3/10/26 | Unified School District | City of Carpinteria

001Good evening. Like to call the meeting to order. It's March 10th and this is our regular meeting of the month. Uh would everyone please stand and join us for the flag salute. >> Salute. Pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, I'd like to report out on our closed session. Information was exchanged, no action was taken. Uh move on to item three, uh public comment for items not on the agenda. Is there any public comment for items not on the agenda? Uh recent uh last month on the record we had uh board president Schaefer and board member uh Diamond attacking uh CUSD union president damaging damaging his personal and

002professional reputation. When you lose a legal case, you lose it 100%. It's not split like 50/50. No, you lose it completely. This is what Google and the Brown Act says about what happened on the record last month. quote, "Based on a court ruling reinstating the union president, uh, the school district likely faces liability for harassment and defamation by board members during public meetings. The Brown Act requires open meetings but prohibits defam defamatory uh actions. The primary target for lawsuits while the uh board members can be sued personally for actions outside their scope of of duty is the school district. The union president, this is what the Brown Act says, may have a strong case for defamation, harassment, and violations of labor laws, especially given the 2025 court ruling Santa Barbara Superior Court. The Brown Act

003requires uh public meetings to be open and transparent, but it does not protect board members from defamation, harassment, labor laws, negating lab uh labor laws. So, but last year the district had the opportunity to keep Union President away from the classroom in order to fulfill his role as a full-time union president, but the school district refused. Now, that could lead to a huge legal case based on retaliation, harassment, and defamation and as well as the violation of labor law. based on your public board meeting attacks. Thank you. >> Public comment for items not on the >> items not on the agenda. >> Um, good evening board members, Superintendent Riby. Uh, thank you for the opportunity to speak at the February board meeting. I shared a copy of my comments for your consideration earlier today. My

004intention in speaking again is to help bring attention to the academic needs of students at the middle school and to encourage thoughtful discussion about how we can better support them. I care deeply about our students and our school community and believe there's an opportunity for us to strengthen the learning experiences for all students. In addition, I'm here, oh, excuse me. Each year, I see a decline in students reading levels, writing abilities, listening and speaking skills, and their readiness to engage in higher levels of thinking. Over the past 10 years, there have been s significant systemic changes in the district that directly impact student learning. Intervention classes that once supported struggling students before, during, or after the school day have been removed, and there are no instructional aids in general education classrooms for EL1 students or

005many students with special education needs. As a result, classroom teachers are 100% responsible for differentiating instruction and in ensuring the learning for students across a wide range of needs, including EL sped, general education, and gate students. This we all do with all of our instruction with enthusiasm and care. However, teachers are held fully responsible for D's and F with the pressure to raise grades. This results in grades that do not accurately reflect the students true level of mastery of the standards. When making schoolwide decisions, teachers are asked to share their perspectives and concerns. However, the reality is that this process functions as a top-down directive rather than a collaborative one, which results in a directive from the administration that states what teachers will do places blame and shame on them. I'm not speaking tonight to

006place blame, but to advocate for our students. Do you believe our current systems truly support academic growth, critical thinking, and intellectual rigor? or are the expectations unintentionally being lowered with district systemic and structural gaps? I believe teachers and students need additional academic support, consistent schoolwide practices, district-wide prioritized learning. If you or any of you would be open to a conversation, I would truly welcome the chance to connect and discuss ideas for how to improve on how we meet students academic needs. Thank you for your time and service to our schools. Thank you for listening and thank you for your consideration. >> Thank you. Um, sorry, Miss Frigger. How did Where does Monica have it? Or you said you submitted a letter or something? >> I emailed you directly. >> Okay. >> A PDF of my

007comments. >> I'll check my spam >> from Okay. >> Thank you. >> Thanks. C USD or no actually it's for my personal >> Got it. I see it. >> Thank you. On February 25th, Superior Court Judge Anderlay issued his tentative order on a special education lawsuit case number 25 Charlie Victor04752 which cites CUSD's unlawful efforts to remove three sped students entitled to services under the Individuals with Disabilities Act. While the very people who professed at the last board meeting that there is no financial cost too high when it comes to defending the well-being of CUSD students, uh the ruling cites violations of students and families federal and state civil rights. Court documents state that Superintendent Riby and principal Persoon engaged in a campaign of harassment and intimidation against the family, including trespassing on private property,

008interrogating the landlord and employer, and demanding written confirmations under the threat of immigration consequences. Once caught, the school board actually defended Miss Riby and Miss Persoon and acted to cover up their behavior by entering into a settlement agreement totaling $125,000. But then thinking the family had relocated, CUSD unlawfully refused to pay their settlement obligations and Judge Anderly's ruling will reverse that wrong. The union also provides a brief update on Governor Nuome's state budget proposal, which is almost 9% higher than the current year for a total of $348.9 billion. It includes revenue estimates that are higher than anticipated and avoids a massive deficit previously expected by the legislature and based uh and legislative analyst projections for ECTK 12 education. The proposal continues funding for major programs, 2.8 billion for TK schools. The statutory COLA is estimated

009at 2.41% 41% for the 2627 school year, including 228 million for programs outside of LCFF. Another 2.8 billion one-time funds for TK through 12 student support and professional development as estimated by CISK. This provides about $521 per California student. The budget proposal continues funding free meals for all TK through 12 students. 100 million one-time funds for the college and career pathways for high school dual enrollment and dual credit options. And for childare program, 7.5 billion in support is proposed. The government also included a major proposal to restructure the state's education governance and oversight. CUSD is a basic aid district and routinely receives well above the categorical funding provided by the state. And because of our much uh because of our revenue stream uh which comes in uh much higher and robustly um based on our

010property taxes as the affem tide raises all ships and the governor's budget is good news for the district and the community. >> We'll move on to the approval of the agenda and consent agenda. Can I get a motion there or can I get uh any public comment on the approval of the agenda and consent agenda? >> Any approval of minutes, Mr. Sham? >> Oh, is there any public comment on approval of the minutes? Thank you. Let the record show the meeting video contains uh Miss Diamond's incorrect comments regarding special education employees for the last two years. CUSD has violated ED code by falling by failing to invest the required dollars in all those working directly with students. Over three and a half million short in 2324 and over 25 million short in 2425 as per

011our own audit. Let the record show a community member misspoke. Although star math and reading scores have the last begun to climb at grades 3, four, and five after changes were made to elementary principles. Congratulations principles. CMS scores did not improve. In fact, after moving principal peroon to the middle school, test scores have continued to decline. Let the record show that Miss Diamond and Mr. Schaefer continued their effort to malign personally my classroom performance while attempting to distract us from the millions of taxpayer dollars squandered on unlawful attacks against elected employee leadership. As Schaffer and Diamond professed they'd do it again to protect kids and keep me out of the classroom, they did not share this. CUSD's officials placed me back in the classroom when they had the opportunity to do otherwise. On April 9th,

0122025, after several courts directed the district to reverse its unlawful dismissal, union leadership offered another option. In this very letter, we officially proposed that I remain out of the classroom to focus full-time on union duties. The release time would be funded by the union, not the district. Acknowledging the damage to my reputation, our proposal uh could have eased any anxiety and confusion that resulted from the district's unlawful attacks. But when given the opportunity to stand by your salacious accusations and theor theatrical promises to protect students, these very district officials rejected that opportunity. They have never been worried about my behavior as a teacher, but they are furious with my advocacy as an elected union leader, and they know that unless I'm back in the classroom, CUSD would have no disciplinary authority to again make an

013example of the union president. a ruse designed to silence the voices of district employees and onlookers, all funded by millions and millions of taxpayer dollars. There's an election in November. It is time to throw a few of you hypocrites out the door. It is the single best opportunity to reorient CUSD and end the poverty of leadership and cultural violation that has cost employees and students and families so very much. Thank you. And I have the letter here. I'll give some of them. I'll give Well, you've already received them, but I'll give them to you again. And I'll put a few on the table for those who might wish to take a look at it themselves. Thank you. Okay. Can I get a motion to approve the minutes of our last meeting? >> I'll move to

014approve the minutes last meeting. >> Second. >> Any discussion? All in favor? >> I. Okay. Move on to the approval of the agenda and consent agenda. Any public comment on the agenda and consent agenda? All righty. Um, elected union leadership asked the board to support all of the following items contained in this evening's consent agenda, especially the field trip request for FFA students to attend state leadership convention and both field trip requests for CHS ADVID students to visit college campuses. However, in regard to the consent agenda, item 10, administrative payroll costs were not revealed in the consent agenda. Uh, union leadership again asked why the regularly the regular February payroll of 2026 does not discriminate between A the cost of certificated and classified employees working directly with kids and b the extraordinarily large portion of

015those two expenses associated with the cost of senior district administrators. Once again, we ask why CUSD doesn't separate the costs of faculty, counselors, bus drivers, food service workers, instructional aids, secretarial staff, and custodians from the costs of the superintendent, the assistant superintendent or human resource coordinator whose salaries are in some cases five to six times those of employees who work directly with students. Over time, Miss Brrigby has provided a variety of conflicting justifications for this practice. Schoolboard members have nodded their heads each time, unable or possibly unwilling to clarify themselves. Yet, after a year of requesting a more transparent accounting of the salary cost for senior administrators, the practice of hiding those figures remains intact. So much so that the district in January violated the Brown Act by failing to bring the details of Miss

016Riy's contract extension before the community. But we'll deal with that one later later this evening. The one person not nodding his head was Mr. Calf. Instead, he stared down at his desk, not permitted to provide the very clarity he could easily offer. Mr. Calf, will you do that again, or will you clarify these details in public? Will you please help us all, including our own school board, better understand how the money works and where it goes? >> We uh we have budget study sessions for >> Mr. edifying you >> to compile the total figures provided in con the consent agenda item number 10. You were required to add the very salary salary figures we request the February payroll costs for senior district administrators. May you please reveal those salary costs which sit before you. What

