific areas then pulling those groups and doing um like differentiated instruction in the classroom for those for those needs. Um and then um we've talked with um leadership and um we're working with
081teachers once we start working on our PLC's to look at um the importance of having like data talks with the students and like sitting down with the student and showing them their report and showing them, you know, maybe where there are some growth areas and then having the student and the teacher set goals. Um and then that can align with the um I ready instruction piece that the student can do independently and um there's time during the school day and the school week where students can be working on that and um those should be aligned with like where they're struggling. Um and then when they take the diagnostic test again to sit down and have a conversation like did you meet your goal? um and like have conversations with kids about that and kind of
082get them excited to like own >> that part of their education. >> So that that's something else that we're wanting to start implementing. Okay. So as of now is there any type of uniformity through our district of using I ready and that that there's time like as teachers you need to use this be doing this this amount of time or you know when we say we may generate reports or we might do interventions or we might like is there this is what we do or this is the goal that we're working towards. There should be a set amount of time and I don't know if the principles want to speak to this a set amount of time during math and reading that students are on their individual learning path for I ready which is generated
083through I ready based on their diagnostic >> but beyond that what we've talked about and what we want to do is to do that work also with the teacher and not just having the students do it on the computer so you know we maybe we need to [clears throat] I would like to start having conversations about like maybe some protected like differentiated instruction time throughout the school day. We're like during this time is when we're going to put kids into groups and and be rotating them through and working on very specific needs that are being generated from the reports. >> Matt, >> Yeah, that's that's part of part of it is exactly obviously what Michelle said of pardon [clears throat] me. We have students work on lessons uh on a weekly basis and that's part
084of what's going on and so that's the differentiation that's happening there. But and what Michelle was just talking about is we changed our schedule at OCI and all the schools are very different. So >> right >> uniformity is an interesting concept but all the schools are really different. Um but we changed the schedule so that we do have that set aside differentiation time for math and for English. It's also when students get pulled for special education to meet their IP goals. Um so we have a half an hour out of uh 80 80 minutes 30 of those minutes are spent in English for differentiation and 30 in math are spent for that which is like I said when RSP students are also being pulled. Um so that gives that time to focus on that. There
085are also and the uniformity part of this is probably not quite there but there are also teachers that are doing uh data talks with their students um currently. My outlook is that this is working. >> Any other questions about that before we leave tonight? The screenshots are on my other computer which is in my bag. So I'll switch that so anybody can go back to this board meeting and pull that up and then if the board wants to have more conversation around the actual grade level percentages we can certainly do that at the next meeting or at our next workshop. Okay. So, okay, the next slide is um for all students and it's a comparison of ELA and math performance of our district compared to California from the California dashboard. So, the CASP testing. Okay.
086So, you see along the bottom are the years, right? So there's a couple like pre-COVID years and then there's the two years that there was no there wasn't any data because there wasn't testing because of CO and then the years after um and I compared our district to how we are performing compared to all students in California. >> Okay. and the points below standard right on the on the left. Obviously, we want our students we want that number to be low, right? We want our students to be we would love for them to be points above standard, right? Um [clears throat] so when you see the line graphs trending down, that's good because that means there are less points below the standard. Okay. So, I'll give you a minute to kind of cuz that >>
087Yeah, I need help with this. I'm confused. >> I looked at it today and I was like, what? >> Okay. So, the let's look at the um the key in the upper right hand. Okay. So, let's start with the first one which is that like royal blue color. >> Okay. So, that's English language arts our district. Okay. Okay. So on the left side you can see that in 1718 our students I need to make this bigger. >> What is that? 16.1 they were scoring 16.1 points below standard in that year >> below the California standard >> below. So when they take the CASP there's different um levels, right? So it's a 1, two, three or four, right? And so three is on and four is above. And so anything below a three, right? be like
088below below. They're not mastering the California state standards. >> Oh, so this isn't comparing California as a whole. >> [clears throat] >> It's it's taking all of the Bass Lake students and saying this is the percentage of all of our students that and and this is as a whole as all of them they're performing this many points below mastering the California state standards. >> Okay, I had that all wrong. >> Okay, and then it's the same thing for all of kids in California. So you take all of the 3rd through 8th grade actually it's well it's 3r through 8th and 11th right who test and you take all of them and then you say okay this percentage of all of them are testing this many points below meeting the California state standards or being proficient
089maybe is a better way of putting it >> on the state standards. >> Okay. So on this graph, does that mean we're doing better in math? >> I'm still confused. I'm sorry. [laughter] >> Because I see the pink graph. >> So let's start with the royal blue. >> Okay, >> I can see it. >> So on the left side, those two years before CO, the royal blue is for our students. Six, they were 16.1s below standard. And then the next year they they did better because they were 14.6 six points below. So they were less points below the >> So California 36.4 were below and then it went to 33 but we were only 16 and 14. Is that right? >> Yeah, >> cuz I'm [clears throat] seeing the pink graph. >> Well, let let's
090>> Oh, no, that's math. >> Yeah, let let's stay with the legend. Okay, so the legend is the royal blue is English language arts our students. >> Oh. Oh, got it. And then the next one underneath is English language arts California students. All students in California. Okay. So, Cal, all of the students in California were outperforming our students because they were >> less points below standard. >> Okay. However, between the spring of 2018 and the spring of 2019, our students did better >> because the you want those lines to be going sloping down. >> Okay? And then in those 2017 18 school year and the 201819 school year, the red is math for our students. >> Okay? So our students were 27.4 if I'm reading that right points below and the next year they did
091worse because they were more points below the meeting the standard. >> Okay. And then the pink is math California. >> So California students as a whole did better over the course of those two years. >> Yeah. Okay. Like all the lower your score the better of this. >> Right. So then we skipped 20 1920s and we skipped 2021 and now we're to the spring of 22, right? So then if you look back at the royal blue over those four school years for language arts, we were not doing great, right? We were trending up, which we don't want, which you know, usually we think up is good. Up is not good right now. >> Okay? But look at what we did this past spring. Between the 232 24 school year and the 2425, we made significant
