001We don't have anything to uh report out from close session. This meeting is required for live streaming and archiving in the district YouTube channel. Um the pledge. Uh Stephanie Rice, would you like to lead us in the pledge? Oh, sorry. >> Oh, yeah. We're good. >> To the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. And can I have an appro uh motion to approve the agenda, please? >> I'll make a motion to approve the agenda as written. >> Second. >> I'll second. >> Thank you. And we have our summer highlights tonight. So, um, I'd like to recognize, uh, Erica Dudley, director of early and expanded learning, and Steve Phillips. Is everybody coming up at
002once or are they all separate? Steve Phillips, welcome up to the podium. Christina Moore for uh Sees Y. >> I'll go first. >> Uh good evening board president Grubs and members of the board. Um as you know, I'm Erikica Dudley, director of uh early education and expanded learning, and I'm excited to share summer highlights with you all. Um this summer has been a lot of fun. Then we had all of our preschool and expanded learning programs open and our preschool sites um took full advantage of the nice cool summer we had this year. Um so they yeah they enjoyed playing inside outside um with lots of fun themes like camping and um fishing, exploring nature, things like that. And then our expanded learning programs um in the month of June uh had kicked off with
003a magician assembly um there on the left and then uh they also had tutoring from some of our BC certificated staff. Uh they participated in some engaging sessions with our community partners which were dance, steam, cooking and athletics. And then the real highlight was uh on the far right there, that last picture was our family day where we invited families to come out and there was performances by all of the kids TK to six. They um showed off their dancing skills. They danced through the decades. So it was really really cute. Um they worked really hard. They also served dishes that they had prepared in the cooking class. They showed off their science projects. Um and and also taught them some games that they had played in the athletics group. Um, and then in July,
004we went all over. We had uh field trips to uh the Lawrence Hall of Science where they were building structures and trying to make them fall down with this earthquake machine. Um, building rockets and making them fly. Uh, they had the oxalottals there, which I thought was amazing. Um, and then the Boowhart uh Museum in Davis. They got to learn about bugs and see their butterfly um collection. Um, and then we hiked around Tilden Park, um, and explored their museum and their farms. And then we ended our field trips with the Rivercats game where they got to meet the players. Yeah. They got to hear from the players, ask questions. They all got autographs on something they had. Um, and they just enjoyed the game. They got to walk the field, which was really cool,
005too, and see themselves on the jumbotron. Um, and then, uh, we had a community barbecue at the, uh, community park there, um, right next to Matthew Turner. And I want to give a special thanks to Matthew Turner for hosting us. Um, and our food and nutrition department for feeding us all summer and our maintenance crew for just helping us wherever we were. Um, the students had a lot of fun. They learned, they explored, they were connecting, you know, with one another from different sites. So, it was really cool and we were proud of um all of the staff and helping them make those memories. So, that's Thank you. Tough act to follow to be sure. Uh good evening. I'm really pleased to open this presentation about our extended school year program by introducing although we
006all know her Christina Moore. Uh she serves specifically as our uh ESY principal this year. She's of course our long-standing principal for Robert Simple. Um and I think you'll see through the slides what magic she brought to our program this year. Uh Christine is a strong advocate for both staff and students. She provided the kind of inspirational leadership that brings out the very best in everyone. Under the her guidance, this year's ESY program not only addressed learning regression, but it also really enriched our students experiences through music, art, steam, the library, and brickspace. Her commitment to excellence and care for our school community is felt in every respect of the program. Christina will be sharing her own ESY experience as well as the experiences of others featured in this presentation. Thanks, Steve. I'll hand this
007off to you if that's okay. >> Hello, everyone. Thank you for having us and giving us this opportunity to talk about ESY, which was by far one of the most joyous experiences. Um, for sure. Um, this year, as Steve mentioned, we did have these, um, we really took the enrichment opportunity to the nth degree, I thought. Um, we built a community. Uh, we had five different classes there, not including the county class. Um, we greeted families as a whole staff every day in the morning at arrival so we could check in and uh take a temperature and just build community right out there in front of school. Then we went on our way into the classrooms where the learning was kept alive and extended. But we, like I had mentioned, we did um really emphasize
008the enrichment piece. So as Steve mentioned those particular pieces, they were working with Legos, they were painting, they were learning about um artists. Uh Mr. Gabe came in and did music through real physical movements and and parachuting. Um we were able to um bring in Cheryl Laauo with steam and they got to experience all different aspects of that. Um and then we brought in the Benicia Public Library bridging that community with our community partners and that was really fun. So every week they had multiple enrichment opportunities. Um, and then we were able to bring in Olga, the service dog, who came and visited our campus and um practiced de um uh decompressing type techniques and showed us if we were um disregulated what uh what what the dog might be able to do for them.
009Lay across their lap or put their paw wherever your comfort zone was. And I do want to give a shout out to Chris and Ann who do work with our schools who said if at any point really throughout any part of the year your students need us just call we'll come immediately to any classroom to support a student. So I do want to give a shout out to them for for all the support they offer our schools. Um but I just wanted to end with um it really highlighting how capable and how loving our staff was and that was transcended into our students who showed me us how capable they are. Uh that picture right there is um students in around the eight years old that are running the copy machine independently making their own
010copies and sharing them with classmates. So they locked out of there with a lot of education including some life skills. So thank you so much for this opportunity. >> Thank you. >> And then just adding to it, it's really nice to share what our experiences, but it's also nice to share the experiences of our staff uh through the process. So you do have I believe Oh, I already got to Oh my gosh. Thank you. make it so much easier. Okay, I'll turn on this one. Sorry, a little bit of a knife. And yeah, so um there is none other than our famous Olga doing her thing. Um and this talks a little bit again about what Olga shared and the opportunities. It's interesting, too. As you look at this one picture, it's actually >> Oh,
011I'm so sorry. I'm I'm moving like a teacher, aren't I? >> Yeah. And it actually it's really nice because it's a great example as you see Olga in that third picture on the right where she really she's not just laying in a lap. She's really providing a soothing opportunity and a calming experience and we're able to read into that and determine our students uh uh relaxation if you will in that moment. Uh please move to the next slide. Thank you. All right. So one of our u amazing pair of professionals Deborah Weaver had shared her experience and specifically she said I thoroughly enjoyed ESY this year. Lindsay Hudson was the teacher I am going to take this off. Apologies. There we go. Lindsay Hussing was the teacher on my team and she was amazing. We
012had the students working on big art projects together. It was wonderful to see them working together. I saw turn taking, sharing, incredible cooperation. It was awesome. Can't wait to do it again. And keep in mind too that we're thinking about students who may engage in co-play and yet in this case we have full collaboration, cooperation, working together. It makes such a different experience. Right. Please. All right. And then from and uh Miss Zerana who is one of our teachers in our rides class specifically to our preschool students and also our transitional kindergarten students. For my students ESY was a wonderful opportunity to explore a new space and work with some new adults. The addition of the music class once a week was fabulous for my students. They were all so engaged and participated with delight.