017do you suppose is the reason Miss Rigby has not permitted those numbers to be transparently revealed each month? Why do you think the board who sets these very salary values has not asked you to clarify, Mr. Calf? >> Would any of the board members like to respond? Thank you. >> Thank you. >> Any other public comment on uh the approval of the agenda and consent agenda? All right. Can I get a motion to approve the agenda and consent agenda? I'll move to approve. I'll >> second. >> All right. Any discussion? Roll call. >> Uh Jamie >> I. >> Andy >> I. >> Aaron >> I. >> And I'm I. >> Okay. Thank you. Uh we'll move on to E. Public interest reports and presentations. Any public comment? Uh that was what we just did. We're

018on E. So there's any public comment on E, public interest reports and presentations. >> Um hello, my name is Kelly Burkier. Um I have taken a look and um after the school board and community listens to Dr. Peroon's report, um please or possibly consider some of the following questions that I had and maybe you might too. um the PowerPoint that will be provided or presentation. Why doesn't it clarify that different teachers have different student populations? Why doesn't the presentation include an analysis of pros and cons of the new and different pushin model that was implemented this year, the 2025 2026 school year? Why doesn't the data Why doesn't the PowerPoint or presentation include any data clarifying percentage of sped eel students assigned to general education classes without any instructional aids? Every teacher at CMS provided

019Dr. Pursoon with a list a very long list of differentiation strategies that they routinely use in their classrooms. Why does this presentation only include five routine strategies on page 11 and why on page nine? Does Dr. Person suggest or imply that anyone thinks differentiation to support students is an optional strategy? Last, how were the numbers calculated for slide numbers 15 through 19? Was it on total students that a teacher teaches? Was it on the total number of D's and Fs? Was it on a grade level? The reason I asked this is because, for example, there's an slide about the history department. It lists three teachers, but there are six teachers in the history department. Is this for sixth grade? three teachers that teach sixth grade or is this for three teachers that teach seventh and

020eighth grade? Thank you for your time. Uh Roel Carpenter, resident. Uh something brief on the uh uh middle school uh first semester uh middle school 2024 2025 uh GPA 3.32 uh above uh uh 3.0 O GPA 74% of students second uh semester 2024 2025 uh overall GPA 3.2 too went down. Students uh with uh D's and Fs 6th, seven and 8th grade, first semester 2025, 2026. Sixth grade 20, it went up to uh 26%, seventh grade, it went up to uh 21%. Eighth grade, it went up to 24%. Uh this is for all middle school. So uh I wonder about the reasons for uh this uh decline. First principle is not sixth, seventh and eighth grade. I taught middle school so I I know what's going on and I'm always interested on student achievements on

021science, reading, history, especially with uh our most vulnerable students, Hispanics special ed. So that's why uh I'm interested in finding out the reasons. Now what are is it because of the no homework regulation in the middle school? I don't know. Uh what are the strongest points of dual language? What are the weakest uh points of dual language? That's those are my concerns. But uh I know that the middle school are the hardest to teach. But at the same time uh things that uh and it might take uh a long time to improve but if we are on the right direction I just would like to find out and how to improve uh things. Thank you. All right. Union leadership is compelled to devote its limited public comment time to agenda item E3, Miss Pursoon's presentation

022on Carpenter Middle School. Unfortunately, now documented by a variety of internal and external metrics, the academic situation at the middle school continues to enro to erode under Principal Pursoon's watch. While achievement data is rising at the elementary school she was at last, it is now dropping at the middle school where she was transferred just last year. After the new push-in model for sped and eel students was hastily conceived and announced by Miss Riby and Miss Persoon at the start of 2526, eroding academic achievement at the middle school was predictable. Throughout the first few months of autumn, data slowly trickled in confirming many students grades and achievement were dropping. Faculty shared concerns and recommendations with principal person to include ideas targeting our most at risk and low performing students such as increased tier 2 and tier

023three interventions, the placement of instructional aids in gened classrooms, modifications to student course scheduling and more. Unfortunately, Principal Pursue not only refused to implement the vast majority of constructive suggestions from those working directly with struggling students, she even refused to discuss them with teacher leaders. In December, Miss Persoon went so far as to thoroughly mischaracterize teachers attempts to advocate for their students when at minute 21514 at the December schoolboard meeting, rather than accurately share teachers well-informed concerns and suggestions, Miss Pursume mischaracterized those intentions, claiming that quote, "There were uninformed staff who just don't understand." She even attempted to shame teachers into silence by suggesting teachers quote do not want eelss or students with IEPs in their classrooms. A truly ridiculous conclusion that couldn't be farther from the truth and potentially drives wedges between teachers and

024the fairy families we serve. This evening, after months of her dismissive and contemptuous response, Miss Pursoon mischaracterizes the role and intentions of teachers again. And in slides 15 through 19, she shifts blame for the declining student enrollment on those brave enough to clarify student needs by refusing to inflate grades. You may note the arbitrary nature of Miss Pursoon's analysis this evening. You may note the absence of collaboration with CMS faculty and support staff. Miss Pursoon neither shared her presentation with CMS staff nor has she included any of their outstanding questions or concerns in the presentation. You may also note that not a single faculty member or staff member has joined Miss Pursoon to demonstrate their support for her analysis and presentation. This presentation begs many questions. You heard several of them this evening. Thank you,

025Miss Fgear. Will any of the board members ask those same questions or will you allow Miss Pursoon to spin her web in public again? Thank you. Okay, we will move on to uh student representative report and Lacy, welcome. Um, Carperia High School is now in full swing with our spring sports season and all of our schedules are available on our parent square and school website. On March 16th, all fifth grader all fifth grade students will be visiting our campus for a special robotics, engineering, and musical theater experience. During their visit, students will explore robotics, drones, engineering, and science. And they will have the opportunity to interact with high school students, student mentors during lunch. Our FFA is beginning their animal projects, which will result in their participation at the Ventura County Fair. This commitment requires

026dedication and responsibility as those students learn firsthand the importance of caring for their animals. On March 13th, all student all senior students will travel to SBCC for the annual Vancouero Day. During this visit, students will have the opportunity to enroll in their fall classes and meet with their SPCC academic counselors as they prepare for their next step in educational journey. Thank you. >> Thanks, Lacy. Okay, we'll move on to Diana's report. >> Thank you and congratulations, Lacy. Citrus Coast League Champions. >> Thank you. >> Wow. >> Yeah. First time, right? First time. >> Yes. >> Thank you. >> Great. >> Okay. So, um I'd like to begin with appreciation. And this month I'd like to recognize our district's leadership team. Jason Calf, Jacqueline Lopez, Monica Thomas, Mari Hornbach, Erin Lelant, Herardo Corno, who's here tonight,

027Jamie Passoon, Dr. Pursoon, who's here tonight, Brett Wyberg is here. Uh Luis Cantero is also here, Carolyn Haynes and James Anderson who are all sitting in the front. Thank you so much uh for your outstanding leadership. Kirsten Newman and Jeremiah Sobenus also joins you in my thanks. We appreciate your tireless work in supporting teachers, staff, students, and their families. I'd also like to recognize our coaches and student athletes for a successful winter sports season. Girls soccer, first time Citrus Coast League champions, and you made it to the second round of playoffs. Congratulations. Girls water polo, Citrus Coast League champions and lost in the first round. Uh, girls basketball finished third in the league and lost in the second round. And boys soccer finished third in the league and lost in their first round. We also

028have congratulations for Carpondria High School. The college board announced that uh CHS has been named to the 2025 advanced placement school honor role, earning silver distinction for student success in the AP program while broadening participation. We also have Carpenter Teachers of the Year. On April 18th, the Carpondria Community Association Awards Banquet will honor two CUSD teachers, Peter Cotti, a CHS teacher, and Christy Guerrero, uh, Canalino, second grade. Congratulations to them both. Welld deserved. This spring, um, in the next, um, two weeks, we're going to have elementary parent conferences. Parent conferences will be held during March 23rd through the 27th during the minimum days. Working with our families to support student learning is a professional expectation and standard for all of our teachers. Effective teachers develop strong partnerships with families to ensure opportunity for parents to

029learn more about um their students progress. We also want to ensure student engagement and support. Um we are concerned and um we need parent support to uh work with their students in achieving grade level standards by June in preparing them for the next grade level. Teachers provide many strategies for parents to help their students at home. Good nutrition, sleeping habits, limited screen time, and nightly reading for 30 minutes are also reinforced. We also had an exciting day on Friday, February 27th at Canalino. it. They hosted the campus career day and it was a fun full day of learning and excitement. Students heard from a variety of community members and parents. We had retired NFL football player, business owners, firefighters, and many more. There was a fire truck, M. Brown's excavator, and the big red crane,

030most popular, I'm sure, on the blacktop for students to explore. It was memorable and inspiring experience for all. Uh this month we also have read across America and for read across America 2026 the main theme is create and celebrate a nation of diverse readers with a specific focus in March being champion kindness. So that's encouraging books that reflect all readers and promote empathy with the overall goal of making every student feel welcome and seen in literature. The program emphasizes diverse stories and authors to help children see themselves and understand others. During this week, CUSD TK to8 students participated in fun celebratory reading activities facilitated by classroom teachers, student councils, and library media technicians. On Monday, February 23rd, our Santa Barbara South Coast Chamber of Commerce hosted a classroom hosted industry partnership chip connections event at

031Carpenter High School in the engineering lab and it featured CMC Rescue from Galita, Rencon Engineering, Toyen Research and UCSB Nanofab Lab. The core, excuse me, the core concept of CHIP is to provide high school students with valuable industry experiences within their career technical education programs. This is achieved by connecting students with industry professionals who provide projects that simulate real world on-site challenges. Students then work on these industry projects, problem solving or developing solutions under the guidance of their engineering teacher and with regular check-ins from the industry mentor. And my last information item is measure U. The notice to proceed was issued to McGilly Construction and mobilization took place during the week of February 16th on the Eliso campus. Temporary fencing was placed and the demolition scope of work was started and completed. Excavation and grading

032have also begun as well as site surveying. During an exploratory trench excavation, it was observed that the groundwater table is now about 2 ft above the proposed depth of over excavation. Dewatering and soil stab soil stabilization will now be necessary to meet the compacted fill requirements of the soils report. So this cost and time impact will initiate a change order request with a time extension to the project schedule. Thank you. >> Thank you. Any questions for Diana? Okay, we'll move on to item three uh presentation by Dr. Persoon uh about CMS. Uh, good good evening board members and superintendent Rigby. Mr. Anderson and I are here tonight to speak with the board, the superintendent and the Carpaia community about the progress and priorities at the Carpondria Middle School. We began our roles in August 2024.