092gains in language arts. >> Good job. I mean, that's significant, right? >> Yeah. >> Um, we went from 49 points below to 26. >> Okay. And then if you look at sort of that turquoise color, right? then that's English language arts all students in California. >> So still California as a whole outperforming now you know it's not super like out I mean you have all every single school district in California there right? So, there's a whole bunch of different demographics and situations, right? Um, so really the most important thing when you're looking at this is that we we're trending down, right? And then the red is our math scores. Okay? So, we overall aren't doing great in math. Like, it is what it is, right? However, from 22 to 23, we did a little bit
093better and then we not so great in the 23 24 school year went back up, but then you know we what's that all about 10 10% right um for the for this past school year. So we made gains in math also. >> So we want to continue like writing the ski slope slope down. >> We want to [clears throat and laughter] eventually get up to ground zero. Well, it'd be great if like the, you know, instead of points below standard, it was points above standard, right? Um, so we still have work to do, but we did great between last school year and and this school year. So, that's that's good. So, does that make a little bit more sense? >> Yes. >> Yeah, I get it. >> Okay. [laughter] Okay. So, then um I thought
094it would be interesting to look at a couple um subgroups, right? because we've been in differentiated assistance for some of these subgroups [snorts] and you know we have a pretty significant percentage of students with disabilities and we did some pretty good you know a lot of work with um differentiated assistance on um some training and some things with accommodations and testing um setting for our students and so this is how our students with disabilities in ELA's like the royal blue and the turquoise is math over the course of these 1 2 3 4 well the course of these school years right skipping the co years that they didn't test and um again did great um particularly in ELA right over the um from last school year well from the 23 24 school year to the
0952425 school year so um trending down and getting closer to zero And then I did the same thing for English learners. So that's what it looks like for ELA and math for our um [clears throat] English learner students. Are we holding our questions to the end? >> No. Fire away. >> Um I was looking at our dashboard and our English learner um progress declined. We went more in um orange. And so I was looking at um the chart that you had just referred us to. And so um just to review, we are still headed in the right direction even though do you have an idea? I mean did I noticed that we declined 6.8% for the English learner progress. Is that um a small decline? It's a it does say 39.6 is making progress. like
096how does that compare to >> Yeah, that's a good question. So, this is how our English language learners did on the CASP and then the progress is based on the LPAC, >> the test that they so are they like um moving up levels and getting closer to being able to reclassify or not for the English learner progress. I think that I am um not familiar with um the English language support that we provide as a district and so I would love um some kind of [clears throat] overview of what we offer our English. >> Yeah, I touch on that a little bit in my superintendent report. >> Yeah, [clears throat] same page. >> Next slide. um our special education percentages across the years compared to the percentage of students with disabilities in California. So we
097still are significantly higher. However, we are making since 2324 we are seeing a a trend down. The percentages are dropping. >> So So what is this exactly? Is this the the percentage of special education students we have? >> This is the percentage of students in our school district that have an individualized education plan. >> Okay. >> Because they have a qualifying disability for that for an IEP. [clears throat] Next slide is chronic absenteeism. So we clearly a lot higher after co but that's you know that's been the trend even across the state. Um we took a little bit of a dip down in from 22 23 to 23 24 but we're back up a little bit. Hence our why we're in differentiated assistance and why we're doing the attendance plus and we're doing some some
098different things to um attendance and reach out to families so that they um understand the importance of their students being in school not only for academics but for social emotional learning and um that's number one academics and socialization of course right but Like it we also it's it's our it's our ADA, right? It's funding, >> right? And you know, for a long time people would be like, "Oh, you just want my kid at school because you know, you get money for them." Uh-huh. And the more money we get, the more programs we can provide and the more things we can do for our students, >> right? um that is not the number one reason, but it certainly is like it's a factor, right? Um but a number [clears throat] one is obviously there's a lot
099of data that shows students who are chronically absent tend to suffer academically and also um have issues with just um being able to like maintain a job and you know be on time for work and all all of those sort of like social things that come with accountability and and being where where you need to be. I was just reading an article. I can't remember if it was CSBA or not, but they were talking about strategy to increase or decrease absenteeism. There was [clears throat] a study where teachers greeted their children at the door. They stood through the door and said hello to every single child, said their name. >> And they did that every single day. And it was amazing how they >> Yeah. I mean, belonging, right? We all want to feel like
100we belong. And when we feel like we belong, we want to go to where we belong, right? Um, of course, there are other factors sometimes at play that um make it difficult for students, right? And that's where we're trying to put this more like positive supportive spin on contacting families when we notice that their kids are meeting the threshold of being chronically absent, which is 90, their attendance rate is 90% or lower. Um, and so I know that that's been a different thing for our families and some of them have been taken back by those messages a little bit. So, we're just trying to reiterate like we're not trying to like be in your business or like be any like negative way about it. Like we really genuinely are reaching out because we want to
101be helpful and we want to be supportive and we want to make sure that your students are getting to school. And if we can help with that, like we want to and we're gonna send reminders that it's important for them to be here because it is. >> Well, it's all correlated when you look at the scores. If kids are absent, they're losing instructional time. And I think our teachers do an amazing job. When I visited the sites, I see them greeting the students even after recess. Um, you know, and high-fiving them and interacting with them the whole day. Something where we have really amazing staff. >> I [clears throat] have a question about those messages. You know, sometimes you can see like when you get a text, you can see that it was read or
102when I send a text, you can see that it was read. >> Is there a way to know on Parrot Square that those messages are actually being received and read or is it just we send them out? >> It shows that they were >> deliver messages. I'm not sure about um that part of it, but I believe so because on the general messages you can you can see yes you can you can get feedback on that. >> Okay. Yeah. I was just curious. >> I think you can see >> a lot of people >> you can it says that it was red. >> You can see that they open the text message. >> Yeah. Okay. That's excellent. Yeah. Cuz then you then we can actually when this is all over at the end of the
103year say how effective this was because if we don't know whether people are reading them or not, how can we say this was ineffective if we don't know more effective? >> Yeah. And then you can like download a CSV file and it'll actually like show you exactly what the message was. So like if I'm the office manager and I'm sending you a message as a parent, like it shows like my message to you, your message back. It'll show that like correspondence, which is good um for leadership to kind of be looking at them every now and then and just helping to like coach. Um cuz maybe some you know sometimes it's one or two words like said differently or like structured differently cuz like >> my message to you is what I think my message