013Two of my students had the opportunity to interact in the classroom in the most delightful way that was a first for them during ESY. A student wanted to use the same fidget as another student. Trust me, this can be a challenge. Right. Oh my, this is right. Right at the outset, we're concerned. And uh who was not at the table with the fidget using it in their favorite way. My student got the same kind of fidget went to sit with the other student and imitated what they were doing. And the other child noticed, smiled, and showed how to do it. They sat together at the lunch table. They were making each other laugh and really looking at each other. and connecting with enjoyment. Another part of what makes ESY great is the opportunity to collaborate
014with new and different teams. That really is a theme that you'll see through each of these is the opportunity to really expand on our students skills to give them a really beautiful experience, right? To not only maintain skills, develop new ones, but also to have the um the steam activities, the other activities to really build those relationships and that collaboration. All right. And actually, if I may, there are additional uh quotes in the packet. Would you mind going forward just a little bit? Yeah. So, Sakuro is a teacher who joined us from uh a school district in central California. She sought us out. She wanted Benanisha. She communicated with me multiple times via email and via phone call. And she said, "I must be here to teach that." And she said when she first arrived,
015the community feeling she got, the vibe made her want to be in Benia. She's looking for a job with us in the future. She wants to come back. And so, just some of her quote, "From the moment I arrived, I felt the warmth and heart of this community when I walked up the steps of the district office. The enthusiasm and team spirit over kicking off ESY was something I had never seen before. Working with the staff and families has been wonderful. Working with Christina Moore was a true privilege, and her leadership, compassion, and dedication inspired me daily. The type of family, community, and unity I've seen in Benicia has been one I've only experienced in Mexico and the Dominican Republic. Families in school literally are one big family. You don't see that anymore in our
016country. And I feel each child deserves a benicia and a miss more. Sorry, I couldn't help myself. Yeah. And then Miss Adams. Uh we had a great time at ESY. I think I enjoyed the daily writing activities we did. most pardon me students were uh would create slides for their writing and had an opportunity to present their to their peers. They love presenting and sharing what they learned. That was my favorite thing seeing them build their confidence in their writing and presenting. It was so much fun to see and this in fact is a couple of our students who worked diligently on those presentations and think about all the skills you've got to work on. You're collaborating. You are researching. You are developing what is your view and your vision of the work that you
017want to share. And then there you are sharing it, burying your soul to your classmates and to your school. And you're doing that with confidence, with finesse. We have great students in Benicia. This was a wonderful program. And that's a big part of the reason why. Thank you so much for your time. Thank you. Now we come to um report. So Janice Adams is up. >> Right. >> Good evening, President Grubs, trustees, members of staff, and members of the public. It's so nice to be here. I was saying in close session, this is my first school board meeting in 10 years. So it's kind of fun to be back and I'm hope it's like riding a bike. you know, remember how to do it. I want to tell you that the first day of school
018went beautifully, just beautifully. Our schools were filled with eager, excited students. I want to compliment all our school sites for a wonderful opening. Every school looked beautiful. They're all attractive, welcoming, and inviting. Staff at every site were out to welcome students, help guide parents and children to their classrooms. There were smiling faces throughout the district. I want to thank our principles, teachers, and classified staff for their incredible hard work getting the schools opened. We did have a few first day issues related to our new transportation system, and some students and drivers had difficulty connecting. As a result, we made some adjustments to our transfer spots. Mr. Romero and his crew worked with site principles to address issues. They painted a curb red and cones were added to address the problem of other parents parking in
019spots dedicated designated to our drivers. The new system has caused some anxiety for our parents, but overall it is working well and Mr. Phillips is working closely with families to address any individual concerns. We have also been working closely with the city of Benicia while construction of the new pedest pedestrian bridge in front of Mary Farmer is underway. We have additional staff at strategic strategic locations to ensure student safety. Thank you to the district office staff who all been out there this week crossing guards with their stop signs. I did it today. Everybody up here has done it. Everybody here has done a turn. I really want to compliment Mrs. Fleming for her care and thoughtfulness in addressing safety and traffic cons concerns. She's gone above and beyond to ensure students safety. her attention to
020detail and her proactive approach has resulted in things working smoothly. You would not know there was a problem when you when you go there and it's took a lot of work on her part working with um Roxanne Egan working with the city it's it's gone so much better than I feared I have to tell you I was anticipating some problems there but it's been great. Uh some other news is we had more transitional kindergarteners and kindergarteners than we anticipated. We are so very pleased that so many parents are entrusting their little ones with us. And I am so pleased that California is put in place that we are now educating every four-year-old. In fact, some of our little munchkins are not four yet. They don't have to turn four till September 1st. So we have
021little three-year-olds come three year olds coming to our TK classrooms. It's really quite a remarkable experiment in education to add a whole additional year. And I'm so I feel proud that Benishia parents are entrusting us with their students. Many districts are not getting that enrollment. They're keeping them in preschools. They're keeping them at home. They're not sure that they're ready. But in Benicia, people feel confident and they should because if you ever need to have some joy in your day, you ought to go visit a transitional kindergarten classroom or one of our kindergarten classrooms. It's quite unbelievable how how um engaged they are and how excited they are about learning. Um as you know, did everybody say this? As a result of our kindergarten enrollments, we added an additional classroom can I think Miss Moore
022found out on Friday that that she was going to open another room and the Wonder Woman that she is and with the help of other simple teachers and district office staff, the room was ready to go. Although I want to make sure that you understand while we have more kindergartens than we anticipated, we still have less classes than last year. So, we still have an enrollment issue, but more showed up than we had feared, and we're so excited about that. While school students arrived on Tuesday, our entire staff started last Thursday and came together on August 7th for a district-wide professional development day. After welcoming and introducing all of our new staff members, a team of presenters focused on how we will connect the work we're currently doing with the foundation of professional learning communities.
023The focus of the day was on the importance of working together in collaboration and collaborative high functioning teams. Staff worked in grade level teams, departments, job alike teams to focus on essential standards. Classified staff and departments all received valuable professional development. feedback from the anonym from the anonymous survey at the end of the day was so positive. 89% of the respondents felt satisfied or highly satisfied. I want to uh congratulate the district office staff for a job well done and the ed services department. Thank you so much. It was a great day. There's so much more to tell you, but I mean there's only so much time. It was it's been two months since your last board meeting. Thank you so much. Any questions from the board? >> No. Thank you. Thank you for everything
024you've been doing. Um, so we come to board reports and I'm going to start. Um, on behalf of the board, I am pleased to announce that we have a finalist in our superintendent search. Our candidate Chris Calibrace has high school teaching experience, middle school principal experience, and ele and elementary principal experience. um as well as classroom experience and elementary experience. So the board the board used all the feedback that we gathered through surveys and um talking to state to stakeholders to carefully consider the qualities that are most important for our district. Next week, two of us will be going to Brentwood and talking to um staff there for a validation visit. Um if everything goes as well and and we pl we feel that it will, we will finalize our choice and present him at
025our September 4th meeting. So, we're very excited. Um it's been a pretty intensive superintendent search because just because of the time frame. So, um, I want to thank everybody for their patience and their encouragement. So, thank you so much. Any other boards? >> I have a brief one. Um, Principal Klein Schmidt talked about a number of scouts in Benicia who received their Eagle Awards at graduation. and I was fortunate enough to attend one of the board of reviews for the Eagles um for Dana Miller who's a scout in troop nine in Benicia and um that that panel decides if the scout has met the requirements for eagle and Dana passed with flying colors. So I was very thankful to be able to participate in that. It's great to see our students out in the community
026doing work. Um Dana led a group her troop troop nine in painting the senior center and that's entirely scout-led. She had to plan it. She and she had to execute it which I think was the trickier of the two things getting people to listen to her. Um so congratulations Dana. Um and and I also just want to say a thank you to Superintendent Adams and Dr. Beatson, Miss Bington, Dr. Jennings and Mr. Phillips. Um, I know that we had um a tragedy this summer involving one of our students and um I have connections uh not to that family directly but friends of the family and I understand that you were there on site helping and providing support and I just want to thank you and if I'm missing anybody who went um thank you. It's
027just your support of our students is what makes Benicia so great. just have to I just wanted to publicly welcome everybody back to school for our students, our staff and our teachers. And I also wanted to thank the 391 people who um went on our survey and provided some input. It was really helpful. So, thank you for all the input. Moving on, we come to um item number 10, comments from uh members of the public. All functions of the board meeting, including public comments, will take place in person. Members of the public may address the board at a regular meeting on any item within the board's jurisdiction. Speaker cards are available at the entrance table. Please note the item you wish to speak to and submit a card to the board secretary. The board president
028will call all the open session general comments during the public comment item. Comments on items on the on the agenda will be called for that specific item. Comments are limited to no more than three minutes per speaker of the board per speaker or the board may limit the total time to 20 minutes per item with the timer displayed on the monitors. And this part is important. By law, no action may be taken on any item raised during the public comment periods and matters may be referred to staff for placement on a future agenda of the governing board. So even though we may want to uh respond by law we are not allowed to. So please be reminded to keep your comments respectful as students may be watching the board meeting. Thank you. And we have
029um one comment but it's for I will call you at uh when we get to 12B. Is that okay? So um we have um gone we're going to item 11 approval of a the consent calendar. Background information on these items is provided to the board prior to the meeting. A common motion takes action without discussion on roll called votes unless discussion of items is requested by the board members. So, um, minutes of the meeting for June 17th, July 10th, >> and August 1st. Sorry. >> I move that we approve the consent calendar as written. >> I did list them. July 17th, July 10th, and August 1st. >> Why she listen? >> I I move that we approve the consent calendar as written. I we just need a second. >> A second. >> Thank you. >>
030So, is this a roll call vote? >> So, President Grubs, >> yes. >> Trusty Hirs, >> yes. >> Trusty Seda, >> yes. >> Melli, >> and Trusty Manoski, >> yes. >> And then we also have a resolution under this that needs a separate roll call vote with the same motions. Bear with me. That one. That's E. Okay, President Rebs, this is for um E. Approval of resolution 26 252601. Um yes. >> Trusty Hirs. >> Yes. >> Trusty Seda. >> Yes. >> Trusty Melli. >> Yes. >> And Trusty Manoski. >> Yes. >> Thank you. And um I'd like to really acknowledge um um some some really astonishing gifts um from author Jay Dalberg for our district early reading initiatives and and um he has donated in the amount of $10,000 towards our early reading initiatives. And
031we want to sincerely thank you for such a generous donation. Thank you so much. Okay, presentate. We come to item 12, presentation and communicationformational items. Um, Mrs. Adams, you are up. >> So, the board policy >> right without a mic so I have another chance. The board policy committee reviewed the June 2025 quarterly California school board association policy update packet along with a few other additional um policies on August 4th. The linked policy guide provides details on all the proposed policy changes. The recommended policy revisions incorporating CSBA's guidance and minor edits specific to Benicia Unified School District are now being introduced for an initial review. These revised policies will be presented for adoption as an action item at the September 4th, 2025 regular governing board meeting. I have a little bit of feedback. That's Yeah.