033And for me, this work builds on 24 years serving students and families at Canalino and Carperia family school where I taught grades one through five and was fortunate to grow as an educator alongside outstanding colleagues and mentors. In our first year at CMS, much of our focus was on addressing longstanding behavior challenges through consistent expectations, strong relationships, and expanded student opportunities, including tutoring, clubs, arts programs, and field trips supported by the community partners. We saw a significant improvement by the second semester. This year, student behavior has improved dramatically, allowing us to shift our primary focus to academics while continuing to strengthen athletics activity activities, and school engagement. As we move through the 2025 2026 school year, we are laser focused on instructional quality, student achievement, and addressing disparities across departments through targeted professional learning and

034PLC support. We are proud to report that administrators, staff, and teachers at CMS genu genuinely enjoy their work and are deeply committed with um to our students because educating young people is both a responsibility and privilege. >> Good afternoon. You have to >> in sixth grade um the percentage of Dgrades increased from 10% in 2024 25 to 17% in 2526 representing a 7 percentage point rise in seventh grade D-grades increased from 10% to 16% during the same period a six point increase. Our current eighth grade cohort recorded 17% D-grades in 2024 through 2025. And we are particularly concerned that sixth graders in 2025 through 2026 are now showing a combined 26% rate of D's and Fs. As we proceed through the presentation, we will identify the specific areas contributing to these lower grades and outline

035where targeted support is needed. Um for staff meetings this year it is important to explain to the staff meetings which are once are once uh a month on a Wednesdays. At the beginning of 2025 2026 administrator PL administrators published the schoolwide goals prioritize excellent instruction and achievement related to standards. Focused reading and re writing for all students. All projects in any class will be done inside the classroom as it is as it is ine inequitable to assign assign projects for students who cannot obtain materials and some students don't have access to the space for such projects. We will provide the materials needed for any projects. We expect that departments are in lock step with all students to have the same access to the content. Wednesdays will be PLC's focusing on high achievement, vastly increasing student

036reading levels and enjoying their classes. We have a new uh this was in the beginning of the year. We have a new learning schedule as we have SSR from 12:17 to 12:37 in period far. Administrators create the content of the staff meeting and all meetings are focused on issues such as rigor and rel relationships, understanding the reality of many of our students who are in poverty and often doubling or tripling in housing. English learners, reluctant students, differentiated instruction, and integrated ELD. >> Uh some interventions that we have to support our students are tutoring. Um so students who need to increase their reading levels are in a zero period from 7:45 in the morning to 8:30 a.m. on Tuesdays, Wednesdays, and Thursdays. The fabulous Mrs. Foster a seasoned veteran teacher supports this class. In the morning,

037students are selected from their reading level from star reading assessments. We have tutoring for all students after school from 3:00 to 4 on Mondays, Tuesdays, and Thursdays with CMS teachers. This is free to all students. And students can get help in tutoring for ELA, DLI, Spanish, math, science, history, and special education. Okay. On February 6th, three employees from the Department of Education in California came to CMS for the day and went through documents, went into classrooms and much more. One of the weak spots was integrated ELD. Some teachers are doing it and others are not. We are not required. We are required to do this and more importantly it using strate those strategies helps our students increase their English language and success in their classes. The reviewer view reviewer for EL was adamant that all

038teachers use evidence-based strategies in every class and you can see some of the the stats here on this the slides. We have 13 students in EL1. Those are newcomers with Miss M with Miss Williams. 19 students in the 23 EL who have not yet passed the ELPs TA test. Um and so the students who are are ENL have only 50% assignments given to their language acquisition in English. In the last two years, CMS students have passed the LPAC at an excellent rate as the teacher does a wonderful job with our our ED population. Um, in 2024 2025, 16 English learners passed the LPAC and then this year it went all the way up to 28 students who passed the ELPAC. Um, ELD students also have general education classes which is which include ELA, history, science,

039math, Spanish history, and Spanish language nonli. >> All right. So, we have some expectations from the federal program monitoring. Integrated EL provides specially designated academic instruction to help English learners develop English proficiency as quickly and effectively as possible while meeting state priorities. Districts must also ensure that middle and high school English learners have full access to the standard instructional program including enrollment in core academic courses such as English language arts, mathematics, science and history social studies. Individuals with disabilities education act is an seinal tenant in the both the state and state department of education as well as the federal department of education. Students with IEPs have a legal right under federal and California law to be educated in general ed education classrooms to the maximum extent appropriate alongside their peers without dis disabilities. Schools are

040required to provide the supports, accommodations and services necessary to ensure meaningful access to the grade level curriculum in these in uh in these inclusive settings. Placement outside of the general education can occur only when the IEP team determines that the education in the general educ uh in the general classroom even with supplementary aids and services and cannot be satis satisfactoryily achieved. And I just want to let you know that we have some teachers that are um saying they do not want their student um in their class with the when they have an IEP. So that's really concerning. >> California teachers earning a multiple subject or single subject credential complete required coursework on serving students with disabilities, including IEP basics, legal responsibilities, accommodations, universal design for learning, and inclusive practices. The preparation is mandated by the

041California Commission on Teacher Credentiing, which requires teacher preparation programs to include training on educating students with disabilities. The California Department of Education identifies diff differentiated instruction as an essential to adv advancing equity and closing achievement gaps by recognizing and responding to students diverse strengths and needs. Highquality schools are expected to be differentiating um services and resources so all students can access learning and thrive. As a result, differentiation is considered a professional responsibility tied to equity, not an optional instructional approach. >> The California Department of Education provides clear guidance that instruction for English learners will integrate language development with academic content. Teachers are expected to use the California ELD standards alongside grade level academic standards across subjects and throughout the school day. This includes providing targeted language supports within regular classroom instruction so English learners can

042access rigorous content while developing English proficiency. >> So what does this means in practice? So these are just some um options. There's so many different things you can do with differentiation language scaffolds, uh visual supports, sentence frames, structured academic talk and adjusted text and tasks. California's curriculum frameworks in ELA, math, history, social science, and science emphasize differentiated supports within standardsbased instruction to ensure access for all students. They highlight practices such as culturally responsive teaching, inquiry based learning, and providing multiple pathways for students to demonstrate understanding. Overall, the guidance calls for varied instructional approaches to promote high achievement for every student. Across its guidance documents, the department promotes stu student centered instruction that responds to differences in readiness, language proficiency, cultural background, disability needs, and students interests. Differentiation is expected to be remain standards aligned so

043all students can access grade grade level learning within inclusive general education settings whenever possible. This approach is equitydriven with the goal of closing opportunity gaps and ensuring success for every student. Following the federal program monitoring visit to CMS, the reviewers suggested the classroom look fors for walkthroughs. Many teachers are already using the strategies for classroom climate and relationships, English learner supports in general classrooms and student engagement. Both administrators have been teachers and are very wellversed in instructional strategies and most importantly rapport and support with students. So we did a deep dive on on the uh grades D's and Fs and this is when the first uh semester. So, math department D's and Fs um was with no no D's and Fs in teachers A, teachers B um less than 1% teacher C and then uh

044teachers AD has 8% of D's and Fs. The math team expertly run by Jennifer Foster, a longtime teacher with excellent results with her students. Um, where things get kind of concerning is with kind of ELA classes. Um, English language arts and Spanish arts combine both languages in their PLC's on Wednesdays. And there's a concern about the range of percentages of D's and Fs in this department as the range is less than 1% up to 23% of D's and Fs for one teacher. We will be working with the ELA and Spanish language arts department to calibrate their grading systems, academic expectations, and ensuring excellent report and relationships, positive interaction, and praising students with five positive reinforcement comments to one corrective measure. Students learn when they feel comfortable with their teacher. >> So, the history department um

045is not doesn't have ancient civilizations because we're doing this by teacher. And so, we're just we don't have the ancient civilizations. This is the rest of them, global studies and American studies. Teacher A has less than 1% of D's and Fs. And then teachers B and C have 8% of D's and Fs. Um, and teacher A was instructing DI students in Spanish, global studies, and American history. >> The science department leads the way with differentiated packets for students with 504 plans, students with IEPs, and working with English learners. The science teachers are very collaborative and they'll PLC meetings on Wednesdays and I've even had the pleasure of sitting in on labs where they use a lot of students cultural knowledge in the labs. They were doing some smell tests and it was really really fun

046for them to name you know like smells uh what they were smelling. It was really cool. So, um, not surprising, um, no D's and Fs in electives and physical education. On November 7th, 2024, CMS held a staff meeting that included a voluntary Google form survey regarding grading practices in which a majority of respondents indicated that the lowest passing grade for promotion should be a D. It is important to clarify that neither CMS administrators participated in the survey and that the results do not reflect administrative expectations. Our administrative team and counseling staff maintain high academic standards for all students consistent with the expectations at Carperia High School, which also requires a grade of D or higher for graduation. We want to be clear that CMS leadership holds rigorous expectations for both teaching and learning every day.