104to you is but it could be perceived differently from you depending right and so that's been really helpful to look and and then we've created the district has created like template messages so that it's quicker and more efficient for our office managers um so that they can go into like this bank >> and just kind select and then if they want to edit it a little, you know, they can. Um, so we've done that to kind of make things a little bit more like time efficient. >> Yeah. >> Um, and then the next slide is suspension rate percentages. [clears throat] It's pretty obvious why we're in differentiated assistance for that, right? I think enforcement of our district suspension is why ours are higher. So I mean I mean you're making >> I mean some people
105would be like that's good like you're holding kids accountable which some cases it's very appropriate for the suspension to be the holding the kid accountable right. Um however there is a lot of research and we are doing a lot of work on is that suspension actually changing the behavior right and if it's not some kids it's like they get suspended once and they're like not doing that again and other kids not so much right and so the other kids not so much might be for a whole multitude of reasons why and that's where the professionals look at that and they go okay maybe we need to do something different. Maybe we need to do um some [clears throat] sort of different like restorative practices, right? Um and and teach kids social braces and appropriateness and
106do some um you know, like if if I wronged Tara, like we had a conflict, like get get those get them in and do some sort of like conflict resolution between us and so maybe like that doesn't happen again. Um so we're looking into a lot of those practices and um that has been happening a lot more this year than in years past and it's my understanding principles if they want to speak to it they can. It seems to be going really well and working in more cases than not. So I don't know how you guys feel about that but >> it's been a mixed bag. It's still learning. No doubt. I've had it be seeming successful and otherwise. >> I got to come up with a plan for summer tomorrow. Actually, >> that's a
107consideration that I have. >> Yeah. I mean, you think about it, it makes sense, right? Because not every child's going to respond the same way to a strategy just like in the classroom. So, it's going to be dependent. Some kids love to be suspended because they get to stay home. And so, you know, for some kids, they're not looking to to be restored. Yeah. So, they're looking to cause trouble. So, I I you know, I think it's good that we're looking into this, right? Because all you also sometimes we're rewarding kids by sending them home. That's what they want. So, I think it's on a case- by case basis. And, you know, kudos to you guys for having to do so many different things with so many different kids because it's not easy. It's a
108lot of, you know, a lot of work and a lot of time. So, yeah, thanks for that. >> I think it's also worth noting like I know when I've gotten some students new to my campus and they've been suspended, the parents are like at the other school, they were never suspended. I would just come and pick them up. And I'm like, well, that's a suspension. And so there is a lot of that too. I mean it's similar to what Diane said like we're being honest and when we send them home I mean even if the parent like we is fine with coming and picking them up because they're disregulated and we can just say oh release the parent you know like parent wanted to come get them but that's a suspension and so we're marking
109that accordingly and being honest and >> I don't think that's happening everywhere. So I try and keep that mind in mind also. >> Yeah, that's a good point. >> We're trying to keep our data clean, right? And like she said, being honest about it and and that's so important for so many reasons down the road, too. Um so yeah, I had a comment. Um, this is like this is hard to see and it's probably hard to put together and um, it's probably difficult for teachers to see this as well. And I think one of the things that I'm proud of us for is looking at this with clean eyes. And you were just talking about like having real data, being honest about it, keeping it clean. And except for when you forget to put the
110wrong screenshot in the presentation. >> Grace, good morning. Thank you, Grace. [laughter] Um, thank you for confirming you're not a robot. >> Yes. >> Um, >> you're cute. >> One of the things that is not on here is how well we did in science. And um we don't only have to like look at the areas that we need to improve upon, we could also celebrate some fantastic green on our dashboard in science. And I just want to take a moment to um thank everybody that's doing science and fifth and eighth grade. And um we're doing great and English learners are doing great in that category. And so I just wanted to you know, go ahead, pat yourself on the back for science. >> Yeah. >> Where we can, you know, >> and and honestly, like
111we did better, we did great in ELA and we did better in math, right? Like we're still have improvements to make, but like that ELA increase is worth >> getting excited about. Yeah. >> So, >> and I think one of the things I also just want to say one more thing if I can. >> Yeah. Um, [clears throat] these are our numbers, all of us, not just principles, staff, superintendent. This these numbers belong to us as a board, too. And so, it's I'm really excited about our academic achievement plan and getting started with the PLC's. I'm happy to hear that they're already implementing um time during the school day to um re I don't know reassess re differentiate >> differentiate like yeah ret and um I'm happy to hear that that's like either happening now
112or going to happen in the future because I think that when the teachers are talking about what's working and they're sharing best practices that this is how we're going to get these kids the information they need to be successful adults. >> Yeah, for sure. >> Yeah. >> Thank you. [clears throat] >> So, that's a good lead into I just my statement here at the end. We've made tangible progress in many key areas and our focus remains on addressing identified areas of growth to ensure continued improvement. And I want to say thank you to all BLC staff for the hard work they do with all of our students every day. And I just say this a lot. Let's do this. Let's keep doing this. [clears throat] >> That's the report. >> Thank you. I appreciate um
113I know that this must have taken a long time to put all this together, but it is really helpful for us to see numbers over time to see things broken down a little bit in more detail just so that we can wrap our heads around it because it is complicated. And I also want to note that what I see is that the you know this dragon of academic achievement has multiple heads and one of those is attendance. You know the suspension rate all these things and and we're trying to address all of them. And so I think that's a good sign. You know these are conversations that we weren't necessarily having when I when I came here 3 years ago. And so it's good that we're having these conversations and talking about what do we
114need to do and move forward to help the outcomes for our students. >> 100%. Yes. [clears throat] >> Okay. All right. Item 10B, enrollment and ADA reports. I'm sure just car. Thank you. So at the previous meeting we had 763 and currently we had 760. Actually this was this report was done on the 4th um to get it in time for the board meeting. I just looked now we're at 758. So um even when I'm doing my presentation and talking about the budget the numbers we're using for multi-year projections. It's still lower than that. If you keep in the back of your mind it's about $11,000 per per ADA. So, if we're, you know, down 12 from what's in my multi-year projection, that's pretty substantial. So, I don't know why it's trending down. Sometimes over
115holiday break, um, people will move and relocate to the area. So, maybe we'll see some more numbers, but we're seeing a couple at each site, uh, each each board meeting. >> And then the ADA and enrollment uh, data is there if you want to look at the attendance percentages. It hasn't changed much over the previous month. Okay. Um item 10 C um interd district transfer reports says since our last board meeting we have had no inner or intrad district transfers. >> That's correct. >> All right. Uh item 11, accomplishments and other reasons to celebrate from throughout the district. Uh tonight we have Oak Creek Intermediate School, Mr. All right. [cough] [clears throat] I thought you didn't see last year. >> [clears throat] >> All right. Is that good? Um, just wanted to add one thing
