001Okay, we are reconvening an open session and close session actions. We took no action, so we're calling this to order. Flat salute. All rise. To begin, I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [Music] Consent agenda. Do we have a motion to approve the agenda? I move. I'll second. Okay. Motion carries. Any questions on the agenda? I just wanted to say thank you, Lana, for all your service and we will miss you next year. Thank you. Yes, very much. Okay, roll call vote. Julie. Oh, hi. I I I I unanimous. Item five, monthly items and financial reports. Can you hear me? Okay. No, you can't hear me. Okay, I'll try to yell.
002Okay, we have item A, quarterly reports on investments, January 2025 to March 2025. So, this is just our quarterly update. We have a slight increase on the return on our county interest uh the funds that are in the county. It went up from 3.47% to 3.55%. And then our oped liability um trust for our retiree benefits uh went up uh or went oh I guess it went up from 1.36 to 1.37. So just a slight increase but it usually fluctuates throughout the year. And then the county treasury reports are there. There's a link if people wanted to read them more in depth. But what I attached was uh January, February, March uh the county reports and then also the PARS traffic reports. Thank you Tara. Item six, hearing of persons wishing to address the board.
003I don't have any slips for anyone. We Okay. We like to hear from the public. We aren't able to uh respond to comments, but anybody can email uh day before. Items uh item seven, action items. Item A, consideration and adoption of board policy and administrative regulations, board bylaws, and exhibit revisions. Do we have a motion to approve? I'll motion to approve. I'll second. Motion carries. Do we have any discussion, comments on this? Let me just look up this one real quick. Just have a quick question. This is on district records policy 3580. So it talks about here. Let's see. Let me find it. Is this is the policy or the regulation? Did you say policy? Thank you. That's the right one. Make sure 3580. Double check that's the correct one. Excuse me. Just about releasing
004personal information. I just had a question. So, uh, the district is not allowed to ask any questions about immigration status, etc. So, does every student are they required to have a birth certificate? Yes. Okay. Well, actually, no. Okay. That sounds Yeah. I mean we we request it and all of I don't think we have any but um um there are there could be some extenduating circumstances where they may not have it and then we are obligated to ensure that there's a way to find out that that student is in fact the minor of the individuals that are registering them for school. Mhm. Yeah. I mean how do you prove that without first dealing it? Well, there's there's other ways that we've gone about I don't I don't know if we've so we've had to do
005like in situations where the minor the student is being raised by maybe a grandmother but there aren't any like court documents. Right. Right. like legal court documents with that. Then we do our best to ensure that we get statements um and then from the parent if that parent is available or at least a statement from um the guardians and we have it notorized. And then there's that other document. It's escaping my mind. I don't want to put you on the spot, Cat, but do you remember that document that we there is a document that we attach in these certain situations that has to get filled out by the It has the I want to say it has the name waiver in it basically [Music] notori [Music] and and verifies you know by like driver's license
006and stuff through the notary process that that in fact child should be with that person. Okay. Yeah. Good. Thank you. Yeah. Anyone have any questions on anything else? Okay. Uh roll call vote. I I I I I unanimous. Item B, adoption of the This is 204-27 local control accountability plan. That's where that's what I thought. So it should be it should be the 2024 through 2027. Yeah. Yeah. The three year. I can fix it. Right. Yeah. I move approval um for the adoption of the 2024 to through 2027 local control accountability plan. I'll second. Motion carries. Any discussion on this? I had a couple questions, but as I'm looking at my numbers, they're not lining up with the the actual document itself. But maybe we can just get through that. My question have to do
007with the surveys. Um, on one of the surveys, there were only 40 parents that, you know, that responded to the survey. So if we have 800 some odd students and we only have 40 parents that are that are responding to this and then we're putting that as data, it just seems like it's it's too low. So we had kind of had this conversation last year about how can we improve getting more people to take this survey, right? But I'm not sure that I did also send out through West Ed Cal Schools. they do our um healthy kids survey. So there was also a parent survey and a staff survey that I also sent out and I'm still in the process of disagregating all that data to add that. But I can look up and see
008I think if my memory serves me correct we had a better response on that. A few years ago it was up to like 80 and but it responded. Yeah. The last few years it's been really low. It's mostly between 40 and 80. I feel like we need a raffle or something. Yeah. And I've sent it out. Sent it out a few times, maybe three, and then I did that other survey. Yeah. I don't know how to get people to do it. I've heard that from other districts, too. They get a lot like you said. Oh, one thing we did talk about, which I did do, which you probably saw that on there because I tried to notate that, is I shortened it because it was very lengthy. So, I think that's off the questions. Yeah.