047While some staff have expressed concern that the survey suggests lower expectations, this perception is inaccurate. administrators and counselors remain firmly committed to academic excellence, continuous improvement, and ensuring that all students are prepared for high school success and beyond. Okay, so the analysis um with all of those that data out of 23 stu uh teachers, one teacher had 23% of D's and Fs and another teacher had 14% of the D's and the Fs. Um, out of 23 student uh teachers, administrators are concerned about the teachers who have excessive D's and Fs. Teachers have PLC's three times a month on early release Wednesdays given some departments have vastly um different numbers with D's and Fs. There is a concern that the curriculum, academic instruction, and differentiated instruction is not being implemented or calibrated for a handful of

048teachers. >> And we are not here to say that teachers are not supporting EL and special education students. During our audit from the state, the auditor did not witness teachers differentiating instruction in ELD. The purpose of this presentation is to reiterate the importance and requirement for teachers to support the English language development of their students. All teachers are trained in credentiing programs to support ELD and special education students in their classrooms. The push-in model for special education students is implemented in surrounding districts and I saw the benefits of this inclusion when I taught in the Bay Area in 2016. Um, we also have some more up-to-date figures from the six week progress report. Um, that teacher that had the 23% of D's and Fs now has 40% of D's and Fs. I know being a

049teacher is really, really difficult. You have to hook these students. As a sixth and seventh grade social studies teacher myself, I always made it a mission of mine to make history relevant, to let students know that it's cyclical, that it repeats itself, to make it interesting. And you really just got to hook them. They're 12 and 13. If you have a bad day in the classroom, that's really on you. But 40% that's four in 10 students that are either really struggling to access the curriculum or that they feel like maybe you know they're they're just tuned out and unwilling to um produce work. Uh other percentages 23.9% 30.8%. So just concerned about the amount of students that have D's and Fs in classes. Um, one thing that is also mentioned as well is is maybe

050an over reliance on aids. Um, aids are not credentialed teachers. Perhaps in the past maybe they would just have ELD students and special education students work with the aid while the teacher just worked with the rest of the class. And it's just really not um equitable. The average amount of special ed students per class at CMS is three students. The average amount of English language learners in a class at CMS is two students. So, we're talking an average of five specialed or ELD students. So, this desire for for aids to work with five kids, um I don't believe it's as immense of an issue. All teachers are credentialed to work with these students and support them. Um, at CMS, the average class includes about 23 students with approximately 14% students with IEPs and 9% English

051learners, meaning that most classrooms serve multiple students requiring specialized academic and language support. >> Okay. So, expectations for teachers and staff differentiated instruction is required by the school, the district, and the CDE. Teachers will be uh provide instruction using the California EL standards alongside academic content standards throughout the day. Rapport and relationships. This is a huge deal. Students must believe that their teachers care about them before they care about what the teachers teach them. That's John Hattie. Another John Hattie. Rigor without relationships read leads to resistance. Relationships without rigor leads to low achievement. Effective teaching requires both. From Robert Marzano. All of us are educators. Um positive teacher student relationships are the cornerstone of effective classroom man management. When teachers have great rapport with students and provide clear, differentiated instruction, students will succeed in their

052self-esteem and their mastery of standards. CMS teachers are expected to build strong rapport with students with while delivering differentiated instruction, including in integrated EL standards with academic content throughout the day. And that's our presentation. We I'm sure you have some >> Thank you. >> questions. >> You have questions? >> You guys have any questions? >> Okay. Um I guess I'll start. Um let's see here. >> Could I one thing? Go >> ahead. >> Could you for for those listening at home, could you define the pushin model? So because that's a relatively new term. >> Yes. And I actually sent it to all the CMS um about the push in is pretty much all over the California actually all all about the c the the um country. So we have um we're doing what everybody else

053is doing and I sent them all kinds of information about that. Um it allows students to be into general ed classes but we have a push in um a special ed teacher going into those classes. And then they don't have >> So this is this is for for mild moderate. >> Correct. Yes. Of course. >> Yeah. >> So people kid kids kids that have read like a dyslexia or a >> um slight learning disability. >> Correct. >> Yeah. >> Kids that can do it and kids that can hang and when you put them into the general educa ed education classes they really kind of rise to the occasion and excel. CDE has a requirement now that's why you see um this model in all districts is that more than 80% of a mild moderate special

054ed students time needs to be spent in regular ed classrooms. The cynical side of me thinks that it's because they underfund sped so much that they're >> Oh, I see your point. But >> that they're that they're they're pushing kids into the into this into the gened classes so that the the the underfunding isn't as isn't as um evident. But again, we have special ed teachers that are collaborating with regular ed teachers, which is really the best model because the regular ed teachers are content specialists and the special ed teachers are really experts in uh differentiated strategies. So when they collaborate, it's the best of both worlds for those special ed students in the classroom and the other students in that classroom as well. >> I'm having um Carolyn Haynes uh explain it a little

055bit more. Sure. Hi Caroline. >> Hello. Um the push-in model is really it's um really just changes the location of where services are delivered. What um we noticed is students who are have IEPs who are in the elementary setting are getting um instruction outside their classroom frequently. Um but it's a small amount of the time. So they're they're in their fourth grade classroom, their fifth grade classroom most of the day. and they might visit a resource classroom um one like mine when I was um a special education teacher for 20 or 30 minutes a day for really focused instruction like phonics instruction or um math concepts really early level instruction. What would happen was those same students who were in special education for something like 10% of their school day would go to the middle

056school and frequently end up with three classes, three periods a day where they needed special education support. So, an English language arts class, a math class, and then an academic support class. What we're finding with the push-in model is my special ed teachers, our special ed teachers at the middle school are in each of the English language arts classes in each of the math classes supporting students and they're providing the services required by the students IEPs, but they're also able to help other students who might need a little bit of support. And what they find is that it's not one-sizefits-all, as an IEP shouldn't be. Um, it might be that student A needs just a little bit of encouragement and a um a small cue like reminding them to use a tool in the classroom

057or getting them to focus during the uh a student's um a teacher's lesson. Whereas another student might need to be pulled to a small group at the back of the room where they're able to get support writing their essay while their peers are working at their desks and their English teacher is supporting the whole room full of students. So it gives us a lot more flexibility to tailor the services to the students needs in their classroom. So they're kind of getting two teachers in the same environment. What was happening prior to that is the special ed teacher was teaching language arts. So they're trying to teach to the students goals to meet their our legal obligation and teach the content standards at the same time, which they were doing. Um, it's just it's better to

058have that content expert and that special ed teacher working collaboratively in that in that environment. >> Thank you. That's great. Very good. Good explanation. >> Thank you, Carol. >> Sorry, I'm a little confused then. I >> So, we have special eds um aids coming into the classrooms to help facilitate. No, we don't. >> No, it's our it's our actual special um education. They have a credential >> special ed teachers. special ed teachers. >> Special ed teachers. >> So they're pushing in that >> that teacher coming into the classroom to help facilitate >> in addition to >> the regular teacher that's there. >> Correct. >> But we're also hearing tonight that that is also not the case that teachers are asking to differentiate >> students without help. Yeah. >> They need to differentiate instruction for English

059language learners that are learning. >> Okay. slightly different >> and also support students with IEPs. >> So our our special ed teachers aren't going into the science class or the social studies class. Okay. >> So the expectation is that um the strategies that the students are learning they're applying in those classes but that the social studies and the content teachers are also differentiating for the special ed students in that classroom. >> Okay. >> Yeah. So there's no defined like you know they say we have to provide differentiated instruction but there's no set model. It can be it can be whatever the classroom teacher decides is appropriate or or are we prescribing a specific model for >> So for example, you could do um what you're in a history class and there are students who like

060are like three levels that they and that they are at. Um and so we have to um like work with them in small groups. um they have a lot of differentiated instruction strategies that you can use and so that is what the CDE is telling us to do, the district is saying that and this and the state. So we have to make sure that we get to each student to where they are now and then move them up. >> So it's really related to reading levels. So if you're in a seventh grade social studies class, you can have um and you have 25 students. You could have five students that read on a third grade level. You could have, you know, a 10 students that read six, you know, four and five or five and

061six. And then you might have three that read on a tenth grade level, but your content is going to be at a five six level. So for the students who are reading at a second or third grade level, you need the same content, but you need a different uh reading level to start with so that they can learn the content. At the same time, those students are learning to build their reading skills through the early morning reading that you're uh that you are going to the tutoring with Miss Foster. And then after school, you can go to social studies or science tutoring to get additional help. >> And those same students have the special ed teacher in the English class >> and math classes. So, so are these pop the populations of these, you know,

062ABC D classes, teachers, are the populations similar like the number of I >> So, they're not on there because they're going into multiple teach uh classrooms. >> No, no, no. I what I'm saying is is is so we we broke out you know um towards the back here where we're essentially you know calling out teachers which I don't necessarily like but um you know just take for instance math the D's and Fs in math we got teacher A B C D right so are is does teacher A have the same number of IEPs and the same number of EL s as teacher B, C, and D, or are they are they all different? And that and and also are those students with the IEPs and the um ELEL's, are they are they the lion share

063of these D's and Fs? >> So that that I think those are important things to break out. >> Yeah. So, I mean obviously like some teachers have like a different mix, but like on average there are three special education students in a class and there are two English language learners in a class. >> Okay. >> So, I guess what I would say is that they're the same students that are in the science classes >> and the history. >> So, so you look at the science >> but but are but are those students the ones with all the D's and Fs? >> No, it's English language arts. Well, I mean, we have we have D's and Fs in math and we have D's and Fs in science and we have D's and Fs in English >>

064and and I'm just wondering >> so I I'm trying to figure out so there's obviously uh hesitancy or reluctance to for the model that we're we're using, right? And and it you know we're I you know I don't I don't want to say this without insulting anybody. the the um so we want the teachers to adopt this model that the state is prescribing right the the the push in with the integration and the differentiated instruction that correct and that's a correct statement >> so >> are are we are those students that were that we're pushing in and that we are um expecting differentiated instruction instruction. Are they the ones receiving the D's and Fs or are is it the general ed students that are getting the D's and Fs? >> We didn't broke break that