116y'all were talking about too is with all the things that we're addressing and everything that's happening, things that weren't started when you first came on in that. Um, the game changed when we got back from co And it wasn't I don't think it was because of co I think it was because of freaking cell phones. Pardon my French but that's the reality um to me. Um so we've had to pull ourselves back together, regroup and then start moving forward. And there's been a lot of that and it's and it's evident that it's happening and we are low uh for the testing and it isn't nice to see but it is really heartening to see that we're heading in the right direction and that we're making substantial gains and even though we're still below water knowing
117that we're heading in the right direction and that these purposeful changes these aren't because we didn't know what happened. These are because we're doing things purposefully as a group and individuals. That's that is heartening. That's that's for real. But I'll get on with this. Um, there we go. All right. Um, so we had a student leadership team. Uh, some time ago, towards the beginning of the year, we we uh voted and got ourselves a president, vice president, secretary, and treasurer. Um, and they're all young ladies at this point for this year. And they're doing a great job. uh later in the presentation I'll show some of the stuff that we've been up to. But we've been meeting once a week on Thursdays and putting together some ideas right now doing some fundraisers, but they're basically
118small money fundraisers that are kind of fun uh to do and kind of get other kids involved. Um, cadet core, uh, including from Wasuna, Wasuma, uh, OAS, OCI, and YHS represented us well at the Veterans Day parade. Um, they had a great time and they always represent us very well and um, always proud of these these uh, boys, girls. They do a great job and they um, well, I just watch them. I get invited to a lot of presentations of promotions and things like that and it's really neat to see what they're doing and um the bakers who run it at OCI, they just do an awesome job. They take it very seriously and the kids really respond. [clears throat] Um and it's it's a great program. Uh here we've had some spirit days and
119so um some of the kiddos were dressed up uh Halloween week and uh there's Mr. might be up there in the upper left hand corner. Um but uh during lunchtime we had a contest, a costume contest and those were the winners in the middle. Um some pretty good stuff. Tons of um participation and it's it's notable and it's um it's inspiring also to see that two of the young people out there who got recognized for what they're doing are in special day class. And this was uh voted on by the entire student body. And so that's fine. And and it isn't there are a lot of ways that this could be, but what that represents right there on our campus is that those students are accepted and part of the student body. And um and
120they know it, we know it, and everybody knows it. And that's good. That's that's really um we had boys basketball. We have a tournament coming up. Okay. Wednesday, Friday. Um, we have, [clears throat] well, with basketball and soccer, we're saving our best playing for the end of the year. So, we haven't played our best games yet, but on the tournament, we're going to kill it. Yeah. [laughter] Um, that's how it's going to work. Um, they've been having a good time and, um, Miss Lancore is coaching girls soccer. She has very wholeheartedly told me that they have improved. They have yet to win a game, but they have improved every game that they play, and that's really cool. Um, and there are two things going on there. One of them is it kind of is a
121bummer to not win, but the other one is they keep going out there and trying hard and they're getting better and better. Um, so they have to keep and that's uh that's admirable and that's uh to enforce credit also. Um, here we have uh some electives. What do we have? Lower left. We have Lego Robotics with Miss O'Harn. Um, I'm not sure what's going on quite there. In the upper left, it looks like someone's jacket's getting glued, but I'm going to guess that that's not it. It could be rockets class. [laughter] I'm not sure what all these are. Uh, I know that the upper uh right is a is like a stomp rocket, but it's like shaped like a minion. Um, so we have different things going on um through that and then we have
122a cadet core in the middle. Um, so that's good. Um, someone was talking about and maybe I think Michelle you might have mentioned that you were going to say this at one point, but someone asked about uh English language development and we now have at OCI a an English language development class or EL students that are classified EL students [clears throat] who need to get a four pass if you want to say the LPAC to be reclassified. That's now an elective and it's mandatory for those students. sort of make explicitly which is new for us and necessary and it's being helpful already. Um we had hot chocolate. This was one of our um ASB um events. We sold hot chocolate a couple days a couple weeks ago when it was super cold outside and uh
123at recess time um just for a few minutes, you know, for like 10 minutes of the 15minute recess, we sold hot chocolate and we probably sold each day we sold 50 or 60 cups, you know, and then that was fun. They were buggy, you know, so we made a little bit of money. I think we made about 75 bucks on the two days. Uh but the kids have a blast doing it. They're running the whole thing. I think at the top of the great department during class, but um and the kids were lined up up the Oak Pole waiting and each day we had to turn away people because we ran out of hot chocolate and we ran out of time. Um so we'll do more of that short. It's been fun. Um community tree
124decorating. We had our students in the leadership class uh make different ornaments and then we went up there and thank you for just jumping on the buses that [laughter] >> it's always she always schedules the buses and I say hey you got your room together [clears throat and laughter] >> just trying to utilize the bus space I know that outfit Oh, yes. Um, so we went up, I think we went up with the TJ, we went up with the little kiddos and it was a blast. Um, and as they got off the bus, they all showed me the ornaments that they had made cuz >> I don't know why, but they figured I was someone they ought to show. And it was very sweet, no doubt. And these are it's fun to be around little
125guys. And and our kiddos had a good time. Uh we just took about 10 of them up there uh during class and uh and did that. So that's always a good time. Uh the library is the library. [laughter] I think this is a little self-promotion. I'll be honest. Uh Sarah Johnson always puts this together for me and she was our librarian. There you go. What are you going to do? Um, but >> it's like when you give someone your phone to take a picture. >> Yeah. And they end up with selfies. So, I did give actually when we were decorating the tree, I gave a couple young ladies my phone to take pictures cuz they think I didn't do a good job and and they're probably right. And I ended up with several selfies of
126them, [laughter] but u but we'll use those for different things for sure. Um anyway, these are some uh some staff pictures of some dress up days, some not. We have Eson is our student teacher right now. We had Magnum PI dress up on I believe that was just >> Is that >> was that? Yeah, he did. He was great. >> I love >> I think it was just Halloween when he did that. Um he walked in and he was like, "All right, who am I?" He had the the lion's hat on and everything and he I'm like magnum dude. I didn't take have to take a second. But um and then we have the Spice Girls up there. Everybody had know the uh what's what's the brand of the little red bottles of of actual
127nerves. >> McCormack McCormack. Yeah. And so a lot of them got those and were like dressed up the same because we had one of those days where it's like >> anyways just some different stuff to do. Uh, and then we had on the 67th day a lot of the teachers just beating the heck out of 67 and it was pretty funny. Uh, and the kids enjoyed it and they had math pages where like everything added up to six or seven or 67 or silly stuff. Are you familiar? >> Well, familiar, but I still feel like it doesn't mean anything. But >> it really doesn't mean anything. >> It really does. Yeah, >> it was like a Tik Tok that >> it was and it had to do with the with the baseball players number >>