009Yeah. So, I shorten it. So I had to like kind of delineate that in on there that it was like a different question asked that kind of hit that metric. So I did do that as a strategy. Last year we had a total of 40 respondents. This year we had 50, but not all of them were parents. Some of them were staff. And yeah, I finally found where where it is. But yeah, I just it just seems so low. It's almost like why do we bother? Because if we're if we're not getting more responses then how can we actually make decisions based on just a few people that are a voice for so many. Maybe what I can do and I don't I mean we can try it maybe I start earlier like maybe in
010January and I do like five questions and then in February another survey with like another five questions. So maybe it's like a quicker thing for them to fill out. That might be helpful. Yeah. Do you think they'd be confused that it's the same survey? Like you would have to really we have to message it the right way. Part one, part two, part three. I know it's not really appropriate. Oh, but what about conference time? Is teachers could be like, "Hey, we have a computer in here. If you wouldn't mind during the last five minutes completed this survey." Yeah, we could do that. They kind of have the parent already there. are caring about coming to see their teacher at conference time in the spring and then you just kind of ask them do they have
011a couple extra minutes to give some feedback to the school pickup line. We'll just pass the iPad or Chromebook out there and just pass it along as they're waiting. Yeah, I mean it's not a report card till I don't know. I just need to pick it up. It's not digital angel problem. It's consistent always. Yeah. But I think it could improve. I don't think we can just say, "Well, this is what it is." The conference thing and maybe like shorter like this is LCAP survey one. In a month, you're going to get LCAP survey 2 with different questions. Well, maybe not call it an LCAP survey. let's rebrand it like parent input survey community surve like then they'll go to attention of like oh they want to know what a kid will win a pizza
012party um and then along those same lines it was the same thing with the self-reflection the local performance self-reflection I have written down page 13 but none of my things are lining up when I'm looking at this document But um same thing the the participation was really low. Like there was something that in there about fourth graders and how they Oh, that's the healthy kids survey. Yeah. But there was only like 20 two out of like I don't know. I I'm sorry. I I wrote all this down so I could refer to this and I'm not seeing what So if you're if you're talking about what I think you are, which is the healthy kids survey. So fourth, fifth, and sixth grade have to do an active permission slip and seventh and eighth grade is
013passive. And so I think I don't know if there's a better strategy on getting permission slips back, but you like the student can't take the survey unless this parent says yes, my kid can take the survey. Got it? So if we're not getting those back, then they can't take it. And I did, you know, I did a parent square. I put the I put the questions I put the surveys on the website so parents can look and see what their kids were going to be asked. Um, but I don't know if you know I know the principles were trying to like ask the teachers to give incentives for like if you bring your permission slip back you can get some PBIS points, right? But the reason I think the reason those are so low is
014because that's probably the number of families that said yes, my kid can take it. Okay. So I see I understand that. But again, when then the comments for the fourth grade was like, whoa, look at the fourth graders don't like coming to school. They they don't feel safe. I'm thinking, well, you only got that little tiny handful of those kids and maybe the rest of them feel fine because seventh and eighth graders where you got a broader um base, right? They weren't sixth grade, right? It was like talking about like maybe the transition into sixth grade, but the sixth grade percentage was lower than the seventh and eighth is what you're saying. Yeah. Yeah. Exactly. It's hard because like I am obligated to look at that like I have to give that survey every two
015years and I have to speak to it in the LCAP. Okay. Like I I can't like not so I have to try and I speak to it but maybe I should put like a little like aster at the bottom that says notice the percentage was a lot lower. Yeah. because it seemed like in it, I'm so angry that I can't look at this and just speak to it, but but in it, it was you were kind of saying, well, we really need to address this. And I'm thinking, well, do we do we need to address it? And how are we addressing it when we have such a small sample? So, can we um tie the permission slips to the back to school documents that you know where people are hopping in? Yes, you can take
016a picture of my kid or no, you can't. And the field trip. Oh, yeah. one time permission slip where parents are going through at the beginning of the school year. Data confirmation just make it a click. Yeah, it's every other year. That's a survey. But yeah, we could, but it's just I don't know. I don't want parents to feel like cuz that happens at the beginning of the year and we don't always have the surveys all up and ready to go until a little bit later. And then I just feel like we yes we could probably do that but we have to be organized about like when it comes time to taking the survey that parents are reminded that they can review the survey. I don't know. Yeah. Is there a reason why there's an