032>> Um I would just like to say for the June ones, um I think 0411 artificial intelligence. Um I think we should sort of think through that policy and then talk it through at a parent workshop. Um I think that there's a lot of families and teachers and students who are understanding that and trying to understand how that works into their their studies um and also how parents can help guide that um and make sure that we're all speaking in the same language. Um and then I would also like to um talk through 0450 comprehensive safety plan. That's okay. Um and I would like to request that that um be more of a thorough policy. Um, I think that we need to just really ensure that what we have in our policies are um thorough
033and that we are making sure that we can reflect back to what is going to be put into action um if ever needed and that we can refer back to a strong thorough policy. >> And then >> are you saying that you want that you want to pull those two items? I would like to pull 0450 as far as 0411. That's excellent staff direction and we will take that. We will work on that as far as the AI parent >> meeting and staff. I know staff is already working on that but the suggestion is taken. So thank you. >> Yeah, >> I feel okay with that policy but of of course if anybody else has any um other ideas but I think from the June the 0450 should be pulled for >> we have Can
034I just ask a clarifying question? >> Yeah. Yeah. >> On the safety plan policy. So when you say you want it more thorough. >> Um can you give me an example of what you're thinking about? Because we keep our safety plans. We don't publicize them. So you're not talking about putting the detail in. I just want >> Absolutely not. No. I think it would be really great to you know talk through you know the district office leads conversations the sites XYZ you know giving a little bit more direction in terms of who holds that ultimate responsibility of our safety plans um how are we making sure that we are um initiating them reviewing them you know perhaps we review every summer um you know just thinking I'm not saying that as a directive to say
035re putting in review but really thinking through this policy of a safety plan and um how do we ensure that we're really looking at the broader I know we have it in our minds and probably we know what we're doing but to put it in policy I think would be good for us >> so the yeah so currently this this policy requires that by March 1st the board approves the safety pan plans and I think ours were approved last February so they're done they do come to the board >> yeah we do approve them and I know a lot of work has been done regarding those safety plans. A lot of leg work. >> That's great. That's what I think should be put in the policy that every year. So just adding that verbiage. So
036every year the safety plans get looked. That's not in the policy right now. >> Yes. It's required that they're approved by March 1st. >> Same by law. >> Yeah. >> Okay. Did I miss that on the policy? >> It's after the red strikeout after option two. And um I think this is a great point. I know that that the the safety plans were updated probably in the last four years or so >> like heavily. >> We update every year. >> So that's when we bring them back new every year. Uh Dr. Oit brings them usually in February because they have to be done by March first, I believe. And he works with that's one of the requirements of a school site council is to review and update the safety plans. And we're always looking at
037what any new legislation, any new change. Um, one of the things we're going to do this year as well is meet with, we've put an invitation out to our police chief and our fire chief to sit down and really walk through them to make sure that we are all in alignment with the terminology, the vocabulary that we're using. So, those are the the ways they are developed and then they're gone through with the um school site councils and then the school staff as well. And then there's always a schedule that Dr. Ovik puts out to sites around when those plans. He's got a whole spreadsheet of what the dates are, when the different drills are going to happen, and he goes and observes those and they they work on feedback. So, um I don't know
038if there's an administrative regulation to this. I'll have to go look and see because that's if there was more detail. Um oftentimes that's in the in the AR versus the VP. But I'm still maybe a little unclear about what additional information. >> I think that I think and I'm fine to talk about it if other people have different opinions that just exactly what you said. School site councils would review it. The the the Benicia Police Department is involved with it. You know, the the specifics of what we're already >> developmental process. >> Yes. >> And that you know, I don't know, district office um leads the way or you know whatever it is just the the the plan not the plans specific plan but how do we develop >> okay thank you very much and
039then just to go back to the March um I I would like to um just check up on the the um alcohol and other drugs policy and our mobile communications policy there were any updates to those >> you know these These are updated in March and we have voted on them. >> Well, in my the last meeting I asked to pull those two and to rewrite those. So were they? >> Sorry, I just um got back to my page. I had accidentally deleted out of it. Um we haven't done any updates to them since March, but we have some plans for that. Um we have some principal meetings coming up to review their mobile um device management. They do have plans and that was written in the forward policy that was um back in March.
040So the high school and middle school specifically and they operate uh a little bit differently based on developmental um and that was working really well last year. So we're reviewing that at an upcoming site principles meeting and then the alcohol, tobacco and other drug policy. Um we've been doing in ed services some research on what u curriculum and what's out there. The uh Department of Education has a a lot of um free lessons online and so we're going to be looking through those and working with our site principles again to determine where those lessons would take place at their sites. I would just encourage you to just to think a little bit about elementary school and phones. Um, I know that there's a especially in the upper grades, um, a lot of students have phones
041and I'm not against them, but I just think that it would be worth our time just to broadly think about that. Not just >> just to exclude them. >> Can I just say that at the elementary schools, yes, they do have phones, but their phones have to stay in their >> So, I think that should be stated or that should be acknowledged then like if we have a plan for our middle school, our high school It's probably in the hand >> probably. >> Okay. So, um board measure C and we um so item 12B, we have Brienne Marshall. um if you'd like to come to the podium. >> Good evening. Um I sent an email earlier, so thank you board members for reading that. Um and I know my time is limited, so I'm going
042to jump right into some questions I have just regarding the Measure C update. Please receive like I'm just going to go bullet point. Please receive them as a to provoke meaningful collaboration like this isn't accusations. This is no fingerpointing. This is genuine questions um of curiosity that I had when I was reading through. So general questions, what is the process for selecting architects and contractors? Why is the same architecture firm being used for nearly all BUSD projects? Is there an on call contract in place or is each project going through an RFP process for the BMS kitchen? Was an RFP issued? What is the driving cost of over $1 million for enclosing what appears to be around 600 square f feet of a roofed walkway at an apparent cost exceeding $2,000 a square foot? What
043specific factors are contributing to this budget? Why is there no cost estimator providing benchmark analyses during schematic design and construction document phases? How will costs be monitored and controlled as the design develops given the defined scope? Why are subcontractors subcontractors estimating hourly fees instead of proposing a fixed fee? Uh for the f the Henderson fence, um what is the budget on this fence? How is the need for this fence determined? And were other higher priority projects considered? What factors led to its prioritization for this bond spending? Have lowerc cost measures been explored such as a positive and consistent staff presence out in front of the school and student safety patrols? Other campuses seem to have success with these methods. It seems there's an opportunity to promote community instead of building fences and achieve increased student
044safety. Many campus improvements seem appear to be approached case by case instead of zooming out and holistically developing a strategy for the district. Bond spending decisions have long-term impact and should be based on clear criteria, transparent processes, and meaningful community engagement. >> Thank you. >> So, um Roxan, maybe you can touch base with um Mrs. Mar Miss Marshall later on to answer some of her questions at some point. Not tonight, but Thank you. Oh yes. I'm so sorry. Measure C bond update. Roxanne Egan. Thank you. Welcome in. >> Thank you. >> You're up here for a while. >> Um this first item is kind of multiaceted. So I'm going to share with you some updates on our bond project work. And then there's also information included in your packets from our most recent CBOC meeting.
045I'm going to start with some brief photos of the bond project work and then I'll follow up with a conversation for the Joe Henderson fencing graphics and wrap up this item with any questions or additional discussion. So let's start out with the photos. Um this is just sharing out the Joe Henderson TK classroom and playground that is occupied now. So, little celebration for our new kids that have came to the site. Um, go ahead and go to the next one, please. This is a inside of the built classroom. And then this next one here is a graphic of the fencing. And so, this is brought to you with the intent of having a conversation and some ideas. I know that there's been a lot of um discussion around that. And there's a temporary fence up
046there right now. So, first of all, I'm going to walk through the graphics of what you're looking at and then and go through the elements and then after that we can talk about alternate solutions and next steps for what you'd like. So, this graphic right here shows the dotted line. Um, see if I can do this. The dotted line that goes from the edge and then goes in is would be the location of the fence in the site plan. At each corner, it is closer to the sidewalk and it steps back. So, it gives you a force perspective um towards um the monument for the site sign. It would allow it safety was the driving factor from what we've had. The design uses metal panels. Um the elements in them are intended to represent a
047graphic that likens to the tree leaves that are nearby. And then you've got white plins in it that would be painted the same color as the school to break up the fencing a little bit and then a new marquee. So, um this is just an idea right now. If the district is if the board, excuse me, not the district, um is interested, we can pursue it. We could also go with other options that could include no fence or you know, whatever you would like. Um, and then we also could do a mockup if you'd like to. And the mockup would be starting out with just a black fence that mimics the shape. Maintenance could install it. Cost of those materials would be 5 to7,000. And then if it was like, oh, we like this and
048we want to implement it in this full graphic, we could proceed with that. The mockup fencing could be used at other sites, so it wouldn't be a waste. It's just um the basic element of just black is a little less forefront of school and maybe better utilized in other locations on campus, but for the front of school mockup could give you a graphic of what that looks like. Um we did meet with the site administrators and review this and they were excited about it. So I wanted to share with the board and and see how you feel and how you would like us to proceed. I was just going to ask about the safety aspect. Um, have you gotten any complaints or um I'm going to date myself, but I know that that school was
049built, you know, 30 something year or 40 years ago because I went there as the first third grade class and we've never had a fence there. So, I'm just wondering if there were any anything was there anything that happened to spur the need for the fence. >> All right. if I address that one and maybe miss maybe if Miss Beats could help as if Dr. Beats >> the staff was continually concerned about safety of children. The issue, the main issue is that parents drop their students off on Hastings. They pull up to the curb, kids get out of the car, they run across the lawn through the two lanes of traffic. They had multiple reminders to students. uh all the teachers are out there, classified staff, the principal, they're very very concerned about the safety.
