001Everyone, the regular meeting of the board of trustees is now called to order. All four members of the board are present. Items to be discussed in close session. A conference with legal counsel anticipated litigation government code section 54956.9D2 significant exposure to litigation pursuant to govern to government code section 54956.9 SUBD.D2 D2 one potential matter number 71642737 B conference with legal counsel existing litigation government code section 54956.9D1 name of case Beressa Union School District versus Milpas Christian School case number 25 B V469155 C conference with real property negotiators government code section 54956.8 8 property 1376 Piedmont Road, San Jose, California 95132, APN595-10-069. Agency negotiators, Superintendent Roxan Fuentes, EDDD Josh Kintoriiano. Negotiating parties, Beressa Union School District and Aspenville Company. Under negotiation, price, terms of payment, and terms of lease of property. D. Student discipline or other
002confidential student matters. Education code sections 35146,48918, SEC, 48912B, and 4960. and 20 USC section 1232G e conference with labor negotiators government code section 54957.6 Six agency designated negotiator Roxson Fuentes EDDD and other members of the negotiating team. Employee organizations California School employee association California Teachers Association of Beressa Teamsters Local 150 Management F. Public employee discipline, dismissal, release, complaint, government code section 54957. Item three. Are there any public comments on close session items? If none, the board will will now adjourn to close session at 6:03 p.m. We'll see you later. Thank you. Okay. Trustee Shinasan, could you please read the district mission statement? [Music] >> Huh? Okay. >> What was that? >> Sure. Um, Berasa Indian School District provides all its >> Oh, no. I sound so bad. Basian school district provides all students the skills
003Check. >> I think that's going to happen. >> Go ahead. >> No. >> Turn them off. Turn them off. >> Testing. Testing. >> Testing. >> No. Testing. >> Testing. >> Oh, let's try this again. Basinian school district provides all students the skills to become lifelong learners and successful 21st century global citizens. >> Thank you. Trusty Shinasan. Trustee Howard, please read the norms of the board of trustees. Of course, the Beressa Union School District Board of Trustees agreed to focus on the best interests of students at all times. Be respectful, listen openly, address pro problems and process, not persons, keep each other informed, maintain confidentiality, work toward the future, lean from, learn from the past, equal participation from all members, and stay on task. >> Thank you, Trusty. How D. Disclosure of action taken in close
004session. Dr. Fuentes, please. >> The governing board approved the settlement agreement with a vote of 40 in favor for resolution of a dispute regarding special education services for a district student based on an IEP for educational services in exchange for full waiverss of any and all federal and state special education claims against the district. >> Thank you, Superintendent. E. Adoption of the agenda. Do I have a motion, please, to adopt the agenda? >> Move to adopt. >> Second. >> It's been moved and seconded to adopt the agenda. All in favor say I. >> I. >> Opposed. All right. Motion is approved. Six, recognition ceremonial. We don't have any. Seven, public comments on consent calendar agenda items. Do we have any public comments from from the consent calendar items? None. If none, could you please? May
005I have a motion to approve the consent calendar, please? >> I'll move to approve the consent calendar. >> Second. >> It's been moved and seconded to approve the consent calendar. All in favor say I. >> I. >> Oppose. Consent calendar is approved. Let's now continue to item nine. Item nine is the comments from the public on non-aggenda items. Are there any comments from the public? There is. Okay, hold on. Before I call on the speakers, I would like to read the speaker conduct. For all who wish to address the board during public comment periods, speakers are requested to state your name and affiliation for the record. Each speaker will be given three minutes to address the board, five minutes per organization, and a maximum of 20 minutes per topic. However, in exceptional circumstances, when necessary
006to ensure full opportunity for public input, the board president may with board consent adjust the amount of time allowed for public input and or the time allotted for each speaker. Any such adjustment shall be done equitably so as to allow diversity of viewpoints. The president may also ask members of the public with the same viewpoint to select a few individuals to address the board on behalf of what viewpoint board bylaw 9323. Speakers are reminded to communicate with respect, fairness, and courteousness to each other and to all present. We ask that you not use the name of any district employee in your comments. The board welcomes orderly communication from the public. Thank you. Our first speaker this evening is Christy Gurnie. >> Hi. Um I'm Christy Gurnie. I teach third grade at Brookree Elementary and I'm
007speaking tonight about the healthc care rates. Um, I'm angry at this point. I feel like the district has something against um, teachers, employees who have families. If you are single pair, you have full coverage. If you're a two-party, you have full coverage for Kaiser. If you're a family, we pay. I my husband doesn't work so I am the sole provider of income and benefits. I have two kids also. Um the sorry the the healthc care rates have gone up 8%. But the district contribution has not increased at all which means that my actual monthly rates are going up 57%. hundreds couple hundred dollars a month. It's it's untenable. I am taking a pay cut this year. I need something done. And if you're really wanting to attract new teachers, young teachers who are coming in
008with families, why would you want to come here when you are going to be paying more than many of your colleagues? It's it's just not okay. And that's all I have to say. >> Thank you, Miss Gurnie. Our next speaker is Teresa Curelio. Hello, my name is Teresa Co. I am a um parent of a Ruskin student and I'm here to talk about the rough start we've had to the new school year. Um, we were very excited and hopeful after what we went through last school year. Um, I think there's a lot of things that weren't taken into consideration for working parents. The time got pushed to 8:15. It used to be 8:05, especially with the high school start time being 8:25. Pushing it closer to the high school time made commute worse. And on
009top of that, as working parents in the community, our work hours are 8 to 5. If my child has to be at school at 8:15, that means I don't get to work until 9 or 9:30, which again puts me at risk with my job. I'm very lucky though that I do have a flexible job, but I can't say the same for all the parents in the district. So, I think that that's another thing to consider why people would leave the district. um it's just not practical for working parents. Another thing I wanted to highlight was the the effects that staff was having on students during recess and during lunch. Some students felt they were being yelled at um because they were being told they have a 10-minute limit to eat and they have to move.
010When the bell rings, they're told to stop, freeze, take a knee. That alerted us parents. why would this be something that would be considered with young children because they feel like they're being scolded for some reason. Um, so with that, I also want to flag that the mental health is something I also mentioned in the consolidation meetings. Mental health is something that is real and it is very very serious. And I think with all of these changes, it is affecting our students in a bad way because like I said, they feel like they're being schooled in. They feel like they're being in trouble for something when they don't know what they did. This is their young years, their young minds. And you're supposed to be or the teachers and the staff are supposed to be
011helping us, our families create the um productive citizens in the upcoming years. This is their little minds growing to help be the individual individuals they will be in the future. And if this is what they're going through, it could cause traumatic effects for them. Um, and so I would suggest having health screenings for staff, um, and mental health screening for staff, not only because things like this, being aggressive with students, but because there we're all human traumatic things can happen to us as well. People go through a lot. And so I would suggest a bianual screening, health screening, uh for staff because again, you know, um it's not going to cost $10 million, which is what we paid out to the victims that, you know, Sierramont teacher happened. So I think that's something very important
012to think of. Um and also school is supposed to be a safe place for students. It's only been four weeks and a lot of students don't feel safe. they feel anxious, they have anxiety when it comes to going to school in the morning. Another thing is um also with the commute, there's been no safety patrol in the front of school. I was walking my daughter to school um I want to say it was either Wednesday or Thursday last week and while I'm in the crosswalk, there's no teachers, no patrol, no nothing to guide families and parents are parking on the crosswalk, which I think is a little ridiculous. It's common sense, but unfortunately common sense is not very common nowadays. Um, so we do need to make sure that we have someone out there, whether
013it's staff. I remember Jai, I'm sure you remember too, cuz our children went to school at the same time. Um, in the old days, it was a responsibility of teachers and the fifth grade students to have the crossing guard. I feel that's something that's great. That's something we should bring back. It teaches the children um pun punctu um to be punctual, to be on school on time. It teaches them responsibility. And at the end of the school year, they were rewarded with a little trip to Raging Waters, which of course isn't around anymore, but we can give them something else to show them that, you know, you're rewarded when you help the community and you do good things for others. So, I think that's all things to consider. I know these changes may not take
014place this school year, but it's definitely things to consider for the following school years. And that's it. >> Thank you, Miss Curillo. Our next speaker is >> you can say Mrs. D. >> Mrs. D. Okay. >> Oh, Mrs. D. >> Would like to know your name. That would be wonderful. >> Deano. >> Very close. It's Deanu. >> Okay. Dean. >> Hi. My name is May de Salanu and I'm a parent of two Ruskin children uh students and I'm actually here to read a fellow parents um note if that's okay. Thank you. Um so hi my name is Tina Da and I am a parent at Ruskin Elementary. I'm here today to express my concerns and frustrations and request urgent immediate attention and priority for the safety of our parents and students in and around our
015Ruskin community and neighborhoods. It is apparent since school the school year has started that the increased student count from 400 last year to over 730 students. Not including parents and siblings during drop off and pickup at Ruskin has created such a chaotic, unsafe, completely confusing, congested and dangerous area. We as concerned parents have reached out to not only the principal but the district leaders as well and have had no luck. We h have had no proper communication nor instructions and notifications on safety, proper traffic, flow, and driving etiquette. We have observed many multiple near accident situations and close calls of students almost being run over by cars, not stopping at crosswalks, illegal U-turns, and of course, illegal parking in fire lanes, or parents stopping in the middle of the street and allowing their students to
016exit their cars and run across dangerous streets and traffic. This is not acceptable and needs to be as resolved with p with property solutions. Now, principal Choy has placed this on the back burner and informed us that the city will do a test study at the end of the month, but this all should have been forecasted last year when the decision to close and consolidate schools were made. That was ample time to plan proactively and prepare for the high traffic flow and safety measures should have been set in place. When do we make this a priority? When business when I'm sorry, when a Beressa Union School District student actually gets killed, then it'll fall on the shoulders of our school in our district or our school leaders. Sorry, that last sentence got me. So, I
017hope that you guys take this in consideration. It is very dangerous and unsafe out there. Thank you. >> Thank you, Miss Leo. Thank you. >> We shall continue then with item number 10, reports and presentation. A California assessment of student performance and progress CASP state testing update. Superintendent, please. Thank you. At this time, our education services team will provide you our 2425 um state test results. And I invite our Dr. McCreary, our assistant superintendent of ed services to share his presentation. So tonight I have Marisella Kriovich, our new manager of assessment, who's going to help support our presentation. We're going to hand over I'll do the clicker if you want to go ahead and get started. >> Sure. >> See? >> So good evening. Marisa Krishkovich. I'm the new assessment manager for Beressa. Um tonight
018we're going to go over um for our ESPback data presentation our ESPback timeline, our English language arts results, our math results, some of our next steps, and also any comments or questions that you might have for our ESPback timeline. Students in grades 3rd through 8th took the ESPback in the spring of 2025. So in the time frame of April through May, the ELA and math, all eligible students in grades 3rd through 8th grade take that assessment. For our science assessment, the CAST, all fifth and eighth grade students take the assessment. And any of our students who are newcomers or students that have been in the country for less than 12 months did not take the ESPback assessment for ELA. And then when we kind of go through the slides and we look at some of
019the data, you'll see um a discrepancy in some of the numbers when we look at ELA and math. And that's because of our newcomer students. For our district overall performance, we were 65% proficient in students um who are scoring in levels three and level four for our ELA. And 35% of our students are still needing support who are not meeting the expectation or getting levels one and two. for our performance by schools. So this is where we see we had 3,777 students who took the ELA assessment. We as a district we are 28 points um distance from standard. So that is where the goal is for each of our grades. So we are 28 points further than what the goal actually is. So we met the goal by 20 by going over 28 points. Um,
020two of our elementary schools from last year actually scored at above 70%. Um, Cherrywood scoring at 73% and Vincy Park scoring at 70%. One of our middle schools, Sierramont, actually scored at 72% as well, proficiency. Okay, >> so here we're looking at the student subgroups. So overall as a district you can see that our percentages are 65 and 35%. But as you go through the student groups you'll see we have um a number of black African-American students not so many uh afan Indian Alaskan Native there's only five but our predominant uh student groups are Asian population with almost 2,000 our Hispanic students at around 1,000. and you'll see the difference between our Asian population and our Hispanic population. And then when you go all the way to the our right hand side, you'll see it's
021also broken down by socioeconomic um students who uh um qualify for free and reduced lunch, our English learners, and our students with disabilities. So you'll also see those are definitely areas that we need to focus on moving forward in those three categories. And then here it's just a different view of the last slide. It just basically gives us an overall picture of each of our student groups. And you'll see overall at 2.8. And um as we go across the uh slide, you'll see once again our Asian population is above standard at 3.2. Um and our Hispanic student populations is below standard with 2.1. And if you go all the way to our right hand side again, um our students who qualify for free and reduced lunch are at 2.3 and our English learners at 1.6
022and as well as our students with disabilities. So those are our areas of focus as we move forward. And as if you can see specifically the difference between uh the 2324 school year and 2425 school year, we pretty much stayed exactly the same. We've went increased by 1% but um like Miss Cricovich mentioned our average distance from standard from level three has remained the same at 28 points above standard. Okay. For our overall math performance as a district, we are 55% um meeting the standard and we are 45% below standard within our students with our math performance. So this is where I've mentioned we have actually more students who took the math assessment. So we had 3,86 students take the math assessment in grades 3 through 8th. Our average distance from standard was seven points.