017active need? I mean are there controversial questions on there? Well I mean to certain people they might think Yeah. Like it says do you feel safe at school or something like that? Maybe they don't want their kid answering. Well, and there are questions. So, we give the there's a core survey that you have to give. Okay. And then there's like a social emotional learning and there's a um school culture survey which those are additional and I did those because I thought that that would give us a good idea, you know, that those are important things. So, I'd have to look back at the survey, but they do ask like um about sexual orientation and they're asking that it's 100% anonymous kids. There's no there's no way to connect the survey to the kid because they
018get a link to the survey and then they just click take survey. So, it's not linked to an email or and they never put their name. It's just their grade. And the reason they ask those things is because if districts have, for example, a large population of LGBTQ plus students, then they would probably want to make sure that they have resources and programs and things available for those students. Um, they ask things like um they ask if you've experienced with like tobacco use or marijuana use. And some parents don't want their kids to read about that. But we as a district want to know that because if we see a high percentage of students that are saying that they have participated in those things, then we might want to consider some programs like some cessation
019programs and some programs for students that are vaping whether it's nicotine or marijuana. So like that's the purpose of it, but I understand like some of those things are sensitive topics to families and so sometimes they opt out because they don't want their students answering questions along those topics. Mhm. Okay. Yeah. And they'll ask like, you know, do you feel like there's at least one adult on campus that cares about you? Um they ask about um it'll say like how many days a week do you feel sad or hopeless, right? And so some and I think there there are also questions about um suicidal ideiation, right? Like it's age appropriate how they say that, but sometimes that can be upsetting to folks. Um but again, as a district, we would want to know that so
020that we're if we have a high percentage of those students, we would want to be able to address that. Um so I think that's why some people decide to opt out. Okay. Thank you. I have a question concerning uh page 15 14 and 15 uh talks about teachers regularly voicing concerns about the following based on academic performance of their students on classroom assignments and assessment. So we know about you know struggling with student achievement in all the areas. Um but also we know that student behavior and discipline is a very huge issue. And so my understanding is that we have in place the student behavior management system. So would you be able to speak into that about how the teachers can implement that? Yeah. So, we developed um the district developed in the latter part
021of the year what's called the student behavior management system, which is a a program that has like different um levels of behaviors. And so, like if if the behavior falls within this category, this is how it should be addressed, whether it should be addressed in the classroom or if it's an office referral. And then it also gives um strategies and resources on how teachers might be able to address those behaviors. And then it kind of goes down on a on a chart. If those things continue, then what happens next, right? Like the next level. And then if it's an office referral, what should happen after that? And then there's a student tracker that some um teachers and sites have piloted that um has to be given administrative approval. And so if a student is really
022struggling in the class, then there's this like um student behavior tracker that can be kept in the classroom um with administrator's permission that um will kind of keep keep track daily on what's going on with the kiddo and they can like restart each day and then if they're having it's colorcoded and if they hit a certain there's a it's programmed with a threshold. So, let's say Michelle is really struggling with um I don't know outbursts, right? And so they that's being clicked daily, then um once it hits a threshold of that happening so many times, then a bar will pop up and um over on the right right hand corner um strategies will pop up for the teacher like maybe try this or look at this resource tool and there there's different things that will
023pop up there um for for support. and then you keep going and then if it meets the next threshold then a bar will pop up and say stop don't keep using this tool refer to the MTSS um for like free SST referral and then um the kid starts going through that process and then there's also other things that are embedded in there like if a kid is being sent to the office for the same thing multiple times then the principal is supposed to be calling in the parents and having meetings and maybe setting up um like behavior contracts or if the kid has a behavior intervention plan then we need to look at that. Maybe that needs to be revised. So it it outlines it all on this like flowchart and then there's a um
024district shared folder that everybody in the every teacher and administrator has access to across the district that has all of the resources and all of the teacher support and also instructional videos on how to use the tool. Um so there's been a lot of time spent on it. Um we've tried pushing it out. I think it's been pushed out at some sites more than the other to kind of try for the latter part of the year. So then we can have discussions about maybe some things that need to be tweaked. Um but for the upcoming year it's going to be like mandated like that needs to be districtwide and followed. Of course like there's probably going to need to be things that might need to be changed depending on how things are going but um