050I can tell you 10 years ago, we have the same conversation. So this is not a new this is not a new issue. The principal suggested after numerous attempts of course to just talk to the children, reward children that are doing the correct thing, all the things that we typically do. There was just fear that it was getting to be too dangerous. Some I'm going to have to say this in public. Some parents are not very cooperative when they're coming to school and dropping off in the morning. Teachers have been sworn at and asked, you know, because they're asking them to do the right thing. Um but most important when um the most important priority is always going to be student safety. That's going to come number one. And this was a suggestion from the
051principal that this would stop students from coming across the lawn through the tree laser tracker. It is not an attractive solution. It was done and and it did solve the issue and but it I everyone acknowledges that it's not a a permanent solution. It's a temporary one. We're going to propose this. It's certainly a board discussion, but it really came from a safety factor from multiple staff members of sharing their concerns with the principal. >> Yeah, I mean, thanks for clarifying. I just wanted to get more information. Safety absolutely is number one. Thank you. >> So I want to first begin to say of course safety is number one. I am against this. Um I think I go to that school every day and I have been for years. Um I do not believe that
052building a fence, building a wall is what's going to stop any parents from doing anything or any kids from doing anything there. I think we need to do a safety like a school survey, safety survey. The traffic around that school is terrible. We need to have friendly, engaged, positive adults that are at that pickup line or or at the drop off line, engaging with cars, engaging with people. Putting a fence up is only going to make it worse. I have, you know, there's so many other things that we can think about school safety. For instance, I'm glad we have the buzzer at the front door. Do we consider using, you know,5 to $7,000 to help our staff be able to buzz people in in the morning? Um, do we have think about like our students
053coming back and being safety patrols? Um, I I do not think that this is a good use of our taxpayer dollars. Um, I'd like to say something. Um, I think that since this has been a problem at least for 10 years, and you guys have discussed it before, that it's a step. Yeah, I agree. It's expensive, but if those pieces could be used elsewhere, then we're not really losing money necessarily. How and traffic around schools, particularly that school is going to is tough because of there's not a lot of space. I dealt with my kids where they went. Traffic around schools is always an issue and there's no real way around that. >> Um so if we're going to stop kids from crossing um in the wrong place and going through in the wrong place,
054I don't know. I think I'm okay with it. I'm okay with it. I don't have a problem. Student safety is paramount and I um I hear what you're saying, but I just I politely disagree with >> Well, you know, I that's that's that's fine. I I will say that once again, building a fence isn't going to stop people. And for us to say we're going to build a fence because adults are doing something, don't we need to confront the adults? >> There are a couple other things that you might that that we First of all, I'm in favor of the fence and I think it's beautiful. Um and it adds to the property. However, um a fence that the staff proposed um that you've brought to us does is a it is a barrier. And
055the problem is is that if you're if you're if you don't have a fence there, people are going to are walking into two lanes of traffic. Now, you know, let's have faith. Okay. It's okay if you disagree, Yenni, but I I get to have my chance. >> Okay. So, what I'd like to say is that um I lost my train of thought. Um, no matter how dedicated staff is, and I'm someone who has worked on the worked at elementary schools for a long time, no matter how dedicated staff is, they actually put themselves at a little bit of risk when asking an adult to please go um use to go around the sidewalk. Um, I I feel that it it's important to have a fence like this. I believe that staff knows what they're talking
056about. I believe that the staff at Joe Henderson knows what they're talking about. They've been there for years and I'm in favor of the fence. I think it's I think it um I think it's pretty. I like it. I think the fence that's that they put up in order to to help uh uh monitor that foot traffic can't can't go soon enough, you know, but um I'm in favor of it. >> Is there any more discussion? >> Yes. I would like to say that um I would like to see the the the comments from our staff and I would like to see how many staff people are actually saying that they would like a fence on Joe Henderson. We have a principal who's been there for a year and she has not participated in many
057years for this. So I would like to see the data. >> Can we do that as a as a board ask for for comments? But anyway, this is an action item, so we're going to take action on it tonight. >> It's just a presentation. >> Oh, not an action item. >> Sorry. Okay, got it. >> Can I ask a couple questions? >> First of all, I might have missed it. Did you give us a cost on the fence? >> I haven't gotten a cost yet. It's just a starting conversation. If you're interested, I can get one. >> My second question is if we have a fence there because kids are coming across the grass, >> there's two lanes. There's two driveways, right? Because the cars come in and around. Yeah. >> Um, have we looked
058into the risk of say I'm going to drop my kid off in front of the Joe Henderson sign, my kid is just going to go boom across where people are trying to drive in and through? >> Those are Well, they have crosswalks there. So, it's a limited point of where they're crossing instead of through the entire drive. >> Yeah. I'm just saying I'm just saying I think what'll happen is that when we put the fence up, kids are going to go on either side across those driveway areas. >> I know there's a sidewalk there, right? >> Yeah. Yeah. So, they'll go across the driveway areas and then they'll continue around. So, at those driveway areas, that's kind of like at Turner where you park in the staff lot and then you have to walk across
059the street when there's cars turning. We're I think I'm I'm gonna ask, you know, let's see what safety protocols we can have in those areas because I really think that we're just going to be oop sorry diverting traffic around. And then my other comment is I know we're going to have some modification of that Henderson staff lot as part of the work. So, >> I I'd like to and I don't know how are there are are there any other modifications that we might be considering as part of that renovation that we could kind of solve? >> Can you remind us of the the staff the staff parking lot modification? >> We're in design. Um schematics have been provided. I can bring them and share them. the really the reason this was pulled out is because
060of the to be prioritized before all of the whole thing. So there is conversations about that and I I can share that and how they work together. But it to make this separate and sooner is really because of the safety questions and I think the part about what does the pedestrian traffic look like if you look at what they're doing up there right now it would be similar because they do have that temp fence up. Yeah. And maybe some of that is if I mean I I'm not on the side staffing side, you know what I mean? But maybe it's extra crossing guards in the mornings on both sides of those cuz you they have to go through there and not across the traffic lanes. But I would look to Dr. Beaton and others for
061that. Yeah. >> Yeah. Certainly. I I did speak to um Miss Beli today and she said it's so much better this year because they aren't having that issue. The fence is there and it's stopping um children from running across. Is there an issue that yes, they do have to cross the driveway to get to the other side, but that is that is the direction they need to go. So, there are adults there always making sure that students are safe. That's an adult crossing. >> Is this this is not a finalized thing. This is a proposal and a a presentation tonight. This is not We're not voting on this and we're sharing >> we're sharing >> to be I'm sorry. >> Oh. Um, I wanted to ask a question, Yanni. Um you also mentioned in your
062um description of why you didn't want it that there should be friendly people at these locations to guide the kids or the cars or what have you. So I'm wondering have you run into issues with people that are there doing those jobs you have? >> So there is not always adults um that are there. There sometimes is one adult in the traffic circle. I have pictures of people who are just reading a piece of paper standing out there. Um so my encouragement is for us to really take a step back and think through what is really occurring on that site. And that's why I would like to hear what the staff is really saying or is this coming from one person? >> So you're you're saying that where we expect we expect that there that
063staff is out there helping kids cross those areas and I I'm I saw someone shaking their head and and I I'm hearing you say there are nobody's doing traffic duty or >> there sometimes is only one person doing traffic duty >> and there should be two. >> There should probably be five. Well, that's probably um probably true at all school sites. >> Um it's not always feasible, but but you know, that's a problem and that's something that staff can take care of and look into. >> Absolutely. We'll definitely make sure that's a priority to talk about the number of adults out there. For sure >> and not being on phones or reading papers. >> Yes. >> Yeah. And there's, you know, there this morning there was no crossing guard at Solano and Hastings, >> um,
064which is a very v busy intersection. And so all of that adds to the combustion as Sher said, getting your kid to school on time. You know, there's a lot of messages out that you have to be at school 7:55. And, you know, there's a lot of anxiety from, you know, our community that's trying to get there. And I'm not saying that it's okay for them to cross through or cut traffic or any of that sort of stuff, but I I think that this is I don't think this is going to solve the problem. And for us to put a fence to say that this is going to help with our school safety and our and our students safety. Um I think we're going to be right back here in 10 years. It's going to
065be sooner than that, but I think that the con the conversation will continue. This is not the the answer. Is there any other discussion? >> Um the only >> on next steps I it's really up to the board if if you guys want to do research and we'll return with the topic. I'll just wait for some direction and what you'd like me to do. >> Since it's not an action item, >> I know. >> Yeah. I I think I'd like more information on how might this plan uh work with the other plans that are scheduled for Turner or sorry uh >> Henderson >> with the construction of the teacher lot and then I'd like more information about how it's going now with the current um orange fence up there with the kids crossing on either
066side. I I um I I think for me like I'm we need to make sure the kids are crossing safely. >> Um I just want to make sure we do it in a way that solves the problem um and doesn't disrupt additional plans. I just want to make sure we think it out really carefully. >> Okay. Um >> we come to uh uh >> yes we are we've come to 12c we come to 12c and that is uh bear situated Right. Good evening, governing board, Superintendent Adams. Tonight I'm bringing to you um an update on our 2526 budget here. Um this is our typical process and by July 1st we adopted our budget and then um the next update to you usually comes about 45 days after the budget is adopted um which is typically
067August to um provide any updates based on what happened between the May revise and the governor actually signing the budget. So legally um within 45 days an update has to be brought to you. It's not a full revision like you see when I bring the interim reports to you. Um but the the budget was signed on June 27th which meant that 45 days was August 11th. We are in compliance because um the information was posted as part of the board packet and now the presentation is here for you today. Okay. There weren't a lot of changes to the budget and some of this stuff you did see and I did talk about at the May revise or what came out of the governor's budget but some of these things um were really unknown so they
068were not put in our district budget um it was more we were more conservative that until we knew what was going to actually happen um that it wasn't included and as part of the projections. So, the first item is the TK, the transitional kindergarten add-on to our LCFF, our local control funding formula. What was proposed in January was about $6,000 per um ADA for TK um an increase add-on because of the change in staffing. So, last year our staffing had to be 12 to one within a TK classroom. it now got to the point um in the TK rollout timeline where it went 10 to one. So there's a requirement to have a lower staffing to to child ratio. What did stay in the budget, excuse me, is the classrooms can have 24 students in