023Um, in our elementary schools, again, we had two schools who scored um at 70% or above. Northwood scoring at 71% and Cherrywood scoring at 70%. Within our middle schools, we had one of our middle schools who actually scored at above 60% and that was Sierramont Middle School who scored at 62%. Okay, I'll go to this slide. So, once again, this is broken down by student groups. As you can see here, um as um Miss Kovich pointed out, our math scores are definitely going to be our focus for this school year because our math scores need a little support. So, overall, our students in that first uh band at uh 55 and 55% overall. And then as you go across, you can see our Asian population is at 74% and the gap is even wider within
024our Hispanic population at 21%. Um, going all the way across as well, socioeconomically disadvantaged 37%, our English learners at 19% and our students with disabilities at 15%. And then this is the similar slide that um points out the very similar information but basically uh 2.7 um for our all students and uh 3.2 Asian population Hispanic at 1.8 8 and socioeconomically disadvantaged 2.7 ELEL's 1.7 students with disabilities 1.5 and once again pretty much exactly the same as the year before with the percentage being exactly the same and our average distance from standard being exactly the same. So some of our next steps that we're working on, specifically our big focus this year is really pushing forward some initiatives with math, but our principles are reviewing the ESPback data with staff members at their initial staff meetings
025and reviewing all of the different components and focusing on unpacking how their students did last year compared to um what they're focusing on for this current school year. Um, at this point too, our teachers are giving our benchmark assessments and ELA and math so that we can start this process a lot sooner to look to support our students progress moving forward. And so last year was our initial year with these new benchmark assessments. So this year we've gotten one year under our belt. So we added the math benchmark assessments this year. And so with this program that we have, we also have potential interventions that are developed from the assessment results. So that helps support some of the work that's needed with closing the gap with some of our students. In addition to that, we're
026working with Silicon Valley Math Initiative and we're going to be supporting two rounds of MARS task performance tasks which are performance assessments. And so this is also going to be more of a you know prove your answer instead of a multiple choice session. And um within the CASP the students are also um asked to do performance assessments and we haven't really focused on the performance assessments in the past uh couple of years. So, this is going to be just a little bit more um for our students to take on, but it's also going to help us because part of the CASP scores. If the students do much do well on the performance assessment, it increases their overall um scores. So, hopefully that will give us um a little uh leg up. In addition to that,
027we have a platform within Renaissance that supports both our English language arts and math programs with online tools to help support um independently our uh students. It's called Freckle. It's Freckle ELA and math. And we also have Lolo for our primary grades. So, we're going to also be presenting some of this information at our PD session at the end of the month um September 24th. We also have some intervention classes that are held um after school. We have ELA classes and we have zero periods as well for our English language development students and we have SVEF Silicon Valley Ed Foundation and we have a handful of teachers that do um teach math classes after school as well. So there's definitely um work to be done as we move forward with um increasing our um student
028achievement scores. Okay. Any questions? >> Questions from the board? >> I have a question. So, uh the for for the online tools you mentioned, >> is it is it new for this year? >> So, it is new for math this upcoming school year. It was rolled out probably in the middle of last year. So, teachers might not have gotten their full understanding of the capabilities of the program. So that's why we're this is going to be one of our sessions for our PD coming up um at the end of the month. >> Oh, I got you. Okay. >> Yeah. I was just curious about the about the numbers. I mean, >> so one of the things it does do, so the students take the benchmarks. For example, if they're a fourth grade student and they
029score at potentially a second grade level, these online um intervention tools will give them uh tasks at the second grade level to kind of fill in the gaps so that hopefully they can catch up with their peers soon. But what it does what it doesn't do is start them at the fourth grade level. It wants them to go back and fill in some of those gaps. >> Oh, okay. Um, so with with the I mean, thanks for providing the year-over-year comparisons. I think that those those help. So it it looks like we're somewhat holding steady little bit um, you know, upward downward movement in different areas. um to to what to what extent um especially let's let's say uh based on the numbers with the Hispanic population um to what extent do these students find
030it intimidating to take these tests for various reasons could be you know language issues or whatever the the challenge uh might be. um how does this compare with their individual achievements in their classroom? So this is like a global testing but there but the the teachers are assessing on a regular basis uh they have parent teacher conference and give feedback to parents and things like how does this um compare with like individual achievements of the student in the classroom versus this >> this could be a little intimidating for students. it could be intimidating for all students, not just our Hispanic students, too. And so, one of the things I can I can speak to is that all of our students are provided the Common Core State Standards um daily basis in ELA and math. And
031um teachers have pacing guides and specific standards that they teach in every day. and we're really working towards helping support our teachers on to fill in those gaps as they are teaching and not waiting um potentially until the end of the unit. So that's why we're, you know, really focusing on these um benchmarks uh this school year so that we can give them some tools along the way to help support some of the students who are struggling. >> May I actually say something about the benchmarks? Sure. Um, one of the things with the benchmarks that we do with our second through 8th grade students, which is the STAR assessment, it actually has um, one of the scores that it gives us is actually a predictor score where um, how students would actually it's predicting based
032on the assessment how students would perform on the CASP assessment. So, that's another piece of data that our teachers can look at um, to help support our students as well. >> Any more questions? Yeah, I just want to say thank you so much for the presentation and it is encouraging to see that like you know we are holding steady but like we are taking a lot of investments in specific programs that will help support our students and I just wanted to ask if you could highlight again like what are we doing specifically to help raise the scores and help our math and English uh learners specifically our black and brown students our Hispanic students like what are we doing as a district to really invest in those students and uplift them right as we see
033with these test scores they don't hit the same marks as our Asian students. Yeah, >> we can definitely come back and do a presentation on that later because I think that's something that we're working together with our principles specifically on really targeting some of our students and providing those interventions because um they do need extra help. They do need extra support. We have reading tutors that are helping. We have other pieces of the puzzle that are fitting in. Mhm. >> That would be a whole presentation in my opinion. That wouldn't be such a bad thing to to also review with the board in the future. >> Thank you. Yeah. >> Any more questions? Yeah. Thank you, Dr. McCra. Miss Kovit, thank you very much for your presentation. >> We shall continue with reports and presentation.