025I think it's a pretty strong tool. there's been a lot of effort and time spent, lots of um meetings with administrators and MTSS, special educators um about it. And so um that's a tool that we have and it's ready to go and and ready to be rolled out. Teachers got laminated posters of the flowchart to have in their classroom. Um so that's kind of a quick summary about it. Do you have any other questions? Is it being used with any success? Um, I've heard that it's been helpful and the discipline referrals have seemed to be less at Oak Elementary. Is that a fair statement, Pat? Yeah. Yeah. Yeah. Fantastic. There's still some additional crap, you know, like with any new program, just the more you use it and the kinks and things that you work
026out. I mean, like teachers need to get more familiar with it. I need to get more familiar with it. But I see a lot of hope and promise. And I know that um Cat, your site had a couple um really positive conversations around like the office referral like paper form and so there were like really good conversations with teachers and um of course Cat and her team like took that feedback and then they they adjusted that. I think it was like two different colors of referral forms. Yeah, we had I mean so we had like a general like office note like so when the students would go to the office and the teacher would check like injury or um like whatever reason it was. And so discipline traditionally was one of the reasons on the
027slip, but it just we decided that we would change like the discipline slip to purple because there were more things that needed to be filled out and then we could use that like it would just stand out more and then we could use that for tracking. Yeah, I think it was a reminder. So, anytime there's an office refer, so there's a Google form for an office referral, but like we know like as a classroom teacher, sometimes you're just like the kid needs to go to the office and you're busy doing stuff, so you can't like fill that out right away. So, maybe they fill out that purple form and then they're like, "Okay, like I'll do that later on my break or after school." And so, that's a good reminder, too. Like the administrator can
028go in and check and if that hasn't been done, they could like put that back in the teacher's box and just say like, "Friendly reminder, can you please add this?" because we want to be able to look at the responses of that office referral Google form because then we can it's easier to like look at that than like a whole bunch of slips, right? So then we can look and we can like filter it maybe by like classroom or by time of the day and we can start really analyzing like okay what's going on with like this kid or you know whatever the situation may be. So we really want to make sure that even if it gets handwritten, it eventually gets into the digital side of things. So that's why they did it kind
029of separately and then the administrator can kind of manage that better and then be like and then if the teacher's like h you know like I'm swamped like can you do it or like the secretary maybe can enter that. Um but it's a reminder of like okay these we need to check on these and make sure they're on the Google form so that we can track and and collect data on what's going on. Um, I have a question. Do you think that I'd love to see this kind of is the flowchart enough if you sent it to us in an email or do we need to see this like on a computer with the tools? Like could you show us maybe at a word workshop or something? Yeah, I could show you. I don't know
030about you guys, but I'd like to just see what what I mean it sounds amazing, right? Yeah. Yeah, I could show you. There's I can show you the tools that are in the folder. I can show you the flowchart. I can show you. Um there's also a chart that helps like with um certain behaviors have been tied to like suspendable offenses. So like that's helpful for administrators, right? Um yeah, there's a there's a lot of stuff that I would be happy to walk you walk you through. Yeah, for sure. Thank you. Maybe even have it presented at a board meeting if it's not a big problem. Have people watching be able to see that? We could I think I think Mr. McDonald touched on it a little bit when he came and did his TSS
031presentation, but not like it obviously his presentation wasn't just that. Um but yeah, we can look at maybe in our workshop we can kind of look at it because it's a lot like it would be kind of a long presentation and then you guys can say like oh maybe this piece, this piece and this piece would be nice as a presentation at a meeting for everybody to hear. Yep. Sounds like a lot of effort's been put into that. Yeah. Okay. Did we I don't remember if we went through the whole thing last time. I think we're just supposed to Oh, she went over all the Yeah, I went over all the goals and actions. Yeah. So, um if you have any more questions about it and there also there were um no emails or nobody
032cuz when you have the public hearing then between the public hearing and tonight the public could um you know email me or come into the district office with any comments or questions or concerns if we didn't get anything. So, okay. Okay. Roll call vote. I I I I unanimous. Next item 7C, adoption of the budget for 2025 2026. Do I move approval of the budget for 2526? I'll second. Okay. Any discussion on this? Terry did a good job presenting that last week. We appreciate all your hard work always. Okay, then roll call vote. I I I I unanimous. 7D resolution number 25-12 adoption of the education protection account funding for 2025 2026. Is there a motion to approve this? Second. Okay. Is there any discussion on this item? So, this is something we do annually.