065out, but >> I think it's important. That's an important concept because if if if it's I mean and I if you don't have the data, you don't have the data. But but I think it's important we know that so that then then we can help help the instructor, help the teacher. um with with that information so that so that they can adopt or adapt their teaching style to um you know to accommodating those different abilities rather than saying you need to improve your D's and Fs you know but but identify which students are the ones that are that are falling behind so that so that we can um uh you know help the teacher help the student. So it's not usually about the special educated students because they have 50% of their their um missing

066assignments. They don't they have 50% that they have to do. So they are not you know really tanking. We have a lot of reluctant students. We call them reluctant students that just don't do anything. They don't do their missing assignments. They are not interested in instruction. And so we have to really really have our instruction being very exciting and fun and when students can >> Well, yeah. No, I I I get that. I mean, this I guess I didn't mean to take your time here, but you'll you'll get to go after me now. Um, so, you know, I think you you've known this from me in the past. I have a problem with the word equity because that basically in that you're you're implying that we're going to have equal outcomes and we all >>

067they're not going to be. Well, no, but that's what that's what equity implies. >> Um, and where whereas equality is, I think, a better term where where everybody gets the same stuff and the outcome is dependent on how they can use the stuff and how they're, you know, because everybody's not the same. And my fear, my worry is that is that um you know the students that do have the resources at home and do have the parents helping them at home are going to get that help at home. And the students that we're not making that we're not requiring that extra work from, they're not going to get it. They're not going to get it at home. So they're going to there there there is not there's going to be this differential always. And so

068if we're not pushing them and and and and it sounds like we're not pushing them under the guise of equity and and I think I mean I I understand what I know what we're trying to what we're after. We we don't want them to you know not have have the same stuff but but I think it I I my sense is it's not helping them as much as we think it is. >> So let me give you an example. So if you looked at a in a language arts class um the stu that we have all these tools now and so we can take a reading level this student only reads at second grade. So then we can take those documents or the things that they're doing and put it at a second grade level.

069So that's for special ed for you know eelss or students who are just struggling. So we there's all kinds of tools that we can do those things to differentiate with students. Does that make sense? >> No, no. I I I understand that. I I I think it it's more I mean I know we've had this the the back and forth with staff about homework and about computers at home and all this stuff. And my worry is that the that the kids who, you know, don't have that stuff at home, uh, aren't going to get the stuff at home, but the kids, you know, the kids who have have support at home, whose parents have a computer at home, they're going to do that extra work potentially. Their parents are going to push them. And so

070we're we're essentially I I mean I I'm just this is completely off the top of my head, but it's just my gut instinct. we're we're essentially um handicapping those students that we are trying to help by not forcing them or require I shouldn't say force by not requiring them to do a little extra you know to get caught up because I mean I don't I know we want to have the instruction in the classroom be strong and rigorous and everything we should but we're not in reality we're not going to we're not there and and so I my my worry is is that we're handicapping those students who need the extra help by not um assigning extra work. >> But we are >> I think maybe >> we have tutoring after school three days a

071week and we have reading. >> But are those students getting D's and Fs? those students I I don't I don't know without the um >> I mean no if they come to it's it's it's not required because it's after school but we have a number of students that come to tutoring to get their grades up and get help if they they need to have more help and it's all people like not just English learners or special ed kids it's all kinds of students that come to those classes and we have a number of those and that's all um funded by Lentra Summerland No, no, I I I and I appreciate that. I just I'm I'm just trying to kind of get my mind around the this trend, you know, this this this trend that we're

072not none of us likes. >> Agreed. >> And and then some of the feedback we're getting from staff and um and then where we are. So I I you know and and um yeah, I I I mean it's this is all good information. I think it'd be nice to to to to really tease out some more data out of this out of the the the out of these classes to see what students are, you know, if it if you're saying it's not the the IEPs and it's not the eelss that are that are that are the the you know causing the increase in D's and Fs. >> No, it's not just >> it's not those students. >> I I think maybe if I can answer your question. So like when you just look at these

073percentages like 40% of students in a class with D's and FS, 24%, 31%, 27%. That's a large portion of students that are not being engaged, that are not being reached out to. I know for a fact that we have students that are work avoidant or they come from a background where education isn't important. There is no expectation to go to college. Um, it is very easy and I understand it's a very difficult job and it's a frustrating job to just be like, "Oh, well that kid does nothing and he doesn't care when you actively need to work with them every single day to get them on board, to hold their hand, to model for them." And if this was my class and four out of 10 were failing, I would view that as like that

074is me failing basically half of my class to engage them. So I I hear your camp and your concern of like the kids need, you know, a kick in the pants and they need extra work to get caught up. We need to meet them where they are and then build them up. >> True. But but so so I think, you know, you just said something about, you know, not getting the college, you know, push and all that. And I I think you're getting that across the board now. We we need to I mean you're getting there's college kids who are seriously doubting I mean because I've got two college kids right now and there's they have their their classmates are going what the heck am I doing here with all this talk about AI replacing

075almost every job that they're studying for. I think it would be really good, especially because I think we're seeing it at the high school now with all of our CTE and that that that we're actually engaging these students >> who aren't necessarily academically oriented, if we want to call it that, and and give them a reason for wanting to be there. You know, give them a purpose because that's really what it comes down to. A student needs, you know, everyone needs a purpose for doing what they're doing. And if we can show them maybe not hammer in the, you know, go to college, go to college, go to college, maybe, hey, look, this is going to help you get a really good job and and or a skill that you can then apply towards towards

076supporting your family. um you know, find out what motivates them and and um I think that I mean, I'm sure you guys I'm sure everyone's doing that. >> But but um I I I I'm just trying to figure out and walk talk myself through why why we have this trend since we've been, you know, implementing these new programs. What's the reason for it? Well, you know, the data though is right here in front of you. Look at the science department. >> Mhm. >> Okay. It's the same kids that are in social studies and English language arts. The science department has that's pretty typical for D's and Fs at this point. So, it's the same kids. So, my my suggestion >> So, it's it's instruction is what you're saying. Well, what I would say is I

077think there's some outliers in terms of instruction and I would go to the science department and look at how they're working with the ELD and the sped kids in their classrooms because they don't have the special ed teacher with them and yet they're able to um ensure that most kids are pretty successful with their content. So, I think the data is right here. It's it's it's the outliers that we're concerned about in terms of the high numbers of D. So that you're So you're saying those outlaw those those D's and Fs are the same students in every subject. >> Well, there Yes, because they all take science. >> Okay. But there but there's more of them. There's there's Okay. All right. I I that wasn't totally clear in the presentation. >> Yeah, I understand that.

078Yeah, I was trying to make it clear the first time around, but um it's pretty clear when you look at it that the here it is science department four, seven, and six and zero. Okay. But then you look at another department that's 23% That's an outlier at 23%. Because that those are the same kids because they all take science. >> Okay. >> So, that's what we're concerned about. That's where that's that's the piece we're concerned about. We have to take a look at what is going on in the classrooms. You look at where it's working and then you say, "Okay, help us understand why the same students aren't doing as well in this content area when they're doing well in this content area. Okay. Well, that I mean that's the $64,000 question, right? How do

079we how do we motivate how do we motivate better instruction? >> Yeah. It's the same question that teachers are asking. How do we motivate better student performance? >> Yeah. >> But that's our work. Okay. And that's what Jamie and James are have done a good job of explaining their work. >> Yeah. Jamie, do you have >> Now I know Jamie has questions. Thank you. Um that actually well that touched a number of things that I had notes on to bring up um and ask about. I'm going to kind of start backwards from where we just were and then work towards some other things. But um I I just want to point out I feel like well first of all um I'm just going to say I don't feel it was appropriate to call out the

080teachers individually like that. Um, in my work when we're looking and analyzing different fisheries, we are when there are less than a certain amount of participants in a fishery, there's a uh aspect of um confidentiality. And so under a certain amount, we just it's all as one. And I just I think we have so few teachers that we're talking about. I don't believe that this was the move to to line item them out like that. Um I just it makes me very uncomfortable. So I just need to make that clear. Um so back to science I believe there's a natural engagement that comes in science as opposed to um and not that English language arts cannot be engaging but there is it's tangible. Science is tangible. It's exciting. >> There's there's it's tactile. Um it's

081very real and it's highly engaging. History can be the same way. Um, and so I I think um I well I understand what you're saying that it's the same students. I think that definitely gives us some information, but I also think like there are still students with D's and Fs. And the truth is we're always going to have students with D's and Fs. So um this this as like >> there we definitely need to be looking at a threshold. And I hate even saying we're comfortable with X amount of D's or Fs or X percentage of D's and Fs, but we need to just acknowledge the fact that there will always be D's and Fs. >> Um, and just what are we doing to continually ensure that we aren't just letting them go, saying, "Well,

082you're always going to have D's and Fs." And that's what we're doing. So, just putting that out there. Um I think that um that when we look back um oh so the data sorry because you did so much I'm like wait we already covered it but I haven't brought it up. Um so breaking out the the whether it's by percentage um I think by number of student might not be appropriate either because it's so few um if it's uh EL sped gened um on on on the grades just like we have I mean we have that it's in it we we just had our presentation on that um and so we have that data Um well no that's more on a broader that's just ELA and math but I believe we should be able to

083have that and and that will help just at least from um from our side to see it so we can even if it is mostly gened kids like we can see that um as a kid who was a DNF kid um for a number of reasons but I I wasn't engaged I didn't feel a connection to to the curriculum um I also had an undiagnosed learning disability um that went on through high school and I had teachers that just missed it and wrote it off as the kid just doesn't care. They're not engaged. They'd rather be socializing, all the things. So, I'm not saying that we need to test all these kids. But point being, um I was struggling and it was missed. And I know I'm not the only one even today, even though

084there's a lot more systems in place than there ever were when I was that age. Um so, there's that. Um I would like to let's see here clarifying the different uh uh Andy brought up the the difference. Um Andy brought was talking about having students complete all their work. Um and James you said well having kids do extra work. That's not what Andy was saying having them do extra work to catch up. having them do the work that was assigned, not extra work. And I believe, you know, because we have, yes, we have intervent or uh tutoring before and after school, it is optional. And so those students like myself who aren't going to be engaged like we're they're not going to go and so it needs to be during the school day. Um we