034Now it will be 10B 2025 summer school programs report. Superintendent please. >> Uh thank you. We had lots of activity going on this past summer. Students involved in lots of different interession opportunities and Dr. McCury will be introducing our team that uh oversaw uh all of those programs this summer and they'll share with you a little bit about that work and what the students experienced. >> Can you guys make sure it's a little uh royal? Can you make it a little There we go. Perfect. There's the presentation mode. >> So, I want to introduce our summer school principles who I worked very closely with in the past few months. We have Jessica Middleton. She's a teacher at Majestic Way. She helped support our students at Lane View this past summer. Marissa Mayor, she's a Sierra
035Mont teacher that got to stay at Sierramont Middle School and oversee the program there. And Corey Hernandez, she's one of our instructional coaches and she helps support our two elementary programs, one at Somerdale and one at Northwood Elementary. And then we also have Christine Gallas who helped support uh the SEAL implementation and that was specifically at Somerdale Elementary. And so I'm going to hand over the remote. >> Put that one right there. >> Okay. [Laughter] >> So um ESY Elementary was held at Lane View this summer. Uh we had 41 middle school and 104 elementary students that were served. Uh services provided were speech, adaptive PE and occupational therapy in addition to obviously attending their classes. Um so this is one of the uh the fourth and fifth grade classes that we had. Um the
036student teaching at the front is actually he was one of my kids from last year um who mainstreamed to me for math. And I just love this picture because he was so excited about sharing uh the strategy that he had for solving that problem. And the kids, as you can see, were really engaged. And >> um his teacher was really great. She let them, you know, lead when they could. And um she had some awesome activities for them to do over the summer. So, um this and that was just a good moment for that kiddo cuz he was kind of shy and he really kind of came out of his shell and was confident in uh you know explaining his way that he solved that particular problem. So, I thought that was super cute. Um
037we used uh VMath and Voyager Passport for the uh math and language arts curriculum. Um the students seem to be to enjoy it. Um I got some feedback. One of the teachers told me that they really enjoyed the curriculum for the sped uh program. She thought it was a great uh resource for them and she was hoping to even see it possibly in the sped classrooms for the regular school year. Um so I thought that was good feedback. Uh we had raft kits this summer which was also really fun and the kids as you can see really loved putting their creations together and um displaying them. Um, we've got different little collages there that they made with with the different kids. But, um, overall it was really a fun activity for them to do uh,
038during class time. Uh, a couple of the teachers did out art galleries. Uh, one of the classes, one of the autism classes actually had an art gallery where um, the class invited all of the teachers and other students to come and look at the art that they had created and the students took turns presenting their pieces of art to um, like I went and the secretary went and and watched and a few of the other classes. So, that was really fun to have them, you know, participate in presenting uh, the art that they created and the things that were meaningful to them. So, um, and we also had some science. Um, Miss Valdez there is doing some planting with the kids. Um, so it was really fun. They had a lot, we've had a lot
039of variety over the summer in the ESY program especially. So, it was really fun just to see um, they were able to bring a lot of different things to life and the kids were really engaged and enjoying themselves. So, it was really great. Oh, and we also had our I think it was third or fourth annual Mark Corpus uh, field day. He was a parro a longtime parrot in the district. Um he was actually the librarian at Pedmont Middle when I was a student there. So um when he was working with me at Majestic that was kind of you know fun to see but he really went above and beyond for the special ed program um in all his many years in the district. So this is um he passed away a few years ago
040and so we have field day in his honor. Um we invite his family. Um his mom came and you know just it really brings the family joy to come and see the kids you know doing the activities and things that he would have loved to see them do. So that's our second to the last day of summer school. We we do the field day. So and different activities you know as you can see here. Um and it's just a nice way to you know finish off the summer. So um and then Corey won't you do this one? which one is >> okay. Okay. So, as um Jessica said, these are kind of the layouts that we had for each school. Um she had Lane View, ESY. Uh at Northwood, we had SBF and Raft as
041a for our ELOP and um for our math and CSI. And at Summerdale, we did in Somerdale and Sierra Mont, we did a language enrichment program. And this was in conjunction with the YMCA and the YMCA supported us in the classroom at Somerdale and after school for care. So at Northwood and Somerdale pro both programs went from 8 to 5. So there was all day um coverage for the students. And then at Sierra Mont it was SVF uh CS CSI language arts language enrichment I'm sorry and ESY. And so we used these are some of the we used Advid at Sierra Mont as well as um the SVF as well. Okay. So the program overview it went from June the 23rd until July the 18th. So we had 19 days and for the criteria for
042selecting uh the students or identifying which students would benefit from the program like I said we did a language enrichment approach to it. And so forale we had students that were LPAC levels ones and twos and our atrisisk els and our EOS. So it was it was not just an English language only program. It was it encompassed everyone and the main focus of it was small groupoup instructions focusing focusing on intentional need for students and again the YMCA helped in the classroom. We had um a YMCA support person in each classroom and in some classrooms we had two YMCA supports. Um and again at Northwood same kind of thing for SVS with RAPH the support was provided also to the classrooms and then um at Sierra Mont we had the same program language enrichment and
043its focus was on the ELPAC ones and twos and our ELELS and as well as our ELS our EOS and so students that had an ESPback score of one twos and that was included included in the first pack um in the first part and SVF. We did focus on our level twos and um then level 3es for uh S CSI and then we had ESY but again and at Sieront there was also YMCA support provided for the classroom. At the end of the day the YMCA support came from Siermont and over to Summerdale to assist So this is our TK through first. We had four classes. We had to have about 108 students. And as I said before, our instruction was to be very intentional with small groupoup instructions and providing oral language developments and
044supports to help students build their oral language with languagerich environments that's themes based uh through through thematic bases. And so you can see we have um YMCA support there. We're using drawing labels, graphic organizers. The teachers were very very um specific in what they were teaching. We provided initially a screener for their students. All teachers to conducted a letter screening so that we can ident identify where our students needed help and they could focus on those things. That was just one aspect. um YMC YMCA also did an assessment pre and post to but we don't have those numbers so but you can see it's very rich in content and students are learning and it's the we wanted to make sure that make sure learning was fun and so that's the whole part of it too
045it's not just sitting down and doing things so they are engaged in these activities and we're also in incorporating collaborative peer groups support. So, they're collaborating and working on tasks together. So, building those skills. On our second through third grade, they had this uh summerbridge theme of you um ocean. We had two classes for that and we about 43 students in there. And here also, we did same approach, small groupoup instructions. And we used also the our benchmark benchmarks phonics intervention kits that we had. So we pulled those in as extra support to help the teachers to have materials resources to use. And so you can see that's going on there. All this is like I said the main focus was small groupoup instructions that is focused on meeting specific student needs. And then for
046our fourth grade we went up a little bit more. And with this, obviously, the oral language is a great emphasis, but we're also including uh writing and being able to articulate what you're learning. And so, we have that concept going on here. They are doing small group instruction as well, but there's hands-on instructions. They're using like uh seal practice of a categorical matrix and graphic organizers to help them with understanding the content that's being brought to them and how to use it. So, we had two classes for that. We had 48 students and we also had the um you can just see that it's very engaging for the students. They like they were doing fossils. So, they were having a lot of fun with that part. And we also were had the opportunity to do
047a parent engagement for our parents. We did that on we did a workshop on July 16th and it was how to support your child's language development. So we were stressing the importance of building oral language at home and with your home language. So we provided the YMCA provided um support with translation and we gave uh them resources and we did a book distribution and we also had our gallery walk on the 17th. Our parent engagement, we had about I think between 40 parents and for our gallery walk, we had about a hundred parents and families come through and then hi. So over at themont we have um kind of all the programs come together in one um sort of and under one roof. We have the ESY program. We have the language enrichment. We also
048have the math and CSI programs. Um so here this is our language enrichment. For language enrichment our teachers were adapting the summer the AVID summer bridge curriculum to um our students. Um as was mentioned before we had students who were e students but also students who were English only together in the classes. Uh one of the things that's um you know interesting and fun for the at the middle school level is we welcome students who are incoming sixth graders you know up to eight incoming eighth graders. So what that means is that for our incoming sixth graders for all of them it's their first time in middle school. And so it's a nice sort of opportunity to transition them into the culture of middle school and they get that little preview into, you know, what
049it means, how the expectations shift a bit with our teachers being middle school teachers and kind of setting that stage for them. So it's nice to have them have that first interaction with middle school in the summer program. Um we had four classes, you know, we had two sixth grade classes, a seventh grade, and then eighth grade. So again, these are rising into that grade. um classes for um servicing a total of about 97 students uh for our SVF run program. So we have the math program and the CSI program. Our CSI classes are very popular as maybe you know or you've heard because it's you know very popular every summer. Um we and actually this year we had for the first year we had two CSI classes at Northwood. So now they're starting the
050CSI kids in the elementary program. So then when they move up to our middle school program, they already will have some background and then they'll their SVF has been working on that curriculum and kind of tailoring it so that the students get that preview in elementary school and then they're um as we're still having obviously our middle school CSI classes. We had four math classes, two sixth grade, one 7th grade, and one eighth math. And then the CSI classes are by level, so they have the uh the CSI 2011. Um, we had three of those and then one class of the 202 students who have had the previous CSI class. Um, one highlight we had in the math program this summer was that our rising seventh and rising eighth grade classes got to go on
051a field trip for the first time in a while because SVF used to do field trips before COVID. Um, but they got to go on a field trip this summer. They uh went to Micron. um Micron, you know, hosted them uh and they had the opportunity to speak with employees of Micron, talk a little bit about careers in, you know, technology and that kind of thing. I myself obviously was not present at the field trip, which would have been so fun to to do. I I didn't get to go. Um but the students had a great time. We had the two classes of them go, the rising seventh grade and the rising eighth grade math students um got to do that. Um, let's see who that's kind of the highlights. Wait, did we Oh, wait.
052Did I go backward? Sorry. >> No, no, you're fine. >> Oh, >> there you go. Okay. >> Um, we So, all together in the summer program between all, you know, all of our sites and all of our programs, we had approximately 700 students, you know, who we welcomed into our schools. Uh, we provided um a breakfast or brunch, you know, in middle school we call it brunch. um and lunch uh both the breakfast and lunch for our students um as well as the community program. Do you want do you talk about the community program or >> the I'm sorry. So the the community program was the feeding program that we did at Northwood and so was open to the community. >> Yeah. I think that's it. That's it. Yeah. You have questions? >> Questions from
053the board? Comments from the board? >> Just comments. So thank you for all all your hard work. Great. uh everything looks looks so much fun and uh you know it takes a lot of effort I understand and thank you for giving up this summer to help our students. Uh as far as enrollment um is it do we did we have fewer students this year as compared to last year or do we have the same or more? I >> think we had about the same. The big difference this year is we really wanted them to have a eight hour um sessions. So that was one thing we talked with SVF about this morning is our um making the connection between the SVEF and the RAF program. So actually those two nonprofits are going to get together
054and create potentially a uh eight hour program that will be seamless between the two. And so I volunteered our school to participate in that collaboration moving forward. >> Good. That's very good. >> I have a question. Can the um can the enrollment be increased every summer? >> Well, it's hard sometimes to get folks to um commit to 19 days of the summer. >> And so, one of the things that we were also kind of toying with is >> uh I know raft did like a a like a two week sessions and then they broke it up into another two week sessions. >> I see. >> Because parents want to go on vacations. they have traveling already booked. And so that's the biggest um hurdle. And identifying the right students for summer school too is also
055something that we've always been in communication about um what is the right fit for some of these programs. These are the students that already, you know, once again going back to the data, students who are below grade level and we're really focusing um our EL program and our ELA program specifically on the supporting them. For our SVF program, it's mainly students who are pretty close to being proficient. And so it's those students who are at your two levels that want we want to push to the third. And then for ESY, of course, it's students who um the IEPs are written so that they have more um 19 additional days of services. And so overall, we try really hard to get as many um kids to come and then to come back. But I know we
056also have our secretaries that call and make sure that, you know, if they're, you know, sick and they follow up with them. But I think our overall our um enrollment has remained pretty steady over the last years. And like uh Corey mentioned, we wanted them to have fun >> so that it's something that they enjoy to come back to every day. And so once they come uh the data that we reviewed today with SVF, we have really good attendance rates and sometimes they kind of taper off towards the end. And so, you know, with that being said, I think that, you know, overall it's a great experience for our students. >> Thank you. Thank you to the three of you ladies. You your presentation was excellent. Thank you so much for the hard work in
057the summer too. Thank you. >> Thank you. >> We shall move on then to reports and presentations. This would be 10 C 2025 maintenance operations and transportation department summer activities report. Superintendent please. >> Thank you. Um with that I'd like to invite our director and assistant director Dan Norris and Mara who will be sharing with you a lot of the activity that our um maintenance operations and transportation teams were involved in this summer. Good evening everybody. Um my name is Dan Norris. I'm the director of maintenance operations transportation. And with me tonight we have >> Mara Zapata, assistant director of MOT. And tonight and as in every September, I have the pleasure of um not only describing but actually showing some amazing projects that our amazing maintenance and operations and transportation team um have completed
058over the summer. If I could get this to work. Ah, so first off, we'll start with the maintenance department. Um this just a bunch of pictures of a a ton of of projects that um our maintenance uh carpenters did this summer. Uh the top two are before and after of just hanging some whiteboards. The bottom uh three pictures are of a bunch of actual backpack hooks that uh we have installed in in classrooms at different sites. Uh along with those items, we've completed some ball wall reskinning we call them. Um so the as you could see the northwood wall is was pretty dilapidated and uh to the picture to the right it's it's uh it's been reskinned and pro most likely hasn't been painted yet but is in process. Um, and then at the bottom,
059our carpenters put together the choir riser uh choir risers for the classes over at Morell Middle School. And on the right, there's a picture of the playground and I believe we had a broken piece of equipment there that we were able to replace over the summer. So this summer was quite challenging to say the least. We consolidated schools as everybody knows, but with that said, we had to do a lot of moving and we did a lot of moving in-house. Um and so that poor orange trailer got filled and transported probably about 50 times um for different schools this year. Um, but we were able to complete all of our our moves and that includes ESY um and uh sped sped and um all the summer program teachers that moved as well. Another wonderful projects
060or bunch of projects that we did this year we took on was painting. Um, we were able to, um, receive a new painting machine thanks to the bond department and, um, one of our carpenters basically hit the ground running and absolutely loves that machine. Um, so all the new paint, as you could see, all the line striped, um, the hopscotch and, um, all the gates that were numbered are, um, from that new machine. And, uh, we're we're doing really awesome things over at Vincy Park, for example. We just, uh, in the TKK, is it the TKK or the old Sunshine School portable area? We painted a whole new track that has multiple different colors and we're uh doing like a 30-foot centipede. Pretty awesome stuff. So, thank you to the bond department for helping us
061with this. Moving on. So, uh, at two of the, uh, middle schools, the kitchen, um, the food service department were able to upgrade their sinks this year. And to do so, to install those, we had to do some some pretty major work um, on the wall behind the sinks. So to the left top picture there, that's what it looked like when we after we pulled this the old original sink in out that had probably been there since the school was built. The picture below was the new wall and then the finished product to the right there with the new sink and the dishwasher and all that. So, our carpenters went through and they redid all the drywall and put up all the new RFP and um it's all watertight and uh kitchens are running good.