033our education protection act our funding um we currently use it for one teacher and then a portion of another teacher because it's only around 150,000 or so but ed code uh requires you to adopt the resolution for the next year and then also have the budget report on the expenses it's pretty simple because it just has the salary um but that way we're in compliance with um putting it in a public setting saying this is what we use the funds for and we're in compliance. Okay. All right. No other questions? No. Okay. Roll call vote, please. I I I I unanimous. Item 7E, resolution dash or resolution number 26-01, authorization to pay bills and warrants on behalf of the governing board. Is there a motion to approve? I move. I'll second. Okay. Any questions on
034this? We got it. This is for next year. Same every year we do this. Yeah. a bill. Yeah. Roll call vote, please. I I I I unanimous. 7F, resolution number 26-02 authorizing the establishment of temporary interfund transfers of special or restrictive fund monies. Is there a motion to approve? I'll make a motion to approve. I'll second. Any questions or comments on this? I I had some questions. So, So, how does that work? You It's just temporary. So, like let's say we didn't have enough to make payroll, we could borrow money from the cafeteria fund or the capital facilities fund temporarily to the regular general fund and then um once maybe we're waiting on taxes or something to come in and then you have only within that fiscal year and you can only borrow a portion.
035So, it's just a temporary loan like if we were stuck we could borrow it from one of the other funds, pay what we needed. What happens if you kind of get pinched in that? Uh, well, we've never done it since I've been here for 8 years. We just always have this resolution that protects us in case we were an emergency situation. It's the same one we do every year, right? Yeah. And it's it's only temporary and that's why they don't let you borrow the full amount. It would just be, you know, in a certain scenario, of course, it'd be approved, you know, at a board meeting. And it's a really unique situation we haven't run into, um, unless they, uh, you know, did a deferral and didn't give us our funding. Peter to pay Paul
036and all that. Yeah, but you have to put it right back. So, it's really you're not borrowing it forever. Yeah. Okay. We'll call vote. I I I I unanimous. 7G. Approve the 2425 expenditure report for Prop 28 AMS funds, the um arts music fund. Is there a motion to approve? I move approval. I'll second. Okay. Any discussion on this? This is required to be approved by the board by June 30th. So that's why you see it on your agenda. Um and actually if you look at it, you say, "Wait a minute, that says midnight or whatever the day I submitted it. I'm going to go back in and revise it because you're not really supposed to submit it till you have the board meeting finalize it." So I'll go back in and put the time
037um of the meeting and but it's basically they just want it in a public setting of how we use those funds. And it's a minimal amount of funds and we just use it for our music teacher. Yep. I do have a question. Sure. On the form where it says allocation here, it has 2425 and 2324. Mhm. But the title of the report is 2425. Okay. It's because there's carryover. You have to include them. Yeah. So it'll always it's a three-year period each time. It's kind of like the LCAP. So it each time the next one will have the three years and then it starts over again. But it is ongoing funding. And as you mentioned here, we're excited for next year with the addition of our second teacher and our new band teacher to join
038the amazing Tamara Dent. Yeah, it's going to be awesome to get that robust band program going. Understand there's going to be theater arts too as well. That's going to be exciting. Yeah, she's been um doing that. Tamara's been doing theater. Yeah. So, that'll continue. Yeah. As an elective. Wonderful. band will be fourth through 8th grade. All right. Roll call vote. I I I I I unanimous. Item eight, information items. A the California school dashboard local indicators report. So this is something that um happens kind of in tandem with the LCAP every year. And so um it's the California's accountability system is based on a multiple measure system that assesses how local education agencies otherwise known as eleas and schools are meeting the needs of their students performance on these meas on these measures is reported
039through the California school dashboard. So basically there's a template where you go through and you it's like a self-evaluation on all these priorities listed here um which is the attachment we I do that in document tracking which is the same um platform that I use for the LCAP. And so they give you a template and you go in there and you reflect on on how you're doing um on these different priorities and fill that in. And then once you're done with that, you go on to the California dashboard and you essentially do the same exact thing that you did in that on that template on on the dashboard. And then it's just um you either met or did not meet based on your self-reflection. And so um you have to let your board know that