069them, which means there is the possibility for a third adult because when you have the four additional kids, you have you have to still maintain the 10 to one. So what did not happen was the class max at 20. It is 24. So it gives some flexibility to districts because you don't always get groups of TK students in 20s or tens. Um so our our current Tai TK classrooms and Dr. Jennings can correct me if I'm wrong are roughly around that 20 average um because we we have enough of them. But should we need to go above 20 um we would we would add an additional PAR educator into the room to assist with the additional students which would actually bring the average down. um adult to student ratio. Because of this, um we will
070see just over $2,300 per TKDA increase to offset the cost of the additional staff that we are required to have in those classrooms. Also, um we talked about this before, um and a lot of talk happened around the May revise about the governor's desire to have an additional um one-time funding infusion. Um I know they keep we keep saying I keep bringing it to you, our onetime funding is ending and then the state put a little bit more in the budget. Um but it was really iffy whether it would make it or not. So, it did and right now the projection is just under $315 per 2425 ADA. Um, which means the district could see just under $1.3 million in one-time money for onetime purposes. And so more information will come to you as it
071it it rolls out and it's certified. We were given an account code that tells us where to deposit it. So, it's coming. whether or not it stays at this exact dollar amount, but it is it is intended as a one-time fix. It it had some language around the uh financial impacts that the AB218 which were the um extension of the sexual molestation cases where you could report that this would help um offset some of those costs for districts but there's not a requirement that that is what you use it for because not all districts have hefty cases um but some do and it is quite an impact on the general fund. um if you have a case that falls in a year that you did not have a large insurance carrier like we do now.
072So we will we will be discussing more and bringing more to to you um how it may or may not be spent. Yes. >> You want me to ask questions or you >> sure absolutely interrupt me. >> Just understanding discretionary so that's really the one time funding is for us to use. Perhaps we could put it in our unrestricted budget. No, this is restricted funding that we have discretion over that we must keep on the restricted side, but it we're not there are suggestions of how it um the legislature would like us to use it. We as a a district would need to put together a plan and present it to you on how we intend to. Um this will bridge the gap with um one-time funding we have that is ending. We made some
073awesome reductions but not quite enough. So it does kind of bridge for our one-time funding that we still needed to cover it, you know, but it does have a time frame on it. And I will always advise don't add things that eat to it because then you have to make decisions um related to that. But it is absolutely up to the board and we will um Dr. Beatson and I and Dr. Jennings will be working with um our current superintendent and our new superintendent to bring that plan to you. >> So speaking of of things that eat >> Yes. Um so with the T with the TK LCFF add so you said it would um uh at 24 if if a class is over the 20 correct a third person would be added >> has
074to be yes >> has to be added and that is that is a designated person or is that person able to be pulled out and >> designated at all times you must be 10 to one. >> Okay. >> And our auditors do come and they do check they check how many kids we put in the room and then they go over to our HR department and they say how many adults did you have assigned there and were they there? If they were out, was there a sub because there are hefty penalties if you violate the 24 in a class and the 10 this year now 10 to1 ratio. Yeah. Um, the last funding source on this slide is the Learning Recovery Emergency Block Grant, which I'm sure you've been hearing about for years and years
075and years and years. If you remember, we we were awarded money and then at the end of the year that it closed in 2223, the government took back some of the money. So, this is a partial restoration of the takeback um to kind of give it back. So, it is of course one-time money. Um, and it will continue to help um bridge the gap with our one-time items. One of the things for this though is this requires ED services. This requires Dr. Beaton to do a comprehensive assessment and then update the ELCAP. So, she's going to be paying attention what comes out of our Solano County Office of Education to what she must do to the plan before we could even touch the projected $119,000 we will receive. >> I'm glad Dr. Beatson is on
076the job. >> Congratulations. >> Yes, >> she is very excited and we will work closely together. There are a couple more um funding changes that also happened. Um some not as positive. Our expanded learning opportunities program which you just saw Miss Dudley present to you. So there was a change this year for the 2526 budget year. There are two tiers of funding. Tier one used to be for districts that were 75 75% unduplicated, about a certain dollar amount, and everybody else got the tier 2 amount. They changed tier one to 55%. So, as you can imagine, a lot more districts fall into that higher tier, meaning what's left for tier 2 has to cover tier 2. So, what the language says, the intended rate was reduced from just over $2,000 to 1575. However, there's not
077enough money to fund that. So, right now, the estimate is just over $1,200 per unduplicated. So, the district is realizing an additional decrease of $135,000 to our ELOP program. Miss Dudley and Dr. Beaton and I are working in concert to ensure that we are adequately spending um this specific ELOP dollars in concert with our um or pay program that has similar services. So we looking at all of our contracts u making sure that we're utilizing our staff the best that we can in the program. lottery rates went down $1 per ADA. So, we could lose around $4,300 depending upon if that lottery dollar sticks. So, more more as more people play, more money comes to the district, but it in no way funds enough. And um the the the legislature did their deferral um maneuver
078again. So in June of 2026, just like June and 2025, the district must have all of expenditures, the district must pretend like it's getting the money in June and the legislature um has in the budget that it'll actually come to us in July. So what that means is the district is cash cash flowing the state longer. Um we will receive the money, but there is a delay. We are very fortunate in Sono County. um we are able to have a constitutional advance which you passed in May. So our taxes are um sent to us up front. So we're able to better cash flow. Um but we will I will be really watching as we get to June because that's really the end of our funding time frame. We did not have an impact for the
079deferral that happened in 2425. So we should be fine. 2526 too. It's not like years ago when it was February, March, and April they were deferring. Um so that's the changes in our revenue. Um I did want to update um the district enrollment and ADA trends um because we were we were very conservative at budget and it was very intentional because what had been done is that our students kindergarten through 12 they were cohorted up to the next grade level with our 12th grade class going out. We looked at our kindergarten trends, reviewed the Benicia birth rates, made to the best of our knowledge projections about TK which have come in higher. Um, and so that projection showed that we believed we h would have 4,284 students to start this year. And we've been pleasantly
080surprised that um and also with that was the knowledge we had received that Valleo may not approve IDAs in the same manner that they had. So we could not build those projections in and staff for that and wisely take care of the taxpayers dollars if we weren't going to have the students. Um so we did we were able to um bring in more IDAs than we had expected last spring. Um, and our kindergarten numbers, while still lower, are higher than we thought. And TK did come in 21 kids higher than we had projected, which is um, as uh, Superintendent Adams said, you know, we are very appreciative that our families trust us to bring their four-year-olds. This graph I you know made for the packet on August 5th. So it had our enrollment that day
081what looked like around um 4340 which was still lower than last year. Um as of today the enrollment is slightly higher than last year but our enrollment has um declined from the first day of school till today. So over three days 17 kids already. So, we really need to see like the first two weeks. Um, are the are the students in our system with us and we have had attendance um around uh 4,250 today of the kids enrolled came to school. So, about 96%. Why why is that that like 17 students would unenroll >> in in like the first four days of school or what is that >> moved over the summer we still have them in Aries and so when >> with at at the when someone's absent we call every school every family
082and find out were they sick or why are they absent and they say oh we move to okay >> penis and so then we just enroll them but so that many you know many come in and many go out during the summer and we just find out about it now. >> Got it. >> And then some of them are still on vacation and they just haven't realized the school's back. I mean, that happens as well. But the ones that are disenrolling are the ones that left the district or perhaps they went to a private school. They chose a private school. >> Okay. I thought students were physically sitting in the seats. No, >> they're on our in our >> Okay. Thank you. >> So, we'll keep updating that. Um we we have our um our
083office managers are daily putting in um what everybody doesn't fondly refer to as the warm body count. It is what you do. Um but they're filling out spreadsheets. I'm summarizing it, sharing it with cabinet. We're having conversations. We're watching it. Um making sure we know where all the students are and that we're staffed correctly. >> I have a question on the gray line. >> Yes. are funded ADA. So the last three years, well, no, two years. >> Yes. >> It's flat. Is that because we're in a whole Isn't there like some formula that Yeah. >> Yes. >> formula? >> Yeah. So if you see where 2425 is and it looks like three years, that's really two because one is the projection for 2526 and one is 2526. So um the orange line is what if
084there wasn't the protect proction built in what we would be funded at. So it's very volatile um and would mean we would have significantly less funding. So what we do receive is the gray line which is our current ADA or the prior year ADA or the prior three years whichever is greater. So in 2526 we're projecting that we'll receive ADA um funding equal to prior year last year 2425 because now that becomes the highest level of ADA um that we have on record for our district. If we come in higher this year in 2526 that's what the the state will fund us on and that all matters based on our attendance reports we submit. Um if if it's I mean worst case we're funded on last year, best case we're funded on greater. So if
085our enrollment does stay as high as it is right now unless the ADA causes it to be greater, we'll be funded be funded on last year. Watching our enrollment really um makes us realize what we have to have in the outy years um and to better plan for the the decline. and we we do have a smaller kindergarten and first grade class. It's harder to see the decline because our secondary schools are the same. Um our high school has a larger ninth grade class this year than we had thought. Um so it it kind of covers it up, but as those kids, you know, last year's kindergartens became first graders, they will eventually go through and if the classes stay similar, we will have smaller schools overall. Now, we do know that there could be
086at some point the housing development that comes in that may bring kids with it. Um, and then that then we update our projections. And that is one of the things where um I know we've talked about it before. I'll put a little plug in again just in case. Um but a demographic study might be really helpful to help us understand the the transition between the birth rate and what actually comes in in kindergarten because only the the kids who are kindergarteners now their birth rate class I guess if you want to call it that was less than 200 but we have more than 200 kindergarteners not all from Benicia but more than the 190 that were born five years ago. So, I'm just to kind of see like what is different in our community now.