062Our grounds department for the most of the summer, they did their best to try to keep up with the uh conditions, the growing conditions. As you could see, our our groundsman there mowing the lawns and and that was on a weekly weekly turnaround. Um, our lawns got a lot of water this year and they grew. Um, and so we were constantly mowing and one of our grounds projects this year were the softball fields. And so to the bottom right there's one of our our grounds workers trying to get the Sierarmont softball field up to playing conditions. Um and it took a lot of work to get there. Um we got tree cutting and actually inside all of our sister schools we have the atriums um inside atriums that have uh planter boxes that we have
063to do the upkeep as well. With that said, I'm going to turn it over to Miss Sapata so she can take care of our talk about the fun custodial transportation. >> Okay. So, I'm going to give you an update on custodial and transportation. And I'm going to start with custodial. Um, so this is our four our fourth year doing team cleaning. So, we have two teams and they go actually three teams, sorry. Um, they go out to the middle schools and elementary schools. Um so seeing them just work together and you know really go into detail with toptobottom cleaning u making sure that you know um our students and our staff have a clean and welcoming environment is really nice. I'm really proud of them um especially because you know we did have a couple
064challenges construction and um school consolidations. Um, so you know, but they were flexible and they still delivered our transportation team. So, we are fully staffed now. Yes. Um, we're all really happy about that. So, not only is our transportation team helping um, you know, continuing the routes for summer school, but they also help out with creating a clean environment for our school. So, they go out to the school sites and help out. And I just want to shout out um special ed department Tanya because she helped coordinate a training uh for our bus drivers. And this is the first time that we've had that. And um that support has really helped our drivers just um you know, work with the students when you know they're having some trouble getting on the bus. Um, they gave
065us some handouts and just some tools to be able to talk to them and, you know, kind of get them to sit down and get on the bus so they can go home. And that's all. >> So, we had the MOT barbecue this year and thank you for who came out. I took off the Dan's World Famous Barbecue because I kind of overcooked the brisket this year and I felt kind of bad about that. So, but what a great turnout we had. It was a it was always a fun time. Um, this year I was able to get the meat donated. Um, we had a a vendor donate over $1,000 worth of meat that we we barbecued. And so, we did a little something extra this year. We did gift cards. So, we did everybody
066got to pick a a card or a pick a number. Pick a card raffle. raffle and uh MOT department was able to give out about $250 worth of G gift cards to our staff. So hopefully next year I don't overcook the brisket. I typically this is the best I could do. So usually these pictures are super orange because our or our easy ups are orange and it just makes everything orange. I did my best to try to tone that down this year, but uh that's just a few pictures of of staff enjoying um some wonderful barbecue, dried out overcooked barbecue. And um >> so for welcome back we had a team um that helps you know like make sure that that space is the our BYC is ready to go. Um there's a lot of
067thought that goes into it you know from our district office from maintenance and our custodial team. So, I really appreciate all our work that goes into this and um the positive energy that we have and it's a great event. So, yeah, here's us enjoying it. Um also a couple of the custodians, you know, the team down there to the right um that helped clean. There was a couple missing, but everyone's there. >> Yeah, that's it. >> That's it. Thank you. Any questions? just to comment that you know the I'm always in awe of the you know how easy they make it look. I've shadowed as you know a couple of uh your custodial staff and your groundsmen. It's not it's not an easy job and they make it look easy and the pictures don't do
068justice uh to the amount of work they do and they always appreciative of uh everything that that team team cleaning idea I think that's uh that's a great thing that is uh that we implemented. I think it it creates uh you know a great work environment as well. Not just uh delivering clean schools but creates that camaraderie kind of a thing just to uh get everybody together and work out the dynamics and all that. So I really appreciate both of your leadership and as well as all of our staff's hard work this year especially. >> Thank you. >> I appreciate you being your my eyes out there too >> for sure. Glad to be of help. I also just wanted to say thank you so much especially with all the moving that was happening in
069such a short time frame. Really appreciate your leadership and the team's work on really making sure everybody's settled and in place and our schools look beautiful and wonderful. And also I'm really happy that you also did the training with Tanya as well that I'm really happy to see that I did shadow um one time you know working you know in the school bus and I know it sometimes it is difficult getting those kiddos on the bus and then getting them to leave after. So really good that we're doing that training. Hopefully you keep doing it every year. But yeah, thank you so much for your work over the summer. >> Thank you, Dan and Mara, and the people on your team. They just do an excellent job every time. Thank you so much. >> Thank
070you. I pass it on. >> We shall continue then to 10D, measure U construction bond program update. >> Uh thank you. And with that, we invite uh Tony Konostop for his monthly report on our measure U bond program. >> Hello everyone. [Laughter] >> Um again, we'll start out with the um bond program. Um sorry. Um the first picture we're going to look at is Vincy Park and um unfortunately we thought we were done and actually we've had some peeling at the old where the they actually p yeah patched the plaster the existing PLA plaster. So they're actually going to fix that next week. So they're come after school. There's about I don't know a dozen places where the pe the paint's actually peeling off the wall and they think it's because of moisture but they're
071going to actually fix that next week. Um, again we'll go through measure U, the updates. Again, we completed the Brook Tree HVAC project and again as I stated, we did actually finish the painting at Piedmont or at sorry at Fitzy Park, but they're going to go back and um fix everything. Um, projects that we bid um since the last board meeting was the warehouse replacement project. So, we actually had 10 biders, which was great. The project came in at about $5.3 million. We actually accepted the alternate which includes solar panels on the roof. Um and again that's on the agenda to get approved tonight. And the other project is the remaining PA projects. So we have three more PA projects to do. Northwood, Noble, and Sierramont. And we hope to have those all done by
072January of this year. Again, they'll be approved at this board meeting. Um, again, things that we're going to go out to bid with are Vincy Park. So, Vincy Park next summer, they're going to replace the exterior doors and all the frames and they're going to rec they're going to reconfigure the office so that you can't actually walk into the school. Now, you're going to have to some double doors that you'll stop you and you'll have to talk to the office. And again, that'll happen during the summer. Um, again, the Pedmont paving improvements, basically the black top in the back, that's all going to get improved. We'll and we'll do some repair for other places and then the fire alarm at Northwood. Um projects that are in progress again they're working on Toyon their HVAC project
073that'll be done at the end of September. Um the solar projects again at the district office morell Piedmont and Sier. We're still waiting for PG& for the interconnection. Once we do that we'll be be able to start saving money. And then Lane View and Cherrywood those projects will be done by the end of September. And I think most of the steel is already up for both of those. Um, again, we're eventually going to finish the HVAC project at the roof. I there was a um one of the units was damaged, so they had to reorder a new one, but again, we're hoping this month that's done. And then the PA replacement at Majestic Way and Vincy. Those will be done by the end of October. Things that we have in design are the um kitchen
074assessments. So, one of the projects in the next few years will be redoing all the kitchens at all the schools or at least updating them. Um, again, all the security alarms that we haven't done, which I think are seven schools left. And then the last two, um, HVAC projects, which are at Majestic Way and Summerdale, that'll happen this summer. Um things that we're that I don't have written down, but that we're going to start working on is we're going to start working on TK fencing for Brookie and and Somerdale. Um we did the pod reconfiguration at Majestic Way at B. We're going to do that at the other sister schools at two of the pods next summer. And then let's see. Oh, additional storage at the portables. And again, this is a schedule of how
075we're going to get everything complete. Do you have any questions? >> Go ahead. Questions? >> Question uh for the Vincy Park and uh exterior door. You said the there's uh you're going to have the two gates um before. H how is that? How is that? Can you go go over that again? So, at Vincy for next summer, we're going to do the So, the exterior doors, we're going to replace all the doors and frames. >> Okay. >> So, >> you said there's a gate also that sitting replaced. >> Oh, no. >> And it's it's just that the admin we're actually going to add doors inside, double doors. So, you just can't walk in. That's all. >> Walking into the school, you have to you have to be in the office. >> So, you'll have to
076go to the office. >> Someone has to let you in. Oh, I see. Okay. I I was a little conf I thought it was the is the ornamental gates that are outside is >> No, we were trying to Yeah, because there was no way to actually do that outside. >> Okay. >> So, we wanted to do it inside. >> Oh, okay. Okay. I was little little confused to with that, but Okay. No, thank you for the clarification. >> Any more questions? Thank you. Thank you, Tony, for the update. Excellent. All right, we shall continue with item number 11, which is the superintendent's report. Superintendent, please. >> Um, I'll be brief because I know we still have several items to go through on our agenda this evening. Um, just, uh, one, I want to just thank
077all of our families who joined us for our middle school back to school nights last week. It was really impressive to see a significant number of parents. Um, you know, hearing all the information from the teachers. I appreciate everything that they prepared. I know the um I was really impressed to see how many parents were in attendance with our eighth grade students. You know, sometimes we see a trickle down as the students get older, but there were a lot of parents in those classrooms asking really good questions. I also um appreciated uh you know several of our teachers talking about um the balance for students and really thinking about student mental health and stress with workload and giving parents tips on how to support their students and strategies they're giving students in the classroom on
078how to help them um with their study skills and building those those good habits. So that was really nice to hear at the middle school level. Um, and also want to remind everyone that tomorrow night our elementary schools will have their turn. And so we're looking forward to having another um, you know, another good crowd at all of our sites. We've posted our schedules and we welcome you know, everyone here on the board to join those events and and get to engage and hear what a great year our students are going to have. um you know teachers spend a lot of time preparing uh for those learning um objectives and you know helping their students get off on the right track at the start of the school year. Um in addition uh this year we
079do or this month we do have an upcoming uh non-pupil day which is going to be on September 24th. Uh that's going to be a dedicated day for our staff to engage in professional development. So that's why the students will have no school. And so, and then just uh a congratulatory announcement. Uh we heard a little bit about Raft um during our summer programs. Uh we've been a longtime partner with Raft in lots of different ways. Um we have staff that utilize their resources. One of the services that they provide is very lowcost um materials for teachers to use in their classroom. They've welcomed PTAs into their resource space, etc. And every year um they acknowledge uh local community volunteers, heroes, and educators who are doing great work in the areas of steam. And so
080they're having that upcoming event next week. It's an annual event on the uh 17th, I believe. And one of our very own uh classified employees is going to be getting recognized this year, and that'll be Peggy Nuin from Ruskin. So, I did go out to uh the school site today and I wanted to just personally congratulate her as I learned the news and look forward to celebrating, you know, all of the efforts and and supports that she's offered to the the Ruskin student community um in this area. So, wanted to be sure to share that recognition with you. Thank you. >> Anyone else? Thank you. Let's continue then with number 12. Comments, announcements from the board. Any announcements, my fellow board members? >> Uh I had a few comments I wanted to share. >> Go
081ahead, please. Um >> just a few few thoughts. Uh what one of the things was I was actually going to talk about uh traffic uh because I walk uh around the district in the morning uh during my walk. So I I was going to talk about it. Uh uh President Boak, is it okay if I if I bring that up because it was uh someone spoke about it during public comments as I don't want to be >> um it it depends on your conversation if you want to bring it up during follow-up information or additional information for agenda. >> So it's just an observation that I wanted to share um not a suggestion or or a recommendation to anybody just uh based on my personal observation um that I see. So I walk all over