085need to be pulling those students and getting them into small groups um separate whether it's separate or smaller groups in the classroom. Um that's I mean I'm we need to be doing something during school hours for those kids. Um because they're not going to go to those after school programs um unfortunately I think is the reality. Um I also want to just acknowledge the fact that like our school system public school systems in California um and I'll just speak to this were not built for the world that we're in today. um the way they're designed. We have pivoted and pivoted and pivoted how we teach um the different people groups we teach, the way we teach, and it's all legislatively mandated most of it. Um and I I just want to acknowledge that we are

086being we um teachers um administrators are being put in a position to do things that this system was never designed to do. And so, um, figuring that out, um, especially now with a lot of change that seems to be coming, the pushin model, which I just don't like the name, but, um, but also with this potential change that's going to be coming through the state of the Department of Education going on under the governor and what that looks like and the potential more pol politicization politization um, of our education is concerning. And so, um, I just all to say that I think I I don't believe that teachers aren't trying to do the best that they can with what they have. Um I believe that there's a lot of things that could be changed. We

087just can't do it all ultimately. So, um what we can do to raise teachers up and lift them up instead of calling them out, I think would be to a better benefit. and um the rest was thoroughly covered I guess by everybody else. So thank you. >> Thanks Jamie. >> You guys have any any comments questions? >> I just have one clarifying question. So you mentioned that the sped in in at least in the English and math get they only have to do 50% of their assignments. >> Correct. >> Is that for all of their classes or just those two subjects? >> I think it's all. >> Okay. I'm I'm just looking at my notes to make sure I didn't uh I think I covered everything uh that I wanted to say. Um, I mean

088the bottom line is I think we all acknowledge that instruction is key. And so how how you know our job is to is to um figure out how to best support our teachers so that they can be the most effective in the classroom. >> And um I I I do, you know, I agree with Jamie. I I I don't I and I think I alluded to it. I didn't I didn't like the calling out either. Um that just didn't it didn't feel good to me. But I I think it's and it doesn't lead to positive collaboration. I I'm um but that being said, I think that um we need to figure out a way to get the teachers who are say underperforming and give them the extra tools and assistance so that they can continue

089to uh improve in their instruction. >> That's the work that we do >> and and we have done that. Just to to clarify and for the record, we've brought in veteran teachers to mentor. We have teachers on campus that meet with them on a weekly basis. We've been in there and taught lessons before. Um we've given directives on like, hey, this is how you should, you know, engage with students. And we do try to support all of our teachers. >> We're a team and we want to be a team and we want to support our students. It is just difficult and challenging to see so many students, specifically sixth graders, getting D's and Fs because if you're going to start failing them in sixth grade, they're just going to check out. That's my fear. Well,

090I think but but we need to you know everybody has to be on the same page and and because you know it has to be a a collaborative effort and um I uh I think it's important that you know the the um you know the the department the department chairs are in in agreement with how we're doing this so that it doesn't feel like a top down strategy. you know that we need we need to whether or not it's the you know maybe it's not in complete alignment with with what the administration wants to do but otherwise you'd be you know there's you're going to be at logger heads and and that doesn't work for anybody only people that suffer there are the kids I think we just need to meet the kids where they're

091at you can say oh I have really high standards as a teacher and we're writing a eight paragraph essay today do it and you know the kids can't do that you need to start somewhere with But there is there are philosophical differences here. I mean I it's obvious there's philosophical differences in the in the in the strategies right and I think it's important that you know you can't be intrangent intangent and not move at all you know not be flexible but that goes both ways so so I think it's it's important that that we meet somewhere in the middle so that so that we aren't um constantly beating our heads against the wall and fighting each other um because nobody wins there, right? I mean you you you know you we have who we have

092and um and we have to work within those parameters and um and I think having those those maybe not even just having the philosophical discussions and and and and trying trying to to be more flexible on both sides I think is going to go a long way to um understanding the other perspective. So that that's my only feedback. So >> I just say my two cents is um yeah change changes can be really hard and you guys are through going through it right now and overwhelmingly anytime I hear anybody talking about the middle school it's positive. I mean I had a parent today out of the blue hey I've got my daughter at the middle school now and it's been great. So, uh, I know there's some fits and starts and some issues going on,

093but overwhelmingly I hear really good things about the work everybody's doing. So, >> thank you, Eric. >> Yeah. No, I I I do, too. I mean, it it is it is >> it's a difficult job. >> It's Well, it's a difficult age. It's, you know, we all know that, but I I would say I agree with you. I've I've I've heard very positive things about the middle school. You know, 10 years ago, you didn't hear as many positive things about the middle school. Um interesting thing and I think I'll leave it at this that I read I read or listened I think I read something a couple days ago that you know the big thinkers in the world now they say that that in by 2050 so when you know these kids that we have

094in the middle school are going to be in their 30s by 2050 the world will be uh seven times I mean like a like a exponentially different than it was for us back in 1890. So if you think of all the changes that have occurred between 1890 and now, things are going to be seven times more different than that is for us in 2050. That's how fast the world is changing. And um we need to everyone needs to be flexible and adaptive and and willing to um I mean it's it's crazy how fast things are changing and and it's only going to accelerate. So I think we need to you know teachers need to be adaptive, administration needs to be adaptive and uh and so that we our students are prepared you know because none

095of us know what's going to be going on in 2050 I don't think. All right. Well, thank you. >> Thank you. Great job. Really appreciate it. Thank you both. Thank you. >> Thank you. Yeah. Thank you. Yeah. Good night. >> Okay. We will move on now to item four and we have a presentation by Michelle Hernandez with the food services. All right. >> Good evening. Thank you for having me. >> Hi. Thanks for >> I'll try to keep this short and sweet if possible. >> It's the arrows. >> Yeah. >> Okay. My name is Michelle Hernandez. I'm the food service director for Carpenter Unified. I've been with the district for about six years now. Thank you for for inviting me this evening to show share a little bit about what we do behind the scenes

096in food services. Okay. >> Could someone turn off their timer? >> I'm sorry. That's my son's. >> Okay. Thanks. Y Oh, >> pardon me. Okay. Food services. Little bit about us. Um, food services. We are committed to maximizing scratchcooked meals. Utilizing less processed food and more fresh and whole ingredients in scratch-cooked meals maximizes the nutritional content provided to our students. Healthy diets and freshly prepared scratchedcooked meals is proved to promote learning. Well-nourished students also have better attendance rates and have fewer behavioral challenges and are more engaged and focused in the classroom. As students begin to navigate through their educational journey, it is not only important for them to healthfully feed their minds but also their bodies. In food services, we are proud to source uh supplies from local vendors and that is our meat, seafood,

097um fresh fruits and vegetables as long as well as our distributors um growers and farmers. We are fortunate to be surrounded by a bounty of local grown uh source products and some of the vendors that we currently use um are Jordanos for our uh supplies. Um Santa Barbara Fish um Santa Barbara Fish Market um Farm Cart Organics and Shall Hub Meets are some of the vendors that that we use. Um, Farcart Organics um is somebody who uh we partner with and we've been partnering with for um the past few years and they bring um produce to us from um around the central coast um from Santa Maria to Lampoke uh to from Carperia um Ventura Filillmore and the surrounding areas um when you think about uh USDA's um definition of local they are talking about

098um the surrounding 200 miles. Um, but for us or for me in food services, when we think about sourcing and bringing in products that are local, um, I'm thinking about um, you know, 30 to 40 miles in the surrounding area. Um, so these are some of the the, um, folks that we that we currently use to bring in our items. current culinary operations. Um we have our daily uh salad or garden bar um which features uh an array of uh roasted vegetables, legumes, uh fruits, roasted meats, um composed salads, uh and vegetables. Um on our menus, we have a um culturally diverse uh menu. Um so we will feature um uh menu items that change a different style of cuisine and different cooking methods um from day to day. And some of those dishes are

099um you know classic lasagna um that we make from scratch. And that's uh with roasted vegetables. So we uh bring in vegetables and we uh slice them down. We roast them and build our our um lasagna from from scratch from there. Um teriyak chicken, a salmon bowl. Um we use um we bring in uh salmon um and we fillet that down inhouse um and we sear that and we put that over brown rice and vegetables. Um that's always a crowd-pleaser. Um we do barbecue outdoors. Um so we do a um Santa Maria style barbecue. We've done um whole chicken barbecue. We've done tri tip barbecue. Um and we've done tri- tip sandwiches. Um we've done poke bowls. Um eggplant parmesan. just to name a few. Uh scratched cooked meals. Um about Oh, I'm so sorry.