128basketball. But anytime anyone says that number >> um but it just became a thing and and it just became a weird thing to say. It was a way to say it to move your hands and whatever. But [laughter] there and >> if you can't beat them, join them. >> Yes. that and actually one of our teachers had some socks that went along and um uh you could earn raffle tickets in her class that day to to win the socks at the end of the day. It was fun. The kids enjoyed it. It was good uh light nature kind of stuff. Um this is just noodles around campus. um in the upper left there that's getting Oh, we Oh, we also sold um the the ASV we also sold um ice cream and chocolate, you know,
129like Sundays, that kind of thing around. And so that's them up there in the upper leftand corner. Uh the middle one I think is a rally going on there. Um kids goofing around, walking on the rocks in front of the library. just just kids being kids doing their stuff, practicing um their instruments for band. Band has been really good. We have over 20 students uh in the class which for an elective is a is a good number of students and we're going to be starting a music elective, pardon me, a music club three days a week. Um I think we're nailing it down to start in January when we get back. Um but we have a fair amount of students who want to be part of that also. So that will include the possibility of
130students who are not in band but who play an instrument or want to learn but can't you know are doing another event or something like that. And also electronic music. He's um Mr. Schwart's going to get into more electronic stuff and sampling and that kind of stuff. He has a really broad background music. Um, all right. Warm breakfast inside. Warm inside breakfast. You know, I think actually I put together a few of these slides today. I I added these slides, so if they look weird, that's cuz I do them. Um, [laughter] but I was in here watching the students. We take turns that this the teachers rotate and when it's cold outside, we have breakfast inside. When it's warm, we have it outside. Um, and the students don't have to come in. They can stay
131outside. But I was really struck. Um I'm I'm getting closer to back at where we were at the beginning of the year and I was saying standing right here that things were really starting off well and things are getting back there. They didn't we we've had some issues. Um but there were at least 100 students in there. I was the adult in there. They're all walking around eating food and just being cool and it was just fine and everything was good and I'm talking to different kids and they're doing their thing and they're buddying up and before the bell rings I yell out to make sure and clean up and they do and they're not perfect. They're leaving junk around the campus and all that kind of stuff. But it's nice. It's nice just to
132see them. It's really really nice to walk in classrooms and just have like the right stuff going on. And I'm not talking about the teachers. I'm talking about behavior and expectations for sure, but some of that's particularly tough. Um, oh, this is all right, forget it. I just thought that background was funny. Um, so there I have no excuse. Uh, but that's our kiddos getting some breakfast. I don't even know what that thing is. That dish of something. >> It was just weird, so I put it there. But anyway, forget that. Um this is me sitting at my desk today. Um this one goes as um this is a lot what Michelle was talking about but we went up in everything this year and they were significant. They were like purposeful moving up. Still below
133where we need to be still underwater but the movement's real. It's grounded in actions that we're taking and and the movement that we're making is is not insignificant. It is significant and and ELA has been stronger. These numbers don't all show it, but overall ELA's been stronger. Um and we'll be working more on that and that's that's how that goes. Um and then I guess I'll see you next time. >> Thank you. [applause] Mr. Can you let us know if you have any other fundraisers because you have that donuts and coffee? >> Yes, we're planning on doing one of those. So, yeah, you bet. You bet. >> Yeah, we would definitely help you. >> Okay. Yeah. >> All right. Thank you, Mr. Brew. And we're going to go on to the number 12, the superintendent
134report. >> So, there's two attachments there. Um, I'm going to direct your attention to the attendance plus attachment cuz that's come up a few times and I just kind of thought I guess I knew that you guys were going to ask a bunch of questions. And so this is um a screenshot of the dashboard. Um, obviously not the whole thing, but what I thought would be most relevant to look at. And so this shows um in the upper left where it says attendance rate. So that's districtwide. So right now our attendance rate is 92.9%. So it's we are not chronically absent as a district which is good. >> Um you know would we like a little more wiggle room and be a little bit higher? Yes. But um but we're going to be excited about
135the fact that we're above 90%. Right. Um you can see messages sent. So those are the direct messages that are being sent out districtwide. So that's how many have gone out. Um so we are engaging with our community with our parents with our school community. >> Is that the parent square? >> This is the attendance plus that we were talking about earlier that shows um you know kids attendance rates. >> You're sending that out to the parents. This is where we're sending messages to parents like, "Yay, good job. Your your student has great attendance." Or, "Great job, their attendance has improved." Or, "Hey, we've noticed, you know, their attendance is a little low. How can we be supportive?" So, if you look all the way to the right on the top, that shows the tiers
136that I mentioned earlier. And so, tier one is excellent attendance. So, districtwide, we have 482 students there. And then at risk, 143, chronic absent 102, and severely chronically absent 31. That's >> 64%. Excellent. >> That's pretty good. >> Good job, CDO number lady [laughter] over there. >> I was curious. That's a big number. That's really good. >> And then if you look, you know, lower down on that on that screenshot, it breaks down the attendance rate by school. Okay. So you uh can see Oakhurst Elementary is sitting at 91.8 and Oak Creek is at 93.6 and Wasuma is at 93.8. And if you look directly to the right of that, it's showing that those numbers are trending up. And that is um [clears throat] compared to the average of previous school years. So like this
137time last year, >> we are higher and trending higher as um as our attendance percentage at each of those school sites. >> Are there PBIS rewards connected to attendance? >> Yes. So >> what is interventions assigned to? >> Yeah, I knew I knew somebody was going to ask that. Lesa, I'm like we got to look at this. So, um, this is new to us, right? So, we're not using all of the tools that we can. Um, right now the intervention we're using is the messaging. >> Okay? >> If we were to add more interventions that could be used, it would show up on there. An example might be um, you know, if a student is in a certain tier and there's been so many messages sent out and maybe no response, then we're going to
138make a phone call home. or maybe we're going to do a home visit or maybe we're going to do something else. Right? So, as we think about those things and say yes, okay, we're going to implement that then we can put that in the system and then that would that number would go up based on how many different interventions we are going to use. >> I'm meeting with families in January. >> Oh, good. >> Okay. Yeah. So, we need to, like I said, we're still kind of getting used to how to use it and where to put things >> and the attendance team, like I'm just like comparing like how like >> Yeah. >> So, the the team members, as far as I can understand that to be is >> right now, principles chime in