087That's definitely >> That was my little plug. >> Yeah. No, I think I think it's something to consider. And also, I'm curious though once that project gets underway, would we redo the can the demographer kind of like factor that in as well? We need more information. We don't have all the information >> and we would have to engage and find who would be the best demographer to come in. Um, I would look at someone different than the last time that the study was done and also have them look at, you know, um, where our pockets of our kids are now so that we know how to staff and create classes for our schools and what this housing development could. Um, we will have to do a study that's then related to our developer fees that
088sets that tone. um because that's a different projection to ensure you have enough facilities but one that allows us to kind of more real time know any more questions on where it looks like our trend is. Okay, so just one more slide. Um we do have some next steps. The business office is actively closing out the 2425 year. So right now the business office works in both worlds. Um it's very fun. We're closing it out. we will know where we ended with our reserves and that uh report will come to you on September 18th. Um as I said, we are closely monitoring our enrollment. It's the only thing we talk about right now. And then looking forward to December, that's when you get your first official interim report about our 2526 budget and and how
089we're doing, where we're at, and how the multi-year is impacted by what's going on right now. Any questions? I did have um an ask to talk about Prop 98. Do you still want to hear about Prop 98? >> I I'll just ask my question. >> Okay. I want to make sure I address it. >> So, this Prop 98. So, we got this pocket budget. >> You did get this pocket budget >> and there's all these different tests for Prop 98. And it it looks like this year there was less money, but is that because of the deferral? >> No. So, there are three tests within Prop 98. Test one, 40% of the budget goes to schools. Um, test two, same thing, but it takes into account inflation and growth in students. Um, there's not student
090growth in the state right now. And test three is when the state's allowed to not fund what they're supposed to temporarily with an IOU. So, for 2526, we're in test one. 40 roughly 40% I think it's like 39 point something% of the state budget is to go to education and that's TK college that's the education budget there is as you see the little red line on 2425 um the state withheld part of the uh funding for 2425 because they want to make sure that all the taxes come in how they expected because there were you because of the LA fires, you got longer to pay that. So, they technically owe it to us and but they can do a settlement the next year, over the next 10 years, over the next 20 years. It's kind
091of like an IOU that they they do have to pay and it'll happen somehow. But what they don't want to repeat is a few years ago, if you remember, we all of a sudden got this extra 6.7% that came out to the districts and it was great because we had so much money and then the taxes didn't act they weren't actually realized. So, they've been writing that problem over the years. And so, to avoid that and not withdraw from the um the the special rainy day fund, um making sure that they can adequately fund based on what's promised. That's hopefully the short version of Prop 98. >> All right. Were there any other questions that you had for me? No. Okay. >> You're welcome. You're welcome. >> We are at um item 13, action items,
092consideration for approval of resolution number 25-26-02, the Venetia High Field SQUA notice of exemption. So, um Miss Egan, you're up. Um, so this next item is for our upcoming project for high school fields, for softball and baseball fields. Um, part of that process requires filing a SQA. Um, SQA's California Environmental Quality Act. And so I've worked with legal and they advised us that this project is exempt, which is good. Um the recommendation is for staff to approve or for the board to approve staff to proceed with filing the SQUA as a um exemption. The process is there is 30 days for public comment with any concerns and after that we can still receive comments but that's kind of the critical area. So filing this gets that started. Um the well so the great thing with
093being eligible for the exemption filing is that it's really minimal. There might be a SQA fee it is nominal. I don't know it off the top of my head. If you have to file and show that you had to take steps to remediate it, it can be very expensive and timely. So yeah, it's I don't know the number off the top of my head, but it's it's negligible. You're welcome. >> Can you What does exemption mean? Like what what do you mean by that? It means that the project is not expected to be substantially impactful on the environment. Okay. Okay. Thank you. >> Are there any more questions? Can I have a um is there a motion on the table? >> Yeah. I move that we approve resolution 25-26-2. >> I'll second. Thank you. >>
094All right. This is a roll call vote. So, President Gross, Trusty Hirs, >> yes. Trusty Seda, >> Melli, >> yes. Trust me. Yes, >> Miss Egan, you're still up. So, uh, item 13B. >> Great. >> Architectural contract. >> This item is, um, for appro requesting approval to award the contract to Hipster Yamachi Architects. This is for the Benicia Middle School kitchen expansion. This project is has been identified on our master project list with the need for a very long time. It would expand the existing kitchen. Um, it would completely renovate new uh fixtures. Um, and then also would relocate the garbage that's outside right directly a cage to the kitchen. Um, and so I do want to clarify, there's an item in your agenda that says it doesn't exceed 10% and it actually depending on
095the cost and where it comes in is about 12 to 15%. So, I'm sorry that that was mis um written, but it's still within the guidelines. Architectural fees usually range between 12 and 15%. The smaller a project, the higher they are in that range because you have to do a baseline of work no matter what. And then larger projects you get down um nearer. So, we've had a good working relationship with HY. They've taken care of our schools. They know our projects and um the recommendation is for approval. I know I asked this when I first started on the board about RFPs and I'm back at it. Um, have we considered doing RSPs or RFPs or looking at other architectural firms to provide information and input? >> Sure. Um, so we have three firms, three
096architectural firms that we work with at present. Um, one is SBA architects. They're primarily working at Mary Farmer. The second one is California Design West. They are doing our field work at the high school and at the middle school and then hy is providing a lot of support work. We do bring on new architects as there's a need. But the architectural selection is based on qualifications. It's not on pricing. And so even when you solicit, we can look at things like what was their average pricing, what is their hourly rates. We do interviews with other firms they've worked with. And generally HY we've been really pleased with them and feel that they bring a quality product. So sometimes bringing in new people, you're a comparison of quality and it may or not may or may
097not be beneficial to you. And not saying that it's not good to, you know, if if I feel like we're not getting the support we need, I'll go to the next person in line and rotate through them and and sometimes it es and flows with their staff, but they're very well staffed and they've given us very good support. There was a reimburse reimburseable reimburseable say that word >> um expense on the architectural uh >> so that is that for >> uh primarily for it used to be blueprint exper expenses but now that's all digital now it's like when we have our community meetings that are for the planning so those boards that get printed and their graphics that's a reimburseable expense they send those out to a print company have them printed and the bill
098goes to them and they bill us as a expense. It their reimburseable expenses that we receive are usually pretty minimal sometimes. Well, for example, um in this kitchen expansion, they're probably going to have to submit to the they are going to have to submit to the um health department to get part of the permits. Sometimes when they do that, they pay the fee and it's direct instead of having waiting for the district PO and all the process just to be more timely. That could be a reimburseable expense. I have a question for you. You know, we have our bond committee. Um, what is their role with reviewing these? Do they review these types of projects or or No, >> no. Their scope doesn't include it's it specifically in the bylaws does not include um selection
099of architects, doesn't include design criteria, does not include um awarding the contracts to the contractor. That is specifically a district role. >> Okay. And then other question is I was wondering if the scope includes um any equipment or updates in Oh, it does. It include new kitchen equipment and stuff. >> Yeah, it does. >> Okay. And then if I understand that right, that's the 1.2 to 1.5 total cost of So that would include the equipment. >> Yes, that's the construction cost >> with the equipment. >> Yes. >> Yeah. Yeah. >> And then one more question. A kitchen consultant. That's uh some of those were more of more expense than some of our the engineers. So I'm curious uh what a kitchen consultant is >> kitchen. So the codes in commercial kitchens are very specific and
100also with the health department. So we would have an upfront meeting with the with Tanya and her team review like here's a preliminary which is pretty close to what you have in your packet and the needs and how that would function and get input and tweak that um and upgrade it. kitchen consultant. Um, so they're going to look at the exact equipment that's needed and help with that selection. There's code requirements for which equipment is required. They're going to be helping with those selections, clearances around them. Um, that'll be interlacing with the architectural work. um if you're if that particular number raises eyebrows, I can push back at HY and ask them to go check for quotes from other consultants or if they have um comparison, you know, historically has this person just been the
101ace in your pocket that takes care of everything, gets it done, is there a reason because they can choose different consultants. So, we can look at that if you'd like to. if you think that it would make a difference in the budget. I mean, if it's going to be a couple hundred dollars, I don't think that that's thing. But, you know, if there's opportunity to save, you know, thousands of dollars, I think that would be helpful. Well, and with their um contract proposal being on time and materials, if the board chooses to award this tonight, I can go have that conversation and if they have something else, we can just change it because their contract would still be valid and that number if I'm able to reduce it would just get smaller. >> Do they