040you did that and share that document with them and then upload that to um the dashboard. So that's the supporting document that's attached All right. Any questions on this? Okay. So, this was the this was the document that had the I actually am on the right page. I was looking at the wrong document, but page 13 is where it has the the districtwide participation rates for the all that. So, you've already gone over all of that, but that wasn't really part of the LCAP. It's under it was not. Yeah. Yeah. Okay. Okay. Yeah. And I do those so closely together. So I'm just like, "Oh, yeah." Yeah. So that was the I mean, it is it's a it's Yeah. It's part of it, but it's not right. Yeah. All right. Thank you. Yeah. Since our
041students are not excelling too much in math, is there any getting away with the common core? It's a statewide issue. I mean, it's just they're really really struggling. Um the good news is we're going to look at some different curriculum for next year. Um, are you asking me if I think it's because of common core do better before common core came to be, right? No. No. Okay. I think that the standards are very rigorous and I think that it's a different way of looking at math and teaching math and understanding math that is difficult and rigorous and hence the scores statewide. Mhm. Yeah. It's very um much more concept conceptual than procedural memorization and like wrote memorization like kind of how like a lot of us learn how to do math, right? And so there's
042there's different components of making sure that students really understand the concept behind it. Um, and there's a lot more like of having to explain how you came to the answer instead of just that's the answer. So, yeah, there's a learning curve for parents being able to help their kids on this to some degree. I mean, we've been doing it for a while now, but it's been a long time. But my opinion is that like so many things that come from the government, it's the intention of it is good. The implementation of it not so good. Because common core, the reason why common core came out was when you have students in your classroom and then they come from another state, they're lost because they've done completely different curriculum, completely different timeline on when they were
043studying things. The idea was to create something that that could be common. That's the idea. A common core set of standards that all students are learning. But they started with the assessment, which is a poor way to start anything. And they rolled it out. K12, another poor idea because it should be started kindergarten rolled out. Rolled out, rolled out. That's how Scandinavian countries roll out anything new. But we didn't do it. So then everyone would just throw into the deep end of the pool and then you get resistance and it just the the wheels fell off of it early. It never started and so then you get pushed back and here we all are however many years later and it's still kind of a mess. Okay. I wish I had a magic wand. Yeah, but
044I don't. People seem to be fine with Matt before they came out for a long long time, but we were okay. Well, we were competitive in an international market when it's everybody else is doing it that way and we are left behind. If all you care about is grades, then what you're saying is true, but it doesn't give students skills where they can compete internationally. But if they're not passing, then they still learn the skills. But yeah, it's why part of like what we're talking about with the academic plan and some of the things that leadership's talking about is like, okay, like because there's so many standards, right? So like maybe we need to like hone in and like look at like what are sometimes called the power standards or the essential standards, right? and
045really focus on those and get kids really to understand like those foundational skills of like those overarching standards that build upon and um maybe just kind of like narrow our focus and maybe that'll be helpful and less overwhelming. Be great. Okay. Anybody have any other input on this? Okay. Roll call vote, please. It's just an information. That's right. Yeah. And our next item on information is education code 42141 compliance as it relates to workers compensation. So because our workers compensation is through a JP JPA which is a joint powers authority it means we're in a pool actually most of the whole valley. We're all part of CRMA. Um the ED code requires us to report on their balance sheets and their financial statements every year. So we usually do that at this meeting. Uh so
046we report on the assets and their net equity position just saying that everything we're putting into the pool you know that they are financially stable um which they are because their net positions 25 million um but so we're just in compliance by sharing that data um annually just saying that the pool we participate in you know has a good net equity look like it's in good shape so we'll move on to item 9 superintendence report. Mrs. Timson. Yeah. I just um have one thing tonight. I just wanted to say thank you to everybody that was involved towards the latter part of the school year in organizing our extended school year program. So we run here at OES extended school year for our students with disabilities. It's a requirement by law per their IEP. If they