139if I'm not accurate with this, but right now it's my understanding that there's like one person staff member that's like sending the messages out. Um, you can utilize this where you can say like, okay, Denise, you're going to be in charge of like this group of kids, right? And so like you're the team member for like this group and then Rhonda, you're this group. So then if we were going to like delineate that and do that, then that would show up on here that we have more team members. I I think that that's what that is. But like I said, we're still not using all the components. We're just using sort of the basic stuff right now. Um but and then you can see how many messages have been sent by school [clears throat] site
140also. >> Okay. So that's that. And then the other attachment is my report. So I'm just going to read through this. Um so the life of a superintendent continues to be extremely busy. I want to first express my gratitude to the district office staff and the leadership team across the district for their help while I was out recovering from eye surgery. Also, thank you to the BLSD staff for their kind words and well wishes for my recovery. I'm happy to be recovered and back to work. I would like to highlight a few things that the district has been looking at and working on recently. So, the first thing of course has been mentioned several times tonight, attendance. Our primary goal is to be supportive and ensure our students are receiving the maximum instructional time. The
141district is actively utilizing parent square attendance plus to engage with families. This includes sending encouraging messages, celebrating students who are above the chronically absent threshold or have made significant progress in increasing their attendance rates. School sites are also sending messages offering support to families whose students are struggling with attendance. And I outlined what I just talked to you about from that screenshot. Vision, mission, and goals. The school board spent Saturday, October 25th, in a workshop dedicated to establishing new goals for BLSD, including the development of a new district vision and mission. We made significant progress and are close to finalizing a new vision and mission that we are excited to share. School sites have also been working with their leadership to develop sightsp specific mission, vision, and goals. This foundational work is exciting and important
142as it will guide all that we do for our students and families. I'm looking forward to sharing all of this important work in the very near future. Food services. Sarah mentioned this in her presentation a little bit. Our food services team has been working hard on establishing new menu items and cooking more meals from scratch. The team prepared a wonderful Thanksgiving meal for students the week before Thanksgiving vacation. Recently, students enjoyed tamali. Some leftovers even made their way up to the district office. So, we got to taste those and they were delicious. Thank you to the entire food service team for doing such an amazing job. Social emotional learning, otherwise known as SEAL. You hear that acronym a lot. Staff is currently piloting the positivity project which will conclude its trial on December 19th. The
143next curriculum pilot will launch when we return from winter vacation. I've received positive feedback in the initial pilot and we're excited to make a final decision on which curriculum to purchase for 26 27 school year. >> Next, I think next school year math curriculum adoption. The state of California approved math curriculum list and it has been published. The leadership team will be reaching out to teachers to form a curriculum adoption committee soon. This committee will begin examining samples from several state adopted publishers. The goal is to have a curriculum decision um by March or April and the timeline is to purchase the curriculum um so we can have it purchased and have training um set for the upcoming school. >> English learner program. The district is working on achieving closer compliance with consistent designated EL
144instruction for students who are learning English as a second language. We are also actively working on reviewing and updating our reclassification criteria and examining curriculum specifically designed for designated instruction for English learners. And um Tim touched on that a little bit in his presentation as well. Differentiated assistance suspension rates students with disabilities. We continue to meet with our dynamic differentiated assistance committee. Our third meeting this year is tomorrow. We are doing great work in the area of reducing the suspension rate not only for our students with disabilities but for all of our students. We are discussing preventative measures and alternative means for discipline that do not include suspension. We have a new facilitator from the Madera County Superintendent of Schools who was very impressed with our team at our last meeting. Our team or our
145committee is composed of 17 members and that's two facilitators from Mixos, five teachers, six leadership staff, two school psychologists and two PAR educators. Our suspension rate data, our current suspension rate as of today is 4%. And last year at this time it was 3.9%. [clears throat] and knew hot off the press. I found out a couple days ago that we have reached the next level of differentiated assistance in this area. And so the good news about that is we will have more resources. Um but what that means is now we have a geographical facilitator that will now be meeting with us and sharing resources with us and helping us um with our DA work. So now we have the facilitators from the county office and we will now have a facilitator from Tiller County [clears
146throat] helping us to improve our suspension rates. >> That's good. >> Yeah. [laughter] And then in closing, I'm excited about the positive work that is going on around the district. I am a proud superintendent. I hope our entire staff, students, families, and community have a wonderful holiday season and a happy and healthy new year. Could you just quickly share what positivity project is about? >> It's it's [clears throat] a curriculum that focuses on um like character traits and um managing social well-being. Um it has different tiers and levels of um lessons and supports. So there's like there's lessons for the teachers to do and then there's lessons for other support providers if kids need a little more um intervention in certain areas. And then um for levels to tier one, tier 2, tier three depending
147on how much support they need. And then um it also embeds um resources and lessons and things that match what's going on at school for home. And is there anything else? I mean, you guys are a little more Does that summarize it? >> Covers like 20 different character >> character traits. Yeah. >> Yeah. >> It's great. >> And it Yeah, I'll send you guys a link. It's pretty it's it's good. We've had the the rep has been fantastic. He's had lots of meetings with our leadership team and then they were wonderful um to provide like um professional development, virtual professional development um to all of our staff. Um so they like knew how to use the program when they were using the trial. So it wasn't just like figure it out. Um so they've been
148really really hands-on and really helpful I think um through the process. So, um, the next one, I think you mentioned Character Strong, which was originally going to be the second one that we were going to pilot. Um, but there's a there's a third one that we were looking at sort of in the mix when this was all coming to be called Second Step. And, um, it looks like we're going to probably use that one instead um because there's a significant price point difference. Um and so we're working on getting that um [clears throat] set up for that trial and then also training for the teachers so that they know how to use the platform um during the trial. [clears throat] >> Okay. Item 13, board member comments. Check it out. I get to be first
149for a whole year. So, I used to sit way over there and everybody said everything that I was going to say. [laughter] Not I'm first. [laughter] >> So, here I go. Number one gets to talk. Um, I finished my masters in governance training last month and I now I've from the last three months I've been saying how valuable it was and it continued to be incredibly valuable and I'm looking forward to uh working with this board as the president and implementing um things that I've learned and and you know sharing some of the things that I learned along the way and I also made some unique con contacts with other people in other districts that could potentially verify in the future. I have a few email addresses and cell phone numbers of board members both