082the district uh not all over but but to within a reasonable distance uh about 2 milesi radius from my uh from my home uh and I observe uh traffic patterns um and I do report it back to the city based on what I see and um I I've done that in the past. you know that I I was um helping out at Cherrywood uh for the past several years uh managing their traffic uh uh crosswalk over there and I have been to uh Bruscan uh neighborhood a few times uh this year. I also went to Ruskin neighborhood last year as well to observe um how observe the dynamics of the of the situation. Um, and I I was very much aware of how Cherrywood was and uh I've seen what Brook does. I've seen Northwood
083uh the traffic patterns and how how uh it can be challenging and some of the challenges um that I saw this year uh with the increased number of students especially at especially Raskin is the largest school now uh at many of the schools not much unlike what I noticed uh in in the prior years um where drivers not yielding to pedestrians, pedestrians not waiting for the cars to make a turn before stepping in the crosswalk. So we have a we have a shared responsibility of uh you know making sure that we are safe ourselves. And my always uh my spiel to uh the parents that I speak to is always it's okay to be late. You know, it's okay to be late and safe than be on time and injured. It's not just not worth
084it. It's okay to be a few minutes safe. Like I always say, I mean, if you're running a couple of minutes, if you're two minutes late to school, 2 minutes and 30 seconds, you're still going to be late to school. It doesn't matter if if you're like 30 seconds late to school. So, it's it's a shared effort and you know, we just need to be mindful of um you know, where the kids are going. So these are observations you know I I I see and I any chance I any opportunity I see to for improvement in the traffic flow signal timings and stop signs I always reach out to the DOT to share my feedback and uh what they can do to uh help mitigate reduce traffic u speed limits and things like that. So
085uh I've been doing that and and I I do understand the challenges with uh with the increased u number of students at not just Ruskin and it several of our sites have more students now uh which means there are more parents uh driving. So my appeal would be to just be mindful and just uh not just as a driver but just as a as a pedestrian as a person walking just wait till the car the car that is misbehaving to leave before you step into the cross crosswalk and I observed this um uh last year too because I wanted to make sure that I have a proper comparison between the two but um that's one thing I wanted to wanted to mention but the the other one um that I wanted to bring out is
086uh based on a very much benign conversation I had uh with a couple of parents. It was nothing it was not it was not a complaint that they had or anything like that. has said something but but being the overinker that I am and I started thinking about what it could mean what uh how it could you know uh be zone out of proportion is um I wanted to make clear and I I think uh Dr. Fantasy spoke multiple times about it to the community and you always put it up in the newsletters which I appreciate is um we we are um we we consolidated schools, we closed school communities but we merged communities. Uh it's it is it is not a hostile takeover of one school by another. I wanted to make clear that
087everybody understands that, you know, it's not um it's not like one school said, "Okay, I'm going to absorb you and just, you know, erase you from existence." It's not the case. We we made sure that we we specified to make sure that it's a combined effort. We're combining communities. We bring those shared values and um and you know, find out what works, you know, uh what what doesn't and you know, see what we can compromise and things. Uh so this is based on some uh some comments I heard. So I want to make sure that that parents um students staff whoever uh it may apply to at the recipient schools at the schools that absorbed some of our kids uh I I I don't want the the parents that came from other schools like from
088from Lane View to Majestic or to Northwood Toyon to Summerdale or to um uh to Noble or Cherrywood Ruskin to Summerdale and uh and Brookry I don't want to make them feel that their past experiences um or the identity of them being Sherwood students, Sherwood staff or uh lay new students, late new staff, langu parents. I don't want them to feel that's been erased. You know, they're they're having a conversation with another parent, the uh students having conversation with another uh student. They should be free to say hey uh you know when I was in Lane View uh we used to do this and this was very interesting. The parent parent should be free to say hey when I was in Toyon we had this program what do you have in Noble do you have
089something like that or can we bring something like that? Same with you know uh with Cherrywood uh students at uh at the different locations. There should not be a sense of, you know, they should not feel intimidated to bring up their uh their past experiences or their identity uh at least for at least for a year or two because they still have those um uh those things in mind. And uh and the the thing that the overthinking part of me is um I started thinking about you know specific identity you know it's with winter coming up uh students and parents and staff might be uh getting their sweaters and jackets and things like that and some of those jackets have logos from their previous school right you know some of those some will say lindu
090some will say cherrywood some will say toon they should not be afraid to wear those uh those jackets or sweaters in the in their new location. They should not feel you know intimidated intimidated or they should not be bullied or anything like that. They should not feel like uh it should be it you know it shouldn't cause any kind of friction or anything. They should be proud to uh be able to to wear that. And again I I might be overthinking it. I will I will you know accept that criticism from from you but but you know it it got me thinking you know we don't want to be in a position where students staff or parents feel uncomfortable um wearing a you know you know lane view sweatshirt or lane view jacket or you
091know a toyon sweatshirt jacket to their new location it should not come to that and you know for Dr. point is if you can uh get a empower or administrators to um get that message across in whatever gentle way they can uh to make sure that you know not just that they welcome those those students from the other communities is to make sure that it's it's okay to uh you know still talk about those those communities that you come from. There should not be any kind of uh you know bullying or harassment just because somebody's uh referencing and uh it it's um parents as parents we sometimes uh even jokingly might might say something but it creates an impression on on the students and the children and they think they take it too seriously literally
092and uh they might exhibit bullying behavior or something like that where they did not mean to um do that. So uh just wanted to you know uh point that out based on um couple of conversations that I had with uh uh parents in different uh recipient schools that I uh that I uh that I observed which is why I thought I'll just use that opportunity to bring that up so we can uh think about how we can empower administrators to make sure that these are these are like you know might be minor issues but have uh some of some kind impact on the um on the uh community. So just wanted to mention that. So thank you for the opportunity. >> Thank you Trustees Shinasan for your comments. We shall continue now to item number
09314 which is public hearings a public hearing for resolution 25-02 sufficiency of textbooks for instructional materials. Um Dr. Fuentes please. It is recommended the board conduct a public hearing to receive comments from the public regarding resolution 25002 sufficiency of textbooks for instructional materials. Thank you. I am opening public hearing right now. Do we have any public comments regarding item A? None. In that case, I'm closing. Public hearing is now closed. We don't vote on this. >> Okay. >> B. Public hearing for resolution 25001, the gun appropriations limit calculations summary. Uh, Dr. Fuentes, please. >> It is recommended the board conduct a public hearing to receive comments from the public regarding resolution 251, GAN appropriations limit calculation summary. Uh, this summary was also provided to the public. There is an attachment at at the table. >>
094Thank you. Public hearing is now open. Any comments from the public? If none, public hearing is now closed. Thank you. C. Public hearing acceptance of the 2025-2026 district's initial proposal of negotiations with a teamster's union local 150 according to government code section 3547. Um Dr. Fuentes, please. >> It is recommended the board conduct a public hearing to receive comments from the public regarding the district's initial proposal for negotiations with Teamsters Union Local 150. Thank you very much. Public hearing is now open. Any comments from the public regarding this item? If none, public hearing is now closed. Thank you. We shall now continue to review an action. A superintendent one process for filling board member vacancy. Superintendent Fuentes please. >> Thank you. Um, as you all know, during our last board meeting, our former trustee, uh,
095Hugo Hugo Himenez, uh, shared um, his thanks to all of you and, you know, in his reason for resignation, which now leaves the board with a one seat vacancy um, that we need to uh, have deliberation on on how we want to fill it and what those um, options are to the board. So this evening, I would like to welcome William Tunic. He is our legal counsel uh representing DWK and will provide to you a presentation of the options in moving forward in filling this vacant seat. Welcome. >> Great. Thank you, superintendent and board. Uh it's good to be with you. I think it's been a little while. Um >> it's been a while. I hope all is well and happy to it's it's always nice to come and and be able to watch all
096the presentations at the beginning of the meeting and see what's actually going on in school districts, not just what we hear about and all the good things that's that are that are going on and all the smiling faces. So, um as the superintendent said here tonight to talk a little bit about the options to fill the vacancy that you have on your board. Um, this is some of this may sound familiar to some of you, I know, from going through this process in the past, but just wanted to do a little bit of a refresher and then get some direction from the board on moving forward with the process. And first step is get the remote to work. There we go. Okay. Excellent. Thank you. Uh, so when it comes to a board vacancy under
097the education code, there are essentially two options. uh one is to order a special election which would be a full-fledged election in the district. Uh that would occur. Voters would decide the individual assuming anybody applied to run who would fill the vacancy. The other uh approach is to make what's called provisional appointment. That's where the board would would go through a process and select someone to fill the vacancy. The timeline for either of those options is 60 days. and it's actually 60 days from the date the resignation is filed even if there's a deferred effective date. So in this case we go 60 days from when it went to the county superintendent and that's how we get the deadline in October. The one thing uh just to kind of explain the provisional appointment. The reason
098it's called provisional is under that process there's an opportunity after the board makes an appointment if um this community that wants to sign enough petitions and it's a relatively high threshold that can actually kind of force it to an election doesn't happen very often but that's why it's provisional that period only lasts about 30 days and then the individual is essentially a permanent appointment after that point. Well, I see because I was going the wrong way. That was my problem. Okay, excellent. fix that. Uh, as far as a special election, again, that can happen either by the board calling it or if the board doesn't take action within 60 days, that's the county superintendent. From a timing perspective, the education code requires that it be held on what's called an established election date. So, in
099state law, there are certain days every year that are established election dates. It depends on the year. For next year, uh, the first one of those is actually in April of 2026. So that would actually be when your election would be if you decided to go with an election. One down well there's two downsides of doing elections which is why most boards don't go in this direction. Number one between now and when that election is held the seat remains vacant which means you you have four board members. The other reason is the district bears the cost of the election and especially an April election when it probably would be the only thing on the ballot would be a pretty expensive proposition for the district. Oh man. By the fourth slide, I'm going to figure out
100how this thing works. Uh, provisional appointment. So, this is the other option. Again, this is I know what the board has done in the past and what most districts and most boards choose as well. This comes out of the education code, but also out of your board bylaws, but there is some flexibility. So, we can talk about that. The first thing we usually recommend is the board obviously provide direction to staff to move forward with this process because there's an administrative uh process as far as getting applications out and everything like that. So that's step one, which is for where you are tonight. Also establishing a subcommittee, and the reason for that subcommittee, we'll kind of get to in a few bullet points, but that would be two board members that would work with staff