047qualify, they get um school beyond the school year, right? And so we have close to 30 students participating and that's you know there's a lot of behind the scenes work with that and getting that set up everywhere from transportation to food to um budgeting and getting teachers and assigning pair of professionals um so payroll all sorts of things. So just thank you to everybody that was involved. Like I said transportation um thank you Cat for helping with that. Scarlet, our special ed director. Um, just getting it all set up with a, you know, spreadsheets and and all those all those things. And it's going really well and the kids seem really happy. And just sort of on a selfish note, I'm excited. I'm I'm administrator in charge. But the best thing about that is I
048now get to facilitate the students that have speech and language therapy because they're getting that um, remote um, virtually through extended school year. So, they need somebody to sit with them. So, I get to do that. So, that's cool because I, you know, in my position, I don't get to interact with the kids as much as I would like to. And so, that's kind of filling my bucket a little bit. So, that's been nice to be able to do that with them. And, um, just thank you to the teachers that are, you know, giving up a large portion of their summer and the pair of professionals as well to be there for the kids and offer that program. They're they're appreciated. Um, the teachers are Miss Sanders and Miss Tonnie Tapoya and Miss Becky Knight.
049And I would have to pull up the spreadsheet to rattle off all of the pair of professionals, but we have three, six, nine, about 10 of them or more. And they've also been fantastic. So, thank you to all of them for for working that program and everybody behind the scenes to get it put together. That's it. Comments, Julie? Sure. Let's see. Uh, I just wanted to thank everybody uh in the district. I know that we have a lot of um new positions, new faces, and some more yet to come. And I just I'm excited for the upcoming school year with all of the forward thinking that we have going on in the district. And I am um excited to see where we go next year. I have nothing to add. I say something to add.
050Okay. All right. Well, I want to say I I I think we did good getting through another school year and we uh we had a lot of changes with the personnel which was a challenge uh with Mrs. Archer retiring and Lana leaving and uh and Robert, but I know we're going to get better people and newer people on board and coming on. So, that's going to be a whole new thing. I wanted to say a uh a special thanks to Michelle for a a very good first year uh trial by fire here in our district and uh and you were a real big help in representing our our us and our various legal challenges that we've had and u including lockdowns and expulsions and probably several things that I don't even know about. So, I
051really want to say I appreciate all of that. And in addition to that, uh hope we all have a good summer and can come back roaring like a lion in the fall. Denise, um I have my comments tonight. Thanks. I hope it's not a spoiler alert, but we're going to be doing Mrs. Townson's evaluation tonight. And I wish everybody could read this because it's beautiful. We just think she's an absolute professional. of the highest standards, of the highest ethics, working extremely hard, and we're you don't have the appreciation that you deserve, I think. So, um, you're a true professional, Michelle, and I' I'd like to just give her a hand because truly I wish everybody agreed. [Applause] If it was easy, everybody, our district office continues working hard. Thank you. All right. Item 11, any
052future agenda items? Um, do we want to make sure that the the flowchart is on our government's um agenda next month? Yes. For a special meeting. Yes. That's on the 15th. 16th. 16th. July 16th. Yeah. Special meeting. Is it at 3? July 16th has 5:30. 5:30. No, it's not a public meeting. We can do it whatever. Well, we had 5:30. We can I want to You have it 5:30. Okay. At 3, too. Well, I think we must have talked about 3:00 cuz I have it on my calendar at 3 p.m. as well. Anyway, well, that screenshot says 5:30. Yeah. Well, it it's a special meeting in July. Yeah. So, do we want to meet late at night? Early. I'm Yeah, I'd rather meet if we could meet earlier since it's not going to be a
053public meeting, right? Then we can meet whenever we feel. Well, it has to be agenda as as a public meeting. So, if people want to come, they can. But we can still make it at 3, but it could be earlier. It doesn't have to be at the same time as our and we normally don't have a meeting in July. So, it's an extra meeting. I say we go to 3:00 because that's what my calendar already says. Who wants to talk about that? Yeah. Is everybody in agreement? Is three work? Yes. So we could be home before it gets too late. Sure. July 16th. You're good with three. Okay. So we were going to be doing our board self- evaluation and also our board governance governance reviewing our handbook. All right. Also, I had a question.