100Okay. Um about 75% of our meals um are now scratched cooked um in house. Um all of our soups, salads, salad dressings, and marinades are made from scratch. Um, this allows us to control and reduce added sodium and sugars. Um, the majority of our meats are roasted, uh, woodfire grilled or baked inhouse with our own blend of fresh herbs and seasonings. Okay. So, CUSD food service uh, philosophy Our foods are protein and nutrient-dense. Um, we source local local u produce. We scratch cook and we cook with uh real food to create our menus. This culinary approach provides students with meals uh made from fresher whole ingredients that support healthy eating habits. Improved nutrition plays an important role in student wellness, helping to support energy levels, focus, and overall physical health throughout the day. We are

101proud to announce that all school meals within CUSD are fully aligned with the new newly released uh USDA uh guidelines for 2026. This includes expanded um dairy and milk options. So, at every campus, we now offer uh whole milk, reduced fat milk, low-fat milk, and fat-free milk. It's a lot of variety, but um we do have students that that um enjoy um the selection. We also provide uh dairy alternatives, um we provide a dairyf free alternative, uh soy and lactoseree, um that meet or exceed the USDA dietary guidelines for school nutrition. uh in um enhanced protein standards. We recognize the importance of muscle development, co cognitive function and stand um sustained energy for growing students. Our lunch program consistently offers more than the recommended daily protein minimums and requirements. By prioritizing high quality protein sources,

102we ensure students stay energized throughout the school day. Some of the uh protein options that we have um and that we utilize in our school menus um are seafood. So, we've brought in today we had um local u local black cod uh fish tacos um that was on the menu today. Um we brought in salmon, shrimp, uh beef, beef brisket, tri tip, ground beef and sirloin, a turkey turkey, the whole roasted turkey, ground turkey and sliced turkey breast. Um, we do chicken. Um, and we do the eightpiece cut down uh chicken. Um, and we have roasted that. We've barbecued that. Um, and we use the whole animal. So, we use the wings to make um, stock. So, we make in uh, stock in-house um, and that's for soup um, and different sauces. On Thursday, we

103will um, feature a Asian ramen um, with chicken and that's with a stock. Um, so we have a kelp or a kamboo, um, ginger, garlic, and all the, uh, bones from the chicken that we make the stock. So, so very, uh, definitely low sodium and very healthy, um, options. Whole grains. We have a s, we have achieved a significant milestone in our grain offerings. Nearly 100% of all the grains used across our menus are whole grains or whole grain rich. Whole grain rich meaning 51% uh whole wheat flour. This includes student favorite uh staples such as um whole wheat pasta and whole wheat pizza crust uh brown rice, quinoa, oats, whole grain tortillas, and whole wheat bagels. By integrating these complex carbohydrates into our daily rotations, we provide student the necessary fiber and nutrients in

104ways that remain delicious and appealing. So on the menu um we have um let's say uh for instance today we have um local black cod tacos with Spanish rice. Uh the Spanish rice um is always made with uh whole grain brown rice. Um our uh salmon bowls or pokey bowls are always with uh whole grain brown rice. um our in-housemade pizza. Um we make a dough that is with um whole wheat uh dough. So we make the dough inhouse. Um uh we have shredded mozzarella and we make a marinara sauce inhouse. So the pizza that's being served um at the high school while we demo it out for the past year um is all scratchade inhouse. um food allergies. Um we currently serve um and provide um accommodations for meals for every campus on site.

105Um a daily vegetarian option, a dairyfree option, uh a peanut um and nut-free option, and a gluten-free option. Um, so I work with parents um uh that have a student with food allergies and they uh we work out a menu to their liking. Um, and usually um they will read through the menu and select different days that their child wants to eat uh meals with us and we send the meal alternative to the school site and they're able to pick up their um dietary restricted meal. two-year action plan. Um two-year action plan um we have started with 20 uh 26 um and the first uh uh action point here is to hire culinary support um which we have done and we have onboarded um our final culinary support uh team member um and he is

106about a month in and it's going great. He's doing really well. Um he has um uh a culinary background which helps um and he is transitioning really well. Um new install new ovens we have planned for uh June for our high school um and that is a new Vulcan oven, a double stacked oven um which will help replace an oven that we've had for quite some time that um is is going to be replaced. Uh the third item is uh culinary um food safety training. culinary and food safety training. Um, and that is um uh to help expand our um uh scratch cooking methods and advanced uh scratch cooking methods um and to go over uh the new dietary guidelines and go into depth on on nutritional standards. So that um is uh hopefully over

107summer for the culinary staff. Um kitchen tours for students. Um, this is something that I'm excited about um and hope to implement this at the beginning of next year um now that we are um at a good staffing level. I would love to um do kitchen tours of our central kitchen and um kind of um give some transparency to students and uh possibly parents and teachers uh to invite them in um and give them a educational behind-the-scenes look at um the the care and the science involved in preparing their daily meals um and let them see the entire cycle from uh receiving the goods and the inspection that we do um preparing, cooking, uh transport and then um a final meal with us in the central kitchen or a meal served by us um in

108the central kitchen. Um so that's something that um I'd like to start uh at the elementary level. Um I'm thinking you know maybe a fourth or fifth grade class um would would enjoy that. Um and again transparency to kind of see where their food comes from and you know the filleting the proteins and fish and other things that come in. Um and to look and taste produce um as it comes in I think would be um something they'd enjoy. Um revamp of the elementary school uh serving line. Um so we have quotes from vendors on that um to revamp um to keep food um at temperature in the elementary site. um and for um efficiencies at that site. Um >> that wouldn't be for preparing food. That would just be for keeping it keeping >>

109just for keeping it warm. Yes. >> Or cold. Yes, that's correct. Um so at the moment, um we have a stainless steel table. Um and so the food is brought out of the warmer and put on a stainless steel table to serve. Um so the idea would to have to have inserts and warming wells um uh along with sneeze guards and and tray passes for for the uh elementary schools. >> Okay. >> Yeah. Thank you. >> Um herb and produce garden. Um so I would love to um collaborate and get more of a um farm-toschool approach um for our food service program. I want to start small with herbs and things like that. Um and and hope that we could collaborate with um FFA or or a program to help uh expand that program, but

110that will be next year. Yeah, >> I think that would be a good opportunity to look for grants. >> Yes. >> Um and and then but also, you know, collaborate with the with the FFA. >> Um we had that program. I think I was telling you guys um >> the Orpha Foundation, I believe. >> Yeah. Or funded actually the the the rehabilitate or the actually creation of the farm at the high school and they took the old farm used to be or it wasn't even a farm it was basketball courts took the basketball courts out and uh brought in soil and and and then they paid for a farmer there for for uh I think two or three years and um uh it it unfortunately it didn't the collaboration wasn't there with the FFA Okay.

111There was a lot of, you know, kind of >> um territorialism, but but I think if if we got the right people involved, I think it would be a really good thing to integrate the students and the curriculum and and then, you know, they could really help with it. >> Yeah, I think that would be great. I'd love to partner in something like that. I know of um a few grants that we could apply for once, you know, someone >> comes into that position. I'd love to collaborate on something like that. Um, so, uh, next slide is food service budget, and I think Jason's going to talk a little bit about that. If you have any questions, I can chime in as well. >> All right. Thank you very much, Michelle. Um, so on this

112slide here, we have a three-year comparison of the food service budget. And I guess for starters, I'd like just to just to highlight for for these three years that we're seeing here on this slide, there's no general fund encroachment. So what that means is that food service generates enough revenue and has enough fund balance to basically be self- sustaining. Um you know unfortunately there are other programs that are not self- sustaining and the general fund has to contribute to those programs to keep them running. But fortunately that is not the case for food services. So I think I'll just kind of go over the three columns we have just here uh relatively quickly. So the first column is the unodudited actuals of 2324 and in that year the total revenue was approximately 1.9 million. The

113total expenses were about 1.5 and so for 2324 food services uh saw a surplus of about $452,000 and of course that was added to the beginning fund balance. So in 2324 their fund balance ended up at about 1.2 million. Now, if we move over one column to 2425, there we're seeing the total revenue at about 1.7 million. So, a a decrease of about 200,000. And if we go down for operating expenditures, we're seeing the operating expenditures in 2425 come in at about 1.7 million. And so, we're seeing a slight decrease um in the fund balance, you know, of about $32,000. So the question we're probably asking ourselves is between 23 and 24, what's causing that revenue decrease? And I would say the main factor that's causing that is declining enrollment. Uh with food services, it's

114paid on a reimbursement basis. So the fewer students we have, the fewer students go through food services and which results in fewer reimbursements to food services. So I think we're seeing that in 24-25 and that's the reason at least the main reason that we're seeing that decrease between those two years. If we do a similar comparison of expenditures between 23 24 and 20 2425, we're kind of seeing the opposite effect. Um, as you may recall in 2425, there was a salary increase. So that's in here as well. And food services like I'm sure we've all seen. Um, we've seen increased costs in everything including food that we have to buy and prep for food services. So as a result, we're seeing an an increase in the food services costs. And so basically netting those two

115out for 2425 um it we had a slight decrease in the fund balance for food services and in 2526 which is the far right hand column we're predicting similar revenues and similar expenses but once again we we're also projecting a slight decrease in the fund balance for food services. Uh but currently uh the beginning balance of food services is about $1.2 million. So, um, if this comes to pass and there's a $30,000 decrease in terms of the $1.2 million, it's not going to be fairly significant for food services. Um, Jason, so, uh, the increase in in supplies um over 100,000 between 23 24 and 24 25. Was was that attributed to anything in particular or was it a general 30% increase in >> I think it's probably two things I think one is that it's

116attributable to just general cost increases but secondly um one thing that we are to touch on as well is at the very bottom on the left hand side you'll see the NCR excess funds so believe it or not uh the state of California just for food services has a requirement that says you cannot allow ow your your food services ending fund balance to grow beyond a certain dollar amount and in fact they limit it to basically about six months of your operating expenditures. So what we're trying to do here is bring down our our our actual food services budget somewhat so that we're not bumping up against that excess funds requirement that CDE um you know has everybody following in the state of California. So, so >> some equipment in there then >> um there

117there there's some minor equipment. There's also some I think some disposable utensils. >> Yes. Biodegradable product. So, um when you're over um 6 months of reserves uh basically you have to make a plan with the CDE and they say okay you have to spend X amount um this year over what you are going to spend in order to decrease your excess funds. So, they said come up with a plan. these are these are the allotted expenses that you can use the extra money for. Increase the quality of food. Um increase supplies. Um and there there are like six different items that you can do. Um and so I said, "Oh, absolutely. I will increase the quality of food. I'm going to bring in I'm going to bring in salmon. I'm going to bring in, you

118know, local black cod and ABC the grains and, you know, all this cool stuff that we're bringing in that other schools don't have." So we started spending. So supplies and food um you're going to see is um purposely increased and it probably will be for the next couple years because we have to spend down that excess uh revenue. Um if that >> don't don't make it too good cuz then you're going to then you're going to have to go back, right? >> Well, maybe in 30 some years someone else will be taking the >> I mean I I've heard great things about the food. So I'm I'm just saying that kind of funnally, you know. >> Yeah. with humor. But um uh yeah, we don't want to we don't want to have a shock to