101and sort of setting up the process as we go. Publicizing the vacancy and the appointment process, um creating the application, which we would assist with, and then having an application window for individuals to apply. the subcommittee, one of their jobs is actually to either screen or verify eligibility for um being on the board. That's not necessarily a first interview process. It's really just looking at eligibility. And I think the reason the bylaw usually suggests that is so that it's the board that's making that decision or board members and not necessarily staff or anyone else. Um then you would get to a point where the board would conduct interviews. We can talk about some some options there. hear public comment and make the appointment. And just like this part of the process tonight, that part of
102the process is also all done in open session because board members are not employees. So it's not for example like appointing an employee where you can do it in close session. Everything happens in open session. The one reason um well actually I'll talk about the subcommittee in a minute. So again, option one would be to call a special election if that's what the board would do. The direction to staff would be to agendaize that for a meeting between now and October 18th. It would be a resolution calling the election and then it would occur in April of 26 and whoever was elected would serve till December of 26. So that's one option. The other one is the appointment. And so this there's a little bit more detail here. What the suggestion would be to provide
103direction to staff um a to establish a subcommittee who the two members of that subcommittee are going to be what their roles would be. What we'd recommend is uh as I mentioned assisting with the eligibility and then the other thing that that subcommittee can help with is establishing the structure and the questions for the interview process. The reason to do that is because it it allows you to do it after you know how many applicants you have, which is a easier time to do it than to try to guess now. Uh and also as far as the questions, a lot of boards don't like those uh to be given to the applicants before the actual interview. And so the only way to have board members involved and not do it in open session is to
104do it with a subcommittee. So that's the other thing that we usually recommend. As far as scheduling, uh this was just a schedule that we we came up with just kind of given the calendar. This is pretty similar to what you've done in the past, what most districts do. We'd have applications open uh for two weeks. So that means you'd have it available and folks could drop off the applications. We'd give about a week for um we need to talk to the county register to actually verify the addresses and everything like that. So you'd have that first week of October. Then the subcommittee would have a week to meet and then you'd be looking at interviews and appointment at your board meeting on October 15th, which would be in advance of the deadline on the
10518th. Um again, those numbers, there's some flexibility there depending on what the board wants to do. Uh and then as with the election, because this vacancy occurred in the second half of a term, the individual would fill the remainder of the term till December of 26 and then in December of 26, the seat would be up at the normal election. I believe then that is actually all I have, but I'm definitely happy to answer any questions about the process and and see what direction we get from the board. >> Any questions so far? >> Oh, yes, I do. And thank you so much for the presentation. and really appreciate it. This is my first time going through this type of process, so I appreciate the overview. I had a couple of quick questions. Um, for
106the special election, we do have an election happening um this November. Would that not count under ED code as an as an election that would count towards where we could do an election. Just curious. >> Yeah. So, it it technically that is an established election date, but it has to be more than 130 days after you call it for enough time. And so, because by the time this happened, we were we think we were within 88 days even at that point. Okay. Gotcha. And I've also learned that if there is a tie between the four of us, when it comes to an appointee, what is the procedure to break the tie? >> Ultimately, the board has you have to have a majority. It takes three. Um, and so what what we'll usually work with with
107boards is coming up with, and this can be something the subcommittee can work on, is some process, and we've got some different methods that we've worked with with boards to try to help boards get to a point where three at least three board members agree on one person. Unfortunately, when you when you've got four board members, a two two vote is essentially no vote. Um, and so we do need three uh board members and and most boards are able to get there eventually. >> Oh, got it. So, in ED code, it doesn't dictate like this is how you make a tiebreaker vote. Like we can decide as a subcommittee. >> Well, it's not so much that you can decide a tiebreaker, it's that you need you ultimately need at least three board members to vote
108yes for for one appointment. So it's a matter of um how we structure the discussion and the process so that at least ultimately hopefully four board members but at least three are comfortable voting yes for one person. So we if if we get two two that ultimately ends up in no appointment. >> Oh I see. Okay. >> Another question from >> Go ahead. So uh in one of the uh slides if you could go back to it it said um the subcommittee will uh will what is it called? >> Oh the screen >> screen screen verify eligibility of applicants and confirm interview process. So what does the screening uh do? Like for example, when when I when one of us files the county, they look at eligibility, you know, citizenship status and residency status and
109are is a subcommittee expected to do that or um >> so the sub Yes, it's a good question. The subcommittee really works in tandem. The district will reach out to the county to get that information and then the subcommittee is pretty much just verifying it. So it really is just a paper confirmation. Um but it talks about doing it in the bylaw. So that's why we like to have it in there. >> But the subcommittee is not expected to do that investigation as to >> No, no, no, no. They they they're going to rely on the reg. Yeah. No, they're not visiting anybody's house or anything like that. That's that's that's all the register of voters doing that. Yeah. >> I just want to make sure they have the set expectations. >> It's a paper
110screen essentially. >> Okay. Good. No problem. >> And there was a good question about the uh tiebreaker. I think we had that >> several years ago. I don't know if Miss Black M coin toss. >> Oh yeah. >> So yeah, the sub subcommittee will need to have some kind of process to >> figure out how how we do that. So yeah. Okay. >> U Mr. Tunic, the um subcommittee it consists of two board members. Is that Yes. Okay. And the responsibilities of these two board members is to screen them >> to screen the application. >> So So three things that I would I'd recommend the board direct the subcommittee do. one is is the paper screening, which again you're pretty much relying on the county, but formally the board does it. Um, two, work with
111staff to determine what what the interview process is going to look like. And what I mean by that is, um, you know, if you're if you're lucky, do you have 10 applicants? Maybe you're going to do two rounds of interviews with some ranks in between. If you only have two applicants, maybe it's a different process. You know, do we want to have do you want to have five questions? Do you want to have three questions? Those types of issues. It's helpful if the subcommittee has the ability to work with staff to figure those out. Um, and then the third thing is developing whatever the interview questions are going to be. Um, working with staff to do that as well before that meeting so that when we come in, everybody knows um, what that process is
112going to look like. >> And the process for the interview would be in public session. Correct. >> Exactly. Yes. >> Thank you. >> Is does the subcommittee have the authority to like whittle down the applicants? like if we get like a hundred applicants like they can they have the ability to be like okay we're only going to interview 20 like is that something within the prerogative of the subcommittee or do we have to interview everybody who applies or >> so so I I believe your board bylaw says you you interview all applicants um if we got to a situation where you had 25 or 30 applicants maybe we we'd come back to the board and probably try to get some direction um but generally speaking it's usually most districts most boards don't have the subcommittee
113do that they bring everybody forward um if You know, just by way of example, let's say even if you have 10 applicants, what I've seen boards do is ask everybody to come up and give like a two-minute statement as sort of the initial round and then they might do a ranking based on that and the application and then bring the top three or four back to do more questions. So, there's there's some different options when we get to that depending on how many folks you have. >> But for this evening, we need to decide which process we are going to be doing. >> Yeah. Yeah. So, so tonight's really a two-step. Sorry to interrupt. Just really a two-step. One is election versus appointment and then if it's appointment, um clarifying the subcommittee piece would be
114helpful. >> That sounds good. All right. Thank you very much. Thank you. >> All right. My fellow board members, what are you thinking of where we are going? So um considering that this is a this is to fill the rest of the u trusty human is a trusty is this term which is December 2026 one year. >> It's a very very short uh window. >> Yes. >> So so I think um I mean ideally in a democrat democratic process we would love to call for election um but to be realistic it's a lot of money. It's a million dollar plus um if I'm not mistaken, if it's just depending on the number of items on the ballot, it could be million. >> Correct. Uh you know, the last time um as a district that we
115put up an item on a special election was for our parcel tax renewal >> and uh the cost for that was over $1 million. >> Right. So I mean if it if it were like a longer term like three plus years uh calling for an election would probably uh make sense but from my uh perspective since it's just um about a year or so to complete uh >> former trustee as his uh position my suggestion my uh suggestion would be to go with the appointment process uh to see uh the interest from the community. Trusting Oen. >> Uh I agree with that assessment. I'm also in favor of the provisional appointment for uh many if not all the reasons that were presented to us and also with the cost savings as well. And also I
116think um with the provisional appointment process for some reason it it brings more candidates out compared to uh elections. Elections generally people don't like to run but when there's an appointment it usually brings out more candidates. >> Yeah, good point. Yeah, good point. Trust trustee Hog your opinion please. >> Yeah, I agree with the other trustees as well. I would have loved to do an election, you know, like as mentioned as to do the Democratic spirit and do an election, but it is very expensive and we just came at the heels of school closures. So, I just really don't want to have a major expense again. And I think that it would be really fun to have, you know, folks from the community apply and experience what the process of being a schoolboard member could
117be like. And so, I think we should be doing an appointment. So, and I encourage a lot of people to apply because being a school board member is really enlightening and it teaches you a lot and you get to really give back to Beressa. >> All right. Thank you very much. I would like to share my experience that at my first job as a board member, I was appointed and that was 14 years ago. It's a long time ago. I still remember the process. I do. So um yes, I agree with all of my fellow colleagues that we should go for the um appointment process. To me to me uh frankly the the election process would be would be great but the time is short. We we have to fill a one year it's only
118one year um remaining on Mr. on Mr. Hugo's Jimenez's uh term. So, and then on top of that, the expense is enormous. So, we have to be practical. So, I would like to um reiterate that we go ahead and go for the appointment. Do we vote on this? >> Uh do we have a motion? >> Do we have a motion? >> I'll I'll make a motion to make a provisional appointment for fulfilling the vacancy uh of trustee menace. >> I'll second that. It's been moved and seconded to fill the vacancy by a by the provisional appointment. All in is this a roll call vote? No. All in favor say I. >> I. >> Oppose. Motion is passed. Thank you very much. >> The next the second component that we would also want direction today would
119be on a subcommittee participation. So, two board members that would work with myself in coordinating these nextst step efforts for uh getting the uh information out uh and going through what that interview process would be as uh Mr. Tunic described. >> I'll volunteer. >> Anyone else who want to volunteer? We need at least two board members. >> I would like to do it too. >> Okay. So we have we have trusty shinasan and trustee how to do this for us. >> All right. So do we need a vote on that one too? >> No that's just direction. As long as you have board agreement we're good. >> We are all in favor that for trustees sharabasan and trusty h. Okay we have trusting goen in here who's giving his thumbs up and myself too. So
120everything is done. Thank you very much. All right. So we shall continue now. >> Thank you Mr. Tunic for giving direction. >> Okay. Now let's go to item number two resolution 25003 to designate specified position as senior management of the classified service. Superintendent please. It is recommended the board adopt resolution to designate specified position as senior management of the classified service. So this is a a resolution that allows us to uh designate a classified member into a senior position and for uh that position that we are referring to is the assistant superintendent of business. >> Thank you very much. Any comments from the board? I move to approve. >> Let's second that. >> All right. It's been moved and seconded. This is a resolution. So, this is a roll call vote. Uh, Miss Gomez, please.