054And I wanted to see what the board thought about um I thought it might be useful for us for that meeting to kind of assess where each of us are in our um like governance training. if we've completed masters in governance, how long ago that was, if we're due for a refresher, if we've all done our Brown Act training, if we've all done our ethics, if um I know we all went to um CSBA uh conference at the end of last year and we've discussed that maybe we're going to do something local or a retreat or a one day thing or whatever. Okay. Would you guys be um open to uh me doing some research and collecting data? Maybe getting a report from CSBA where they have our names and the trainings that we went
055to in case you can't remember. I could ask Tara what she's paid for for like the a history. So, and then kind of know what the um budget's going to be for this year and then we can make plans regarding that. I love it. And thank you for taking that on. So by the time you meet in Jul totally do awesome. Yeah. That way we can um build capacity in oursel make sure we're up on all of the current you know processes and laws and make sure that we're doing our job to the fullest. And I have a question that ethics that's every two years or is it is it just we'll we'll talk about that. Okay. That's part of that document because it it gets confusing to remember, right? Like which ones do we
056need to do annually? Which one's bianually? Public school works usually pushes them out. Who's going to tell us as the board? Who's responsible? That's what we're going to talk about in this meeting, too. Who's responsible of reminding us of our duties as they call? Probably the administrative assistant. Okay. Yeah. Thank you. Great. So, Tara, do you mind uh compiling that information? I put it on my calendar for next week. 3:00. I'm just kidding. Okay. Okay. So, that was future agenda items, right? That was Yeah. Yeah. Future. Yeah. Talking about the July. Next meeting. All our next meeting date for the regular meeting, I believe, is August 20th. I left my phone in the car, which confirms that, but I'm pretty sure it's the third. We found out we I know there was some discussion of
057moving it to that week because the week we usually do it on which is the second Wednesday um conflicts with the start of school and everything but there is a requirement by law that we meet and do the 45day budget revision by um if the b if the governor signs the budget on June 30th we'll have to meet no later than August 14th. Oh our meeting was the 13th. That was that Wednesday. So, um it just depends within the next few days when the budget is signed because one year it was signed on the 29th, another year was signed on the 30th. Um but there are going to be revisions to our budget. We already know that because of all the vacancies um and changes that are up in the air, things that drive me
058crazy because I don't know for certain what's going to happen. So, um we'll have to bring back a budget revision by law in August. So, we'll have to have our we can't have our meeting on the 20th. We're going to have to move it up. Okay. I mean, we know we have to make budget revisions. We just don't know the date yet till the governor signs the budget. Most likely, I'd say August 13th would be a safe bet because um that's when the day before it's Yeah. 14th is the cut off. Yeah. Okay. Unless he signs and I mean I know the concern is because school is starting. School starting, but I know we were trying to push it out, but what about doing it I mean is it like doing it a week earlier?
059Would that be more cumbersome than the week of school started? It's both awful. Both of them are good choice. Yeah. And I work all summer and I'm taking like three days the week before. So I I got to wait. I hear you. Okay, good. Things about doing it the week before is like often we're setting up for like I get that. I mean I was just troubleshooting because we can't do it the week after. I was just I think we do this every year too because we're like, "Oh, we should change that." And then I end up why we can't have a sooner piece. But la this last year, the 2425 budget, we had no revisions because nothing was changed after the governor signed his budget. So if there's no revisions, you don't have to
060do it by a certain date. So I think because in the past the the LCFF and the funding and everything stayed the same for a couple times where we didn't have to meet by a certain date, but this year I already know there's going to be changes. Okay. Okay. Okay. So we are joining this meeting