102provide cost estimates or somebody providing like, oh, we get to this phase in the project and oh my gosh, it's going to be way more money and all that. How does that work? We will u um we we do we don't so in the beginning you don't have every single piece of equipment identified. You've got to go through the planning in the programming to really get all the details nailed down. Then you can get a cost estimate. You can say we're going to be higher in budget than we thought we were and what are ways we can dial this back so we get to where we want to be. So it's a process and as it develops you can keep checking so you're not at a surprise at the end. Um, as a district, we
103also considered that we want to do things the right way. We don't want to, well, we saved 10%, but you know what? We're using an old piece of equipment that looks awful and here's a space halfway done. It's code compliant, but is that really the face and the appearance that we as a district want to have and want to bring to our finished products? So, yeah. When are when is this um I know it's still in the working to figure out what you're going to do, but when are we thinking that this project is going to be done, you know, worked on. I'm hoping it's during the summer so that it doesn't affect any food service >> to our children to our students. So, it's kind of early to give full details on that, but
104what I can say is that right now, um, so what I'd like to do is to get the the construction documents done and through DSA. We know that the high school PAB has to, um, be bid pretty soon because we have a deadline for the completion date. We've got the fields. We've got some other stuff. So, it's going to be a little bit of, okay, how much can we have in construction at once and then here's the things that are already there. And then so if we get this approved then we do it as soon as we can when we can but it's a little bit of a balancing act um with those priorities and then we also have things like roofing you know that but t this is important too because Tanya's team I
105know that they need it for their their work there so yeah you're welcome you're welcome. >> Any other questions or comments? Um can I have A motion. >> I move that we approve uh the contract to Hibser Yam Yamuchui Architects. >> I'll second. >> Thank you. >> Can I just ask a clarifying question? Are we doing it with the amendment of it being 12 to 15% like she did speak about rather than the 10% that's listed? >> Good point. Shall we do that? Let's amend it. Is everybody on board with that? >> Thank you. All those in favor? >> Nobody's opposed. Thank you. >> And we are up to um 13C. And Ms. Rice, you are up. All right, not as tall. Good evening, board, cabinet, and the minutia community. My name is Stephanie Rice,
106and I am director of education services, and I am here tonight for your consideration and hopeful approval of the updated course outline for our AP pre-calculus course. Um, just to give you a little background, AP pre-calculus as the course was approved last year. Um and our BHS uh math teachers as they were working through it um decided that the CPM calculus M uh uh textbook that is already adopted by the board along with the College Board AP pre-calculus course and exam would be a better fit than what they had previously written in the course outline which was advanced mathematical concepts pre-calculus with applications and uh some of the reasoning behind that is the um we're preparing our students to one if they choose take the AP exam and pass but also be uh deep thinkers
107in mathematics and with the AP pre-calculus coursework um the majority of the questions are done through multiple choice since there are 40 questions that are multiple choice on that exam with then six um open-ended response and the CPM curriculum really provides that um open-ended response and more project-based learning. So, the course is the same. It's just the text that they're choosing uh to use in that. Um and often when we have courses approved, um we do the course and then we approve the curriculum. So, I'm we're bringing it back to you to approve hopefully the course outline um as written for the AP pre-calculus course. Any questions? >> Yeah. Um did so we didn't when you first brought this to us did we were the um the textbooks that were recommended were they purchased? >>
108No. So they they often they look at the courses on the college board um and they find uh similar courses and recommendations um and as they were looking into that curriculum they found that the CPM pre-calculus coupled with the college board AP uh course and exam would be more rigorous and a better fit for our kids. So, um that's where they are bringing that back to you. Um it it's just kind of an update and um transparency for what our courses are. Um and then BHS as well. They're going through all of their courses. Um looking at them, updating them as part of their PLC work that they're doing that we started at our PD day. >> Um just a quick question. Are any of these courses I see next is chemistry. Are any of
109these courses able to get college credit? >> Um, you so if you pass the AP exam uh with a three or or higher, you can get college credit. So by opening the door with the AP, the kids have the opportunity to do that or they can choose to not take the exam. >> Thank you. >> I have a question. Um, so I I just recently learned that and I didn't know this at the time that we passed um AP pre-calc. I think it was in December. Um, it was the meeting where there were a lot of different uh course changes in one action item and it it was a lot. So, um I wish I had seen this earlier, but with the introduction of AP pre-calc, it's my understanding that 11th graders um who previously
110were in pre-calc honors, I'm sorry, let me start over. Before we made the change, 11th graders could take pre-calc honors, which then they could take the a calc test in the spring and then as seniors, they could go into calc BC or statistics or something. And with this change, we've kind of decoupled the pre-calc from the calc. So now >> um if if you're if your student is taking integrated one and eighth grade which is already an accelerated track um you as a junior you would take AP pre-calc and then you could only take AB calc AP. So basically they they're not going to have the opportunity to take that BC class. Um that's right. I'm I'm right right going through it. So if they excuse me yeah that is correct unless they choose which
111they can do is take a course through like the junior college which is free now um some of our students are would do that in the summer if they want to take that next level >> yeah that's what I was hoping because I know that um this might be a surprise to some families >> and um I just want to get information out there if if you have a student who wants that accelerated math pathway what can you do to get that math? And then my other ask is I it sounds like the high school is looking globally at all of the classes. Um you know, I'm always concerned about eliminating um the the advanced classes and I I get worried about just lowering the ceiling. I want to raise the ceiling for everybody. Um,
112and so, uh, if if the I'd like, you know, maybe when the new superintendent starts to take a look at that and make sure that we're offerating offering enough accelerated opportunities for some of the students, um, that would be something I would really like to see. But if you could just uh, educate us on what students who want to get to BC or however far they want to go, what are their options? So just just to give you a little background too and it so when students enter as ninth grade the majority of our students take integrated one or they might choose integrated 1A so that they would take integrated one over two years. Integrated one is a graduation requirement as well as two years of mathematics. So they may then go into personal finance
113or they would go into integrated two. Some students come in taking integrated one in middle school. So they start in integrated two, they can take personal finance or go into integrated three and then they can go into either now AP pre-calc or AP statistics. Um what you were talking about with our um honors course. Some of the um struggles that the department uh unearthed as they were looking at the data was that our students that were taking basically it was taking pre-calc in a half of a year and taking our AP um AB course in a half of year which are recommended as year courses each. Um and then like Miss Hirs said they could take the AP exam. we were not seeing the pass rates as we were seeing for our kids that took
114it in a year. Um, also as they were looking at rewriting uh course outlines and looking on College Board, there isn't a comparable class for that. So, what that says is that's not recommended um in in the mathematics trajectory. And what's recommended is if a student is like you're saying accelerating, they could take either a course concurrent. So you can be enrolled in a junior college, which is free for your first two years, um while you're in high school or during the summer. So that's definitely an option. We've had some students do. We actually had some middle school students take um integrated one and then do integrated two through a JC. So they can come in as a freshman and integrated three. So there are opportunities out there if that's what's right for their that
115student. >> That that's helpful. I mean I think my overall concern I want to make sure our district stays competitive and I should probably look and see what other districts are doing. I haven't done that background research but you know if this is the trend this is the trend. I just want to make sure we're competitive and that all students are being challenged. >> I I hear you 100% >> so that they all grow. Any other questions? >> Okay. So, is there a motion? >> Can I have a motion? >> I'll make a motion to approve the updated course outline for AP pre-calculus. >> And I'll second. >> Those in favor? >> I post. Thank you. And Miss Rice. >> Thank you. All right. So, for D, switching gears. This is also consideration and hopeful
116approval, but it's the adoption of an updated curriculum and this is for high school chemistry. Um, at our last board meeting, I brought several uh science curriculums to you. Um, this one I I shared would be coming at our next board meeting because the department wasn't done yet. Um, but this is again curated curriculum from our our science teachers. Um, they've updated they've updated it to make it more relevant. It still is aligned with our NGSS standards. Um, it is uh a lab course and it's more uh accessible to all teachers. So, our science teachers, our sped teachers utilize it. And then new teachers coming in to be able to access securated materials and see a scope scope and sequence what the lessons are the the assessments if you were able to view all that.