121>> Yes. President Boak. >> I. >> Trustee H. >> I. Trustee Nuen. >> I. >> Trustee Shrina. >> Hi. >> Thank you very much. The resolution is adopted. Three. Employment contract for assistant superintendent of business services. Superintendent, please. Thank you. It is recommended that the board approve uh the employment contract between the district and the new assistant superintendent of business services defining the salary, benefits, and other terms of employment. I also have some additional information to read. Um, prior to discussion and voting on this uh, agreement, government code section 54953 requires an oral summary of the recommended salary and compensation paid in the form of fringe benefits for a local agency executive. The law requires that the summary be provided during open session of the regular meeting in which the final action is to be
122taken. pursuant to the assistant superintendent of business services employment agreement and our um uh recommended employee is here in the audience. It is Josh Ktoriiano. Um as assistant superintendent of business um this individual shall receive $214,35 prrated for the 2526 school year plus 2% of the base salary for a master's degree. Additionally, the assistant superintendent of business will receive health and welfare benefits, vacation similar to other classified management employees, and 12 days of sick leave. The assistant superintendent of business services will also receive up to $2,000 a year toward individual professional membership. The agre the agreement, if approved, is effective September 11th, through June 30th, 2028. Thank you, superintendent. Any comments from the board? >> Uh, this sorry the contract date was um until end of 2028 calendar year. >> Correct. No, June 30th. So,
123academic calendar. >> Academic calendar year. And it does it align with the other contracts that we have? >> Correct. >> Okay. Okay. That's good. >> Okay. Could I have a motion, please, to approve? I'll move to approve. >> It's been moved and seconded. All right. All in favor say I. >> I. >> Oppose. Motion is approved. >> Congratulations, Mr. >> I give you the opportunity to say a few words. Uh not too many words just uh I appreciate it. Uh thank you very much. Appreciate this opportunity. Um I'm excited about this new role and um I will hope to continue support various staff and students as best as I can. Thank you. >> Thank you. Congratulations again. We will welcome you to the dis at our next board meeting since your official date is September
12411. >> But welcome. Welcome to the team. >> Welcome. All right. Um item number four, board policy 0450, comprehensive safety plan. Superintendent, please. It is recommended the board review and approve board policy 0450 comprehensive safety plan for first reading. Uh this uh updates uh language um regarding we always had language in our uh comprehensive safety plan policy regarding high expectations for students during drills and emergency procedures etc. Uh new um provisions also require us to include the same high expectations for ourselves and all of staff that are involved in these emergencies. And in addition, it adds uh the legislative intent that to have these effective um safety protocols that we would also provide training to support our staff in these efforts. >> Thank you. May I have a motion, please? Or any comments first from
125the board? If not, may I have a motion, please? >> Move to approve board policy 0450. >> I'll second that. >> It's been moved and seconded. All in favor say I. >> I >> oppose. Motion is approved. Thank you. Item number five, board policy 1312.3, uniform complaint procedure. Superintendent, please. It is recommended the board review and approve board policy 1312.3 uniform complaint procedures for a first reading. Um this is also uh just updating um the language based on recent legislation. uh there's further clarity from the state that discrimination is not just because of one protected class under state law but also because of the combination of two or more protected classes is also um considered allowable. So just language adjustments. >> Thank you. Any comments from the board? >> I'll move to approve board policy
1261312.3. So I'll second that. It's been moved and seconded. All in favor say I. I. >> Opposed? None. Motion is approved. Now let's go down to business. Business services one 2024-2025 unudited actuals and fund balance. Superintendent, please. >> It is recommended the board approve the 2425 unudited actuals and fund balance. We do have a brief presentation and we welcome back Josh Kiano. >> Okay, so good evening Josh Ktoriiano. I guess I'm still the director of physical services for another day. Um, so basically uh we'll be presenting the unodudited actuals. Um, this is just closing the loop on our fiscal year of 202425. So, basically, we're closing the books, seeing how all the revenue did, how all the expenses did, and um how um any audit adjustments or anything like that that needed to take place
127during that during the 2425 fiscal year. So, this is just a quick view of revenue um for estimated actuals versus unodudited actuals. You can see that our estimated revenues, total revenues was about $96 million. It came in about $99 million. It's about a 2.2% difference. The biggest change was transfers in. Um these are transfers in from other funds. So these are for expenses related to um building costs, maintenance costs, and stuff like that. Um as well as like um other um post-employment benefits. So, we do had a fund that was for other post-employment benefits that we transferred into the general fund. So, one of the items that our accounting standard boards um requires is that each district basically recognize the state's contribution to STIRS. Right? So, STRS is our teachers retirement fund. And so the
128state does do an actual contribution to this fund. And so basically our district's amount is about 33 $3.8 million. We recognize a $3.8 million revenue and expense. So it doesn't affect our cash, but it does look that it does go on our income statements. And so this look is how um our revenues actually look without that um accounting adjustment, if you will. And so the actual estimated was about 9 point or $93 million and our un unudited actuals or the actual revenue that came in was about $95 million. So the biggest differences um within each one of those sections um you can see that there's about $81 million difference due to some adjustments in the EPA account. So this is just ADA adjustments that take place year-over-year. Um, as far as federal uh revenue, it's
129about $112,000 increases increases um you have some decreases related to actual expenditures that came in in Title One. So, Title One is a fund balance um program and so we recognize revenue as the expenses come in. Um we have about 55 $56,000 in title three um and aboutund10,000 $17,000 related to additional um special ed funds. As far as state is concerned, um our state lottery came in at over 108 thou $108,000 on the unrestricted side and as far as a restricted side, it came in over about $127,000. as far as local revenue. So, this is our site node site donations or medical. Um, these came in about $321,000 over the estimated actuals. Um, on another note, just to um continue to reiterate that the special education general fund contribution this year is about $13.4 million.
130It has increased year-over-year um but for the past couple years, we've maintained steady about the 12 to$13 million range. So this is a view of our total expenses. Um this includes that audit adjustment for the um uh the the stirs on behalf um adjustment. There's not too big of a differences. Um mostly about 1 to 2%. It does look like there's a big difference between other outgo but the actual total dollar amount is like about $4,000 versus $6,000. Um so it's not a huge difference between um what was initially projected versus what actually ended up happening and this is a view of how it looks without that stirs on behalf um actual um audit adjustment. So the end of the day without that audit adjustment um our total expenses is about $101 million. So the
131big adjustments, so you have adjustments in certificated salaries. So we had um class size overage stipens. We had increases in sub costs. Um under services and other operating expenses, you see a reduction about $280,000. It's because those expenses got moved up to certificated salaries because we were actually able to hire individuals. So we weren't utilizing the service contracts. um for our classified salaries increases about $130,000. This is due to uh pretty much vacation payouts of our classified staff. So let's say for example we have a staff member that leaves the district and they continue to have vacation time. We have to pay that out. So that's an increase of about $130,000. Um employee benefits is about $775,000. Yes, it does seem like a big number, but a lot of it came from the increases from
132the certificate and classified salaries as well as adjustments to our sters on behalf. Um, books and supplies was pretty close about off about $9,000. Um, and then other capital outlay transfers in due to indirect costs for other funds was about 217 or 200 or $2,177 difference. So overall the expenses whatever we estimated pretty much came in for the unodudited actuals. Um so this is what the beginning the ending balances look like. So our un unodudited actuals we begin this year with about $8.9 million with total revenues transfers in and the expenses our ending balance is $2.9 million. We projected at 2.1. We actually ended at 2.9. So, how does that 2.9 get broken down? So, we have $260,000 that is designated undesated reserves. So, we can use that for anything. Um, we mostly use that
133for to meet our 3% reserve requirement. Um, we have a revolving cash reserve which is about $25,000. Stores inventory, which is $226,000. So, this is all the inventory like we would have in our maintenance department. So it couldn't be toilet paper, um so hand sanitizers, all that type of stuff, prepaid expenses. Um so for specific um long-term um contracts, we're allowed to kind of break up those expenses over the course of the year of the contract. Um, so for example, if we have um a contract for three years, the total cost of that contract was $300,000. We can break up each year for $100,000. And so that's what comes a prepaid expense. Um, restricted carryover is about $2.2 million. Restricted carryover is all our um like our uh let's see what would be restricted. So
134like our um restricted lottery fund um elop funding um so that falls into the restricted so they have to be used for a specific purpose they can't be used towards um our reserve amounts. >> Yeah. >> So that that's what makes up the total $2.9 million. Um, I know this is kind of small, but basically with the updated unodudited actuals, we put it in to kind of see how it matched against the 2526 budget and then projecting out for the next three years. So, it's important to note that after we finished the year, um, our ending balance for 256 2526 didn't change dramatically. Um but we will still end up with about $3.1 million in total reserves. What's important about that is that state requirement is that we have 3% reserves. So the 3% is
135of the total expenditures. So for the budget year um our total expenditures is about $95 million. So our required reserve is $2.8 million. our actual reserves that we have based on our projections is about $3.1 million. So we do meet that requirement. Um going out to 2627 and 2728, we still continue to meet those that 3% reserve. I do want to mention um that a 3% reserve is about $3 million um going forward. Um our total payroll on a monthly basis is about $5 million. So you can kind of see how our reserves isn't necessarily enough to meet let's say we had one bad month. Um but this is the state requirement and so we do meet that requirement. >> Yeah. >> So we just went over the general fund. There are some other funds
136that we have um in our budget. Um so this is an example of some other funds. So we have fun which is our student activities. So this is ASB. our associate student body. Um all of this gets ran through this um fund. We have fund 13 which is our cafeteria. So this is all the CNS activity. So it's you know feeding our students. The special reserve fund fund 17 um holds about $2.8 million. We use this fund to assist with the 3% reserve, right? And so if you go back to look at um for let's say for example 2526 our undesated amount in 2526 is $128,000 when added to what's available in fund 17 of about projected about $2.9 million in 2526 we meet the requirements of the 3% reserve. So without fund 17, we