150in small and larger districts. Um, and today I visited Over Elementary School. So, thank you Cat for escorting me around and um I got to visit multiple classrooms and see all kinds of different learning going on. a lot of different Christmas crafts going on and a lot of fun projects and learning happening and um it's interesting because as a board member when you walk in the door you're a stranger you know and so it's interesting to see how kids react. you know, some kids are really interested in you and some kids could care less that you're there and um and trying to explain who you are is a little bit challenging, especially to, you know, kids of a young age. But Mrs. Gwyn did a fantastic job of describing who I was and and my
151role in the district, bringing it to a kindergarten level. And um and there was this one little student that was really interested in me because she called me Mrs. Cut. And you know, so kids were, you know, some kids will just call you that, "Oh, Mrs. Cut, you know, they want to show you something." So this my little boy just kept asking me questions and she was teaching a lesson. So I'm trying to help him, trying to, you know, he keeps asking me these questions. And so one of the questions he asked me, and he used my name every single time, Mrs. Cut. And he would ask me a question. Mrs. Cut. He says, "Mrs. Cut, do you think I'm handsome? [laughter] It was so funny. So anyway, it's always fun to go and engage
152with the kids. I got to sit down and help a little guy with his math page and, you know, so it was a great day. So, thank you everyone for allowing me into your world for, you know, a couple hours and getting to see what you guys do because I'm always impressed with what I see when I come into the schools. Um, and then I just wanted to tell everyone merry Christmas, you know. So, enjoy your families, enjoy your time off, and we'll see you back here in January. Um, I don't really have [clears throat] any school board comments, right? Except for happy holidays and uh you only have seven more school days, right, until you get a break. And I'm sure you guys are very much looking forward to that. So, thank you and
153have a safe and wonderful holiday. Thank you. Um, couple of things. I just wanted to say that I am happy that our district still allows the preview of the sex ed curriculum. I believe that happened at OCI last night. No, we had it earlier on this year. >> Oh, last night. >> Last night we had campus. >> Oh, was it green? Sorry. Well, I thought everyone was there for sex when I drove by. [laughter] >> I was like, look at everyone carrying this so good for the camp. So, we had to do >> cool. And I understand battle of the books happened today. So, >> I don't think we won anything that they had a good time. >> Yeah. Well, anytime you can get kids to read books and and even kids that don't think
154they're good readers to like care and want to participate, I always think that's great. And then I was stopped in the grocery store as a school board member does. And um I got the privilege to talk to a former employee, Penny Pie, who used to work in our kitchen. and she just could not say enough great things about things that are happening in our kitchen. Like just reiterating what you say and it's nice to get like multiple points of view that say the same thing. And she was just really like I'm so glad things are going well there and I'm glad they're cooking real food. and um she just uh still continues to appreciate her time here in the district and want me to express you know her appreciation to everybody that continues to do
155the hard work and um so I wanted to share that with everybody and also Tara in the district office when we were without our fearless leader um you covering all things known and unknown and shouldering you know mental load like you do um thank you for stepping coming in and I felt so confident knowing that, you know, our district was in good hands with you and I'm so happy, Michelle, that you're on the mend and you're back. >> Thank you. [clears throat] You know, >> you're welcome. >> And yeah, so um I hope that it all continues to go well. And then I just want to express to everyone in the district um all of our employees like thank you so much for all of um the time and effort and sincerity and like of
156you that you guys put into your job. It shows every day our students are thriving as we saw tonight. maybe we maybe s just a little stretch but um improving and um I think we're headed in the right direction and I'm really um just I'm I'm proud to be part of this board and the work that we are um putting before us and the the long-term goals and short-term goals that we're creating to um influence the outcomes of students. So um happy holidays and thank you for this privilege. Michelle. >> Yes. And I am glad that Michelle is back and healthy. So kind of worried about you there. Uh so I got to be at the Mana House booth uh for the tree decorating event in Ochre. So the tree lighting event. So we got
157to see a lot of the kids from the community from our schools. And Mrs. Tommpkins family were there. And we had a little nativity uh project, ornament project for the kids. So that was a lot of fun. Um, so I just want to wish everybody a merry Christmas and um, I want to encourage teachers that you do have you have the right to share with children the meaning of the true meaning of Christmas. And the reason I say that is because subjects are that are controversial that are taught are under the umbrella of quote unquote for educational purposes. So you can certainly encourage you to share the trinity of Christmas that Jesus is the reason for the season season. He came to save us. So anyway, I just wish everybody a wonderful, wonderful holiday. >>
158Okay, thank you for those words. I guess it's my turn. So, I'm going to duplicate a little bit of this, but I just wanted to thank our our staff, our principles for the for you're the you're the the soldiers in the field, so to speak. And and I know that and I appreciate your hard work and your skipper schools with the phrase I I wanted to break into that. And I think that's really what you're doing. You're doing your best to to steer your ships and uh and in the best way, you know, and I I appreciate that. And I also want to reflect upon Michelle. I wanna we've been praying for you and uh we're so happy to see you back. I thought you were gonna take that full six weeks just because you
159had it. [laughter] Thank you for coming back. We do appreciate that. And Tara, we really like the hard work you put into some of these reports. and back all of course and it's uh it's pretty amazing you know that we can look at these and get a synopsis of things that are going going on in a bird's eye view just as a as a as a board and so that's that's really valuable and we appreciate that >> grateful for all of you and for this opportunity >> final comments since I have the hammer on this is um [clears throat] I appreciate Dian's leadership in the past year and uh the good, bad, and the ugly. It's It's not always fun being on the board, but it's always an adventure. And thank you for your leadership
160there. And also, I look forward to Denise. And I'm very impressed that that you got so excited about becoming the president that you went through all them courses like like been a month. [laughter] That's nobody does that, you know. But I'm glad you're on top of your game and ready to rock and roll. And so that being said, um I should just share I'll just share this. It's a little bit off the wall, but um uh I our when I grew up, we we had a really poor start and uh and uh because of a divorce, we we we lived in a small cabin, my mom and kids, and uh and they just been into us, her and my grandmother that lived with us, this one little phrase, it's it's okay to be poor, but
161it's not okay to be stupid. over and over. And so I I was like they wouldn't include me in any reports for the schools because I was I was a straight A student and I was validictorian and I was broke [clears throat] [laughter] all the time. And uh so it's uh it's interesting to see, you know, the the lack of attendance, who's coming, who's not going, and and I just wonder, you know, what what what where are the parents and what are they doing, and why aren't they on their kids like my my divorced mother was on on me about and and uh anyway, it uh you never know. Anyway, so that's my my commentary on that. And with that, I want to say merry Christmas, happy new year, and see you all next year.