117um and then leading into the into the summitive assessments. So, our um high school science teachers recommend that you um approve the adoption for this updated curriculum for our high school chemistry. >> I just want to say that our science teachers did a terrific, phenomenal job on this curriculum. It is so clear. It is so organized. It's really well done. >> Um so, thank you Mr. Miss Hudson, all of the science team who worked on this. >> Oh my gosh. >> Thank you. >> I would love to see this all the time. This is great. A+. >> Yes, I agree. >> I'll make a motion. >> One question if that's okay. >> I know I asked you last time, but I just want to confirm that um with the upgraded curriculum, our physical space is
118still able to accommodate what our updated curriculum is asking. >> Yes. AB uh absolutely. I actually went and um reached out to our science teachers and um yes, I mean in an ideal world if we had all the money, yes, they said we'd love two classrooms, one for a lab and one for a class space. Um but that isn't the the world that we're living in right now. So, um our science uh classrooms, if you've been in them, have lab space. They also have seats that kids don't have to sit at labs the whole time, you know, for the lecture piece. Um, and they have all of the essential equipment um, and safety materials. >> Perfect. Thank you. >> All right. I will make a motion that we approve the adoption of the updated curriculum
119for high school chemistry. I'll second. >> Thank you. >> And all those in favor? >> I And I'll be marking um, Trusty Melli not present. 13E. Moving on. >> Okay. >> Yes. Sorry. Thank you. Switching back to course outlines. This is for your consideration and approval of the updated course outline for Spanish one. Again, this course outline was updated because we adopted um an updated curriculum for our world language Spanish courses um at Cinderos. And so they went back and they reworked the outline so it reflects the units that they will be actually using. Um they broke it down by unit topic, the uh grammar structures and match that with the world language standards as you saw. Um so our high school Spanish uh department recommends that we move forward with this updated course outline
120so it actually reflects uh the units that they're teaching. Any questions for Spanish one? >> Questions? >> I'll move that we approve the adoption of updated Spanish one course outline. >> And I'll second. >> All those in favor? >> I will be marking trustee Melli not present. >> Okay. Um 13F. So this is your consideration approval of the updated course outline. Now for Spanish 2, it is the same curriculum but the next level Cinderos 2. Uh same thing. This just reflects uh the units that they'll be studying. Um and it's outlined how it's matched to the world language standards. Any questions? >> I move that we um approve the the adoption of the updated course outline for Spanish 2. Also, >> all those in favor >> I >> trusty Melli not present. >> And Spanish
121three. >> Spanish three. Um, same thing. Consideration and approval for the updated course outline for Spanish 3. Same curriculum, Cinderos, but it's level three. And again, it's just to really represent actually what they're teaching. Any questions for Spanish three? >> All right. Since I did all the other Spanish ones, I'm gonna keep going. U can I I move that we approve the updated course outline for Spanish 3. >> I'll second. >> All those in favor? >> I off uh 13H. >> Last one from me. >> Okay. >> This one is a little bit different. It's a consideration for approval of the it's a new course outline for AP Spanish language and culture because we didn't have course outline so we're bringing that forward. Um this curriculum is uh Tamas which you guys approved before um
122AP Spanish and culture. What you'll notice in this course outline is that it is um intermediate to advanced. All uh language is spoken only in Spanish in this course. Um, they do conversational Spanish, um, write emails in Spanish, argumentative essays, argumentative speech. Um, it's all highlighted and if you were able to read Spanish, you were able to see the the concepts on there. Um, as they were highlighting that this is a Spanish focusonly course to really bring them into being fluent Spanish speakers. >> Question. >> Sorry, that's okay. Sorry. I just So, I think that that's really awesome. When the title says culture, do they get to they do >> a cultural project. Um, okay. That's really great. >> Thank you. You're welcome. >> All right. Uh, moving along with the cons or the uh
123move I >> motion. >> I move that we approve the course outline for AP Spanish language and culture. >> I second. >> All those in favor? >> I thank you. I'm done. >> We have to go now. And now Dr. Jennings is up for the rest of the evening. >> Welcome on. >> Well, thank you. Good evening, President Grubs, board trustees, Superintendent Adams, and the Venicia community. The item before you for consideration for your consideration and approval is the updated certificated substitute pay schedule for the 2025 2026 school year. You might have noticed the removal removal of the language regarding the reversion back to the 2020 2021 uh substitute pay schedule at the conclusion of the year for the ever since co we've been that language has been on there. Um however after a review
124of comparable districts we recognized that it's no longer that we would revert back to the 2020 2021 school year's pay rate and so the schedule that language was removed. I was so happy to see that. I really was. Um, is there any questions or discussion? >> I just have a quick Do we did we have long-term subs at some of our schools that were they were there like designated for X site? >> Last year we had a practice of designated subs. So each site um depending on the size had one to two subs that were dedicated every single day. they would come and as if there was a need if there was someone out that was unexpected they would cover those classrooms. We shifted to um this year to not have that practice and where
125for every if a teacher puts in an absence then a sub picks up that job or is assigned that job and and it's part of it is just recognizing postcoid that we no longer need to prepare for those those occasions where people are going to be out unexpectedly and also our sub pool has greatly increased and so we know that we're able to to get subs even the morning of. Great. >> Is there a motion on the floor? >> I'll move I'll move that we approve the certificated substitute pay schedule for the 202526 year. >> I'll second. >> All those in favor? >> I thank you. >> And 13J, uh, you're still up. You're up for the rest of the night. Dr. This is the consideration and approval of the veritable term waiver uh request
126for certificated for a certificate of completion staff development. Um and this is needed for a currently employed teacher to meet the English learner credential requirements while she's completing her clear credential. >> Any questions? Motions. Um, I move that we approve the variable term waiver request for the certificate of completion staff development. >> Second. >> Go ahead. >> Will second. >> All those in favor? >> I. >> No one opposed. Thank you. >> And 13K. >> The item before the item um before was for a certificated teacher. This is for a certificated administrator. So again, it's a variable term waiver for an administrative services credential. um this administrator should be um getting her it's like a temporary waiver, but she should be able to have her credential by the end of August. But we have to
127do this in order to ensure that the county approves approves her um employment. >> Any questions? >> Any motions? >> I'll move that we approve the variable term waiver for the administrative services credential. >> I'll second our president. All those in favor? >> I. No one opposed. Thank you. >> The next two items are memorandums of understanding. Um the first one is with National University and this is for clinical field placements for intern um interns and student teachers. >> Is there a cost for this internship to BUSD? >> There is not a cost for us for for the internship. Um, typically when we hire a teacher who's still working on earning their preliminary credential, we have to have these, you know, agreements with the universities to ensure that we have certain responsibilities that we do
128have. Just making sure that um, we understand that and then they have their responsibilities. >> Okay. I just noticed it was a paid internship, so I wanted to make sure it wasn't coming from B USD. >> It means that they're in paid status as an intern teacher with us. So, they're hired as a full fully employed teacher. Um there are uh times when it's just a student teaching placement where they're not getting paid, it's unpaid. In this case, this is specifically for when they're hired as a district employee. >> Okay. >> Yeah, good question though. >> Thank you. >> I'll second. All those in favor? I. No one. Thank you. Dr. And this last item again is an MLOU with Tero University. This will be the last time you will see a MLU with Tero
129School of Education because they're closing as of the as of December their school of education. So they still have their medical school. And so we still have a few teachers who are finishing up their credential. They are on track and scheduled to end in by December. So um this will be the last time that you have an agreement with um for Terrell. And this goes to the same comment you made about national. >> Yes. And these are intern teachers typically they're and they're in their last semester of work. >> I second. >> All those in favor? >> I. No one opposed. Thank you. >> So that comes to the end of our meeting. Our next regular scheduled meeting will be Thursday, September 4th, 2025. and we will see everyone. Have a wonderful school year and
130good night all.