137do not meet the 3% requirement, the state requirement. Um some other funds that we have. So fund 21 is our building fund. So the ending balance there is about $65.4 million. This is um all the funds related to our bond projects. So this is how much we have remaining for um going forward for our bond. 25 fund 25 is capital facilities. This is all developer fees. We have about $4.9 million there. Um, this can only be used for facility purposes. Fun 35, $1.8 million remaining. Um, this is a county school facilities. This is all the money that's specifically related to um the $10 million grant that we got for the Pedmont gym. Um, so it hasn't been paid out yet because we're still reviewing the bills, but I believe we're pretty much exhausted all those
138funds. And lastly is fund 40, special reserve fund for cap other capital outlay projects. Once again, this is another facilities fund has an ending balance of about $4.9 million. So with that, any questions? Any questions for any comments from the board? Go ahead. >> Yeah, thank you so much for the presentation. I actually really appreciate you going over the different funds as well and talking about what each of them do. I did have a question and it's okay if you don't know the answer to this, but um in my work I do a lot of work around HR1 um SNAP and Cal Fresh impacts and also the impacts of medical and you did have a mention of medical in there. I I just wanted to know if you had any um inclination or if you
139knew about what any of these cuts, how would it would affect the district and our students in the upcoming years because I know that um CalFresh benefit is probably going to run out by next year and then um medical cuts will start rolling in um 2627. So I don't know if you don't have the answer to this but I just wanted to ask. Yeah, >> I I don't have the answer for America right now. I do want to mention that all the money that has been coming in from medical currently and for the past couple years has been audits that have went back like five or six years. So it's not current year funds, it's years that have been allocated uh way back. And so now they're doing re audits of it and they're finding
140out that they owe districts money. >> Okay. >> Thank you. Wow. >> Any more comments? >> A quick question on the uh reserve requirement. Um so my math is a little weak here. I'm not able to um add and multiply that quickly. How much more over 3% are we at the reserves? So, are we exactly at 3% of our expenditure or is it like 3.2 3.1 and out here? How how is it? >> So, for the budget year, um we're about 3.2%. Uh for 2627, we're at 3.7% and at 2728 we're about 4.47%. And our uh our least requirement is 3%. >> Yes. >> So anything above that is a bonus. Okay. I I understand. And with these stirs um that part confused me a little bit the stirs contribution that you that you mentioned
141try to follow it but um I I thought it would be a wash right as far as balance your income statement is concerned. >> So you recognize the income and also the outflow right? So uh why is it changing the numbers? I was just a bit >> it was just a comparison about what we initially projected the stirs contribution to be versus what actually happened. So um uh the contribution that we received when we initially budgeted off was a little bit lower and so then the actual contribution came in higher and so that's why we make those adjustments. >> Okay. Yeah. >> Okay. Fair enough. Okay. Well, thank you. Thank you for the presentation. So um the reserves that we have is really not enough to pay for teacher salaries in the next several years
142because you >> salary. Well, if you could restate your question, is is your question regarding uh so the 3% reserve is a minimum requirement for school districts >> in the event that there's some kind of cash flow emergency issue and we need to be able to pay all of our employees, right? >> Right. Their their salaries. And so Josh, you know, gave the um cost of what that would be for all of our employees, which is he said approximately >> 5 million. >> Yeah. >> Is your question related to that? >> Yeah. >> Or something different. It was it I was because he did uh Josh did mention that um I think it was the third year the 2027 2028 um that you mentioned that it was lower and it's lower but not enough. Well,
143not so much enough. the 3% reserve and the percentages aren't there >> but um it actually goes up over the next three years based on what we currently the today's current numbers. >> Okay. >> And so what he shared was the number the initial number was 3.2 2 >> for the current year, >> right? >> The second multi-year was >> 3.7 and then the third year because we are uh required to project out to three years >> and the third year is projected at >> 44 point something. Okay. I guess what I meant when I me made the statement of um our monthly cost for payroll is reserves are important because there have been issu there has been items in the past in which the governor has deferred our actual cash coming in. Right? So
144if the governor defers our cash then we need a reserve to help fund that our payroll at that time. And so our payroll on a monthly basis is about $5 million, right? >> And so and we get in probably around anywhere between, you know, three to five million per month. So if the governor deferred, let's say May and June to the following year, we have no cash in May. We have no cash in June, we would rely on a reserves, the cash reserves at that time to cover that $5 million cost. >> I understand. Thank you. >> Any more questions? None. All right. Thank you, Josh, very much. >> All right. Now, we will go on. This is um >> You need a motion. >> I need a motion to approve this, please, my board
145members. >> Seconded. >> It's been moved. Been seconded. >> All in favor say I. >> I. >> All oppose. None. All right. So, it's been approved. Motion is approved. Two, resolution 25-01. Are we Yeah. GAN appro appropriations limit calculation summary. Uh superintendent, please. >> It is recommended the board adopt resolution number 25001 GAN appropriations limit calculation summary to establish a revised GAN limit for the 2425 fiscal year and a projected GAN limit for the 2526 fiscal year. >> Thank you. Any comments from the board? If none um I need a motion for adoption. >> Um just quick thing, why does it say 2043 to 20? Um in the rationale section it says the 2043 to 2023 calculation. Is it a typo over there? >> I don't know which one you're >> Josh if you want
146to clarify. It's is it what's listed in the recommendation >> in the rational it says um it has a >> oh yes that is a typo. It should be 2024 >> 2024 2025. Okay, not 2020. Just wanted to >> Okay, >> point that out. So I'll make a motion to adopt the resolution with the said um typo correction. >> Thank you. >> Second. >> It's been moved and seconded. This this is a resolution. So, it is a roll call vote, please. Um, Miss Gomez, please. >> Yes. President Boat, >> I. >> Trusty H. >> I. >> Trusty Nuin. >> I. >> Trusty Shinson. >> Hi. >> Thank you very much. The resolution is adopted. Three, board policy 3312 contracts. Superintendent, please. It is recommended the board um review and approve board policy 3312 contracts for
147a first reading. Um this is just language um revision based on uh conflict of interest from public uh public officials and any campaign contributions provided during election season. >> All right. Thank you very much. Could I have a motion, please? If there are no comments, >> I move to approve. Seconded. >> It's been moved and seconded. All in favor say I. >> I. >> Motion is approved. >> Let's continue to four. >> Board policy 3551, food service operations cafeteria fund. Superintendent, please. It is recommended the board review and approve board policy 3551, food services operation cafeteria fund for a first reading. Comments or a motion for approval, please. >> Uh move to approve board policy 3551 for first reading >> and I'll second. It's been moved and seconded. All in favor say I. >> I
148oppose. None. Motion is approved. Let us continue. Thank you to human resources acceptance of the 2025-2026 district's initial proposal of negotiations with the teamsters union local 150 according to government code section 3547. Superintendent, >> it is recommended the board accept the district's initial proposal for negotiations with Teamsters Union Local 150. Move to accept. >> I'll second. It's been moved and seconded for acceptance. All in favor say I. >> I. I. >> Opposed. All right. It is um motion is passed. D education services uh one resolution uh 25-02 sufficiency of textbooks for instructional materials. Superintendent please. It is recommended the board adopt resolution 25002 sufficiency of textbooks for instructional materials for the 2526 school year. Thank you very much. Could I if there are no comments? I would like to have a motion for adoption. Please
149>> move to adopt. >> Second it. >> It's been moved and seconded. All no it's a roll call vote again. Miss Gomez. >> Yes. President Bak. >> Trusty Haruk. I >> trustine >> I >> trust >> I >> thank you very much. The resolution is adopted. Let's continue to two which is proposition 28 arts and music in schools funding annual report 2024-2025. Superintendent please. >> Thank you. Um, as you know, our voters appro approved uh Proposition 28, which has allowed school districts to be able to um enhance their arts and music programs, which we've been able to do. One of the requirements that we have is to provide um once those funds are being used to provide to the public how we're uh rendering those services for our students. So, this report um shares with
150you the number of teachers we've been able to hire to be able to support arts and music education. Um here in Beressa, we've been able to now uh bring music education down to second grade and introduce art education to our kinder and first grade students. And then in addition, we've been able to go back at our middle school level and be uh and ensure that there is an art teacher for every middle school. So that's how we've been utilizing um these dollars and have been able to meet um the staffing expectations that come with Prop 28. >> Thank you. Do I have a motion, please, for approval? >> I'll make a motion to approve the um Proposition 28. I'll second. >> It's been moved and seconded. All in favor say I. >> I. >> Motion
151is passed. Let's continue. Three. Board policy 5145.3 nondiscrimination/harassment. Superintendent. Please. >> It is recommended the board review and approve board policy 5145.3 non-discrimination harassment for first reading. Um this uh policy is being updated with the similar language as was previously mentioned for our prior um discrimination related policy. >> Thank you. Are there any comments? If not, may I have a motion? >> I'll move to approve board policy 5145.3. >> I'll second that. >> It's been moved and seconded. All in favor say I. >> I. >> Thank you very much. It's it's been approved. Motion is approved. E. We're we're going down to the bond program one. The August J Construction Inc. change order number one for the interior door replacement at three schools. Superintendent, it is recommended the board approve the August J Construction, Inc.
152change order number one for the interior door replacement at three schools. This is a credit back to the district for a little over $99,000. Please. >> That sounds very nice. All right. May I have a a motion for approval? Please >> move to approve before they change their minds. >> I'll second that. >> It's been moved and seconded. All in favor say I. >> I. >> Opposed? None. Motion is approved. Let's continue on to two. Cal State Construction, Inc. Agreement for the warehouse building replacement project. Superintendent, please. It is recommended the board approve the Cal State Construction, Inc. agreement for the warehouse build replace that Tony mentioned during his uh report earlier this evening. >> All right. Any comments? If not, motion for approval, please. >> Move to approve the agreement. >> I'll second. >>
153It's been moved and seconded. All in favor say I. >> I. >> All right. Motion is approved. Thank you. Let's continue to 16. Do we have any requests for for staff followup? None. 17 items for future agendas. None. In that case, may I have a motion for adjournment? >> Move to adjourn. >> Second. >> It's been moved and seconded. All in favor say I. >> I. >> Okay. Motion is carried. We are now adjourned at 9:27 p.m. Good evening everyone. Thank you.