162>> All right. Uh, number 14, future agenda items. Go ahead. You really want to talk about the next board workshop? >> Yeah, we need to schedule another board workshop u because we need to drill down on this vision and mission statement that we started in October. I'm not sure it needs I don't know you guys can discuss but do we think it needs to be as long? >> No. >> Yeah, like maybe half a day like a >> And I was wondering too, you know, we had talked about maybe reading another book and I really would like us to read that governance 2.0. >> I think that would be really good for us. They mentioned that several times in my training as a really good book for for board members and I think if we
163all read that together then it might be something that that could help guide us. uh in the future. It's not a giant, you know, it's not a big >> book. Which book was that? >> It's called Governments 2.0. And I think Ter or did you >> Yeah, we have a PD budget for the board, so we could look at ordering them. >> Okay. >> How many? It would be five, but does Michelle read it? >> Or it I feel like I should read it alongside you. Um I can also ask some of my colleagues who might have copies. >> Yeah, that would be nice. >> That way it wouldn't be an expense. Yeah. >> I'd also be willing to buy my own. >> Yeah, exactly. I don't imagine they're too pricey. >> Don't tell my
164son, but I use his Amazon credits to buy. Um >> hopefully he's not so I can listen to it. >> Is he on the live stream? You just told him. >> Sorry. [laughter] I'll make it up to you. All right. Um Okay. So, governance 2.0 And then the mission statement and vision statement. And is there anything else that we need to talk about? >> Well, we'll have the audit report at the next meeting, but that's >> that'll just be we're she's talking about the workshop. >> Oh, sorry. >> I would love um like some financial I don't know something at the next meeting. Well, what is the January? When's the um governor's update? >> In January. >> The 20th. >> 20th. >> That would be for the meeting though. >> And when are we thinking
165of having our election? >> Yeah, we have it. We need to get a date on the calendar. That's what we need to do tonight. Now, is it going to be um we're going to read the book before? >> Yeah, it makes sense to do it before, >> right? So, we need to give us time. >> Well, yeah, >> because we got the holidays and everything else. So, >> well, it's in January, but even then, like >> I'm I'm gone till the 8th, but I'll back after that. >> Yeah, >> maybe mid to late January. >> Yeah. And are we thinking another like a Saturday? Are we going to just do an evening? What do you guys want to do? >> I say evening. >> Okay. Evening. >> What What day are we on? >> We
166haven't picked a date. Not on a date yet. >> Okay. So, we're thinking >> no day yet. >> We're just deciding like a Saturday or an evening during the week. And most people said evening. >> Okay. So, Julie, what time do you get to work? >> Uh 3:05. [laughter] >> Technically 3:05. Okay. And then Rhonda, what are your days off? We do it on a day off. So, we could do it at like 3:30 or something and not start too late. >> Yeah. Um that work every other Wednesday, Thursday, Friday. >> Wednesday, Thursday, Friday, Saturday. >> Every other Wednesday. and then Thursday, Friday. But yeah. >> Okay. And then Diane and Stephen, can you do a Wednesday, Thursday, or Friday after 3:30? >> Prefer not Friday, but Wednesday or Thursday? >> Okay. >> I'm not
167sure, but well, I'll figure it out. I probably have the loosest schedule. >> Okay. Probably in the evenings. Yes. >> Okay. Yeah. So, Wednesday or Thursday evening would be good >> or like late afternoon. Could we start? >> Yeah. Like 3:30. >> So, we're not here too late. >> Yeah. >> Yep. Okay. So, I'm just going to throw out like January 28th. >> So, it gives us time to read that book. And >> is that one of your Wednesdays off product? >> I don't know. Well, it's might it might change. >> Maybe we should stick to Thursdays. Then I >> if we put it down now, then I can um say that I can't do it. I mean, I can make sure that my coworker we swap. >> Oh, okay. Okay. Okay. Well, it's up
168to you because we can make it the 29th if >> it's after the governor budget workshop. We I could give some information on that if that's what you're asking. >> Yeah. what has to say and then what that means for us if we're looking at things >> special guest >> can you wrap it can you come in and like wrap your report [laughter] >> that's what we prefer thank you >> yeah thank you >> uh okay so 29 is that you or what >> it's up to you >> no it's not up to me it's up to everyone >> we'll say 29th >> 29th 3:30 >> okay >> January 29th >> so you want to have a recess Send a calendar invite or something. >> Yes, please >> send it. Include me on there. >>
1693:30. >> Yeah. Where are we having this? >> You want to have it here? >> Scarlet's office. >> I don't want to have it here because of Eagle Academy. >> Yeah. >> So, the district office, >> conference room. >> The conference room. My old office. Yeah. >> Governance 2.0 know is the book we will have read by then. >> Yeah, we'll get that to you guys in the next before we go on um winter vacation. >> We can order just let us know if you want us to order your copy or if you're going to resource it from >> Yeah, I'll get my own book and then >> I'll get my own book too. hotel ter >> we um I mean I'm sure there's only one >> honestly can you send an email to all
170of the board members >> regarding the book and we can tomorrow >> take a count >> yeah we can take a count of how many the >> district know someone who has it >> I have it on my phone >> okay >> and then based on the replies to the reset we will do what we need to do >> just need to see how many credits have Nice. [laughter] [gasps] >> Okay. All right. So, we've got that. >> Uh, so item 14, future agenda items. >> We just did that. Oh my gosh, we're ahead of the game. Is there anything else that we need to put on there? >> I um was curious about like what our EL support program looks like. >> So, I don't know if that's like I just want it to
171be >> if everyone would be interested in that. Yeah, shooting an overview of what that program looks like. >> I'll put that on the regular January meeting. Is that okay? >> Yeah, >> that'd be great. Thanks so much. Does anyone know if you can like check out a book from the focus library online? >> Yeah, I do that all the time. >> You can you can order it or um >> you can look on the card catalog to see if they have it. You just go in and grab it. Okay, our next meeting date is Wednesday, January 14th, 2026. >> Is the special meeting [snorts] have to be No, like the Friday meeting or No. >> No, >> that's already special. >> I'm just saying, do we have to announce that or No, >> that's
172not our next meeting. >> Okay. Uh, meeting at 8:40 p.m. Jesus Christ.