119the system and go back to to cruddy food once you sp um so the goal is um and and my philosophy is the better you make the food, the higher your participation and your um student engagement is going to be in the program. So um I I want our numbers as they have been um and our participation rates have been increasing year-over-year. Um so I expect that to continue to happen so that we are not in that situation. I think the um it's a good problem to have but um at the same time I need to um spend money on on more great ingredients. So I think we'll be sustainable for the next at least 30 years looking here. So Jason, is there um do we have the granularity to to know that in that

120books and supplies number is that can we figure out how much of that is food or is it pretty much all food? Is that what we're saying? And some >> all food. Yeah. >> Yeah. I mean I would say without having you know the detail in front of me >> by far the majority of that's food. >> 90%. >> Probably it's someone there. >> Yeah. 90%. >> Yeah. Then sorry you mentioned participation rate. Do you track those numbers? How many? >> Yes. Um so when I did this presentation um coming out of COVID the first time I think we're about we were at about uh 56% participation and that was coming out of CO. Um and then we've uh increased um to 64% to 655% and we are currently at 72%. >> Wow. Yeah, >>

121congratulations. >> Thank you. >> Yeah, that's very high for for a school year. Yes, it is. I've Yeah. >> Yeah. So, >> and then how do you Sorry, how do you track that number? It's just >> um served per >> Yes. per um eligible student uh per day. So, we have a system that tracks it uh per day um by how many meals that we um distribute and how many kids are on campus that that day. Um and then we track it by month. I track it by by day, by month, and then by year. >> Yeah. >> Do you find that um so I mean you're you're making I mean these are being made ahead of time clearly and and it's not like the old days where we'd put in orders and things like

122that as much. So are you noticing a uh like your waste meals not served and how are you adjusting? I'm I have a really good um forecasted system that we've been using for the past six years. Um and so we have a couple schools that give us a number um by attendance um in the elementary schools. Um but at the middle school and high school um just monitoring and actually being live in it and every day, you know, talking with the staff every single day after service. What did you have? What are your numbers? tracking those and and analyzing that on a daily basis. Um, but when it comes to overage, um, I wouldn't say on I I would say our average overage um, is anywhere between five meals to 10 meals, which is pretty

123pretty close. Those meals go to the after school program. I was going to ask none of it is wasted. Yeah, that was my followup. Thank you. When we have holiday, when we go out on holiday, we um coordinate with um the girls club or with um um uh Karp Children's Project and places like that that will take our extra uh produce, our extra milk. We donate all of those items so that we have minimal waste. Um we think about waste when it comes to vegetable scrap when it comes to um chicken bones, like I said, the wings. What are we going to do with that? How do we utilize it? Let's make a stock out of it. Okay. So on the on Friday we're making a marinara. What do we have? What can we use?

124So everything is rolled over and we have minimal waste. And so those are the control um uh points that actually help our food cost and how help us sustain our program is to really watch all of that waste. What look at all of our inventories and everything we're bringing in um uh production levels and and productivity. Um watching all of those things and just making sure that our program is sustainable. Yeah. >> And that is not easy when you're actually cooking and not just box cutter can opening. So, um that's >> do we evaluate um do we evaluate what gets thrown away like like when they you know say the kids are filling up their tray with whatever and what they like and what they don't like by what is getting put in. >> We

125do. Yes. So, um we evaluate that. I I heavily lean on the instructional assistants that are at each site. Um, so talking to them because they're actually there at the table firsthand. They're either sweeping or um helping kids peel an orange or just, you know, wa watching what they do. So talking with them at every site, you know, at Canalino, at Aliso, at every school, what do they like? What are they eating? How do they like it today? Um, so all of that and just really, you know, well, that's um we call a dog on the menu in in culinary terms. And so that one's not going to work. So, okay, so let's maybe we won't menu that. how can we incorporate, you know, so just really being um on site and being active and

126a participate a participant in what's happening on campus. Um and that's that's what I do, you know, and just um get feedback from the staff and the people that are at each site every day. Um and asking them, did you taste it? Did you taste it? Did you did they like it? and making sure that my staff is tasting everything because we don't want to serve anything that we wouldn't eat, something that we wouldn't enjoy having for lunch. So, yeah, there's a lot. >> That's great. >> Yeah. Thank you. >> So, the uh >> or the herb garden is vegetable area that's just bare land right now. It's just kind of waiting. Well, the the I mean at the high school it's the the um the they've got animals out there, you know, the steer

127out on part of it. >> Okay. >> Um and then there's there were some chickens out there. Um there's plans to put a new greenhouse in. I think I think Mr. Corno actually got a greenhouse and we just need to assemble it, but it's the the kit is there. Um and that would be in addition to the to the current um uh greenhouse that they use for for ornamental horiculture. Yeah. So it would it would >> was finding the right individuals, right? >> Yeah. We just have to find you know I think um Jim Pettit was had a plan to put it together. Um we just need to I think coordinate all that. Um but it would be a good it would be a good addition, >> right? >> The right program. >> Yeah. Love

128that. Okay, any more questions on this slide here? I'm open to answering anything. Okay, here we go. Okay, grant funding. Um, we've had a few grants um over the past few years. Some have um been exhausted and the remaining grants are our kit uh kit fund grant, um our supply chain assistance grant, and a new grant, a micro grant that that came in u from Friends of the Earth. So, our kit um infrastructure and training grant, we have um about 191,000 remaining. Um and our upcoming purchases to spend that down are um the ovens. So, we have the ovens at the high school, the double stack ovens there. Um and then, uh when when I when I do a walkthrough, which uh will be this month with Jim Pettit, we're going to walk through Canalino

129and CMS and hopefully be able to plug and play those same ovens into that space. Um and then the training, the culinary staff training, if that's approved, that will um also take the remaining of that grant. Um supply chain assistance has been uh with us for the past few years. Um and which was uh distributed over COVID. Um so we have about $55,000 remaining in that grant as well. Um, and that is a uh grant that we use for items that are because of supply chain issues. Um, we'd have to go to another vendor where the cost of the same product would be more expensive. Um, so let's say this has happened a few times to where Jordanos is out of milk. So we cannot get milk. So, we have to get it from a

130vendor that we don't normally use and the price is sometimes double usually because every school in the area is calling them and they know that. Yeah. So, it's for that reason. Um, and to bring in other items that um might be more uh costly through other vendors. Um, so that one is um a grant that slowly it trickles down slowly and is there when we need it, which is great. There's no um deadline on expending that grant. So, um that's there. And then we have our friends of the earth grant uh that just came in. Um and that is for um sourcing specialty products and diet um um plant-based items and dietary accommodation items um and uh local fruits and vegetables. So, I love securing that one because it helps with my purchasing of local

131fruits and vegetables and using small vendors. So yes, this is the photo from our last culinary training um which was uh in Napa which was uh an amazing training and has helped us uh do all of the scratch cooking that we are currently doing and we are excited to take part in another culinary training um to uh enhance and advance that. Um, these are some of the photos uh taken from uh training. And this here is our new walk-in cooler um that was paid for um that was approved um to revamp our dry storage area um and has helped us tremendously. So, um, we didn't h we didn't have but a quarter of that space to store, uh, fruits, vegetables, meats, um, and everything else that we had to to store for scratch cooking. Um,

132so now we have the new walk-in space, um, the dry storage, and then the the other walk-in we use, uh, excl exclusively for, um, seafood and meats. So, we keep that separate. Yeah. And that is it. Um, do we have any questions? I I love uh sharing with you, so ask away if you have anything that if not, that's okay. >> Yes. Um, so I think I know the answer, but um, you said the USDA guidelines were updated. Did that include um any changes to portion differentiation between a TK and a high schooler? >> At the moment, no. at uh at the moment, but they are still um making recommendations. Um and once those recommendations are finalized, then it goes to public comment and then before it's written into final guidance. So, it has we

133have time. Um and and it they have not changed anything yet as of yet that I've heard about protein. um what they are recommending is at the higher level of um 2 ounces. So at the so at the the current um guidelines it says 1 ounce for uh elementary and middle as a minimum daily requirement for lunch >> minimum. Okay. >> For minimum for high school um it's 2 ounces. So we are currently serving 2 to 3 o across the board for everyone. So we go from 3 to 4 o at the high school. So we surpass the minimum for the high school for every student. >> So it's a minimum. I thought it was I was under the impression it was a maximum serving size. >> There are >> maybe it's different components have

134a maximum or >> Yes. So sugar and sodium and fat have um maximums. Um we have minimums for vegetable, fruit, grain and protein. Okay. >> Um so we have minimums and then based on calorie count we have maximums. Um if you in my opinion um if you look at some proteins um a 1 oz portion of protein is a very small amount in my opinion. So, I've gone through audit and during audit, they don't look at the maximum protein. They don't look at they they just want to make sure you're meeting the minimum. So, by me serving a 2 to three ounce piece of salmon to elementary, it's not I'm meeting the minimum. So they don't really look at the maximum or like the the quantity that you're serving unless it's something that is high

135sodium or high fat or so the proteins that we are serving are they already meet the minimum and they're well above the minimum for protein >> and then the uh cal uh the amount of calories >> is that this so that would be slightly differentiated. Okay. >> Yeah. And is that seem appropriate? >> Yes, because the calories that we are serving are >> it's dense. >> They're low carb. >> Yes. >> Yeah. >> But it's not shifted from a carbohydrate based to a proteinbased. >> Okay. >> So the the fat what I look at is so what's going to affect I mean I'm looking at sodium. I'm looking at fat. um type of fat, cooking method, all of that stuff that goes in it. So, um if we if we're talking about something like um

136a pasta, maybe a pasta that has cheese or that has, you know, something else with a lot where the calorie count is going to be higher than the type I I try to match it with the type of protein that we're bringing in as well to so so that it matches it and brings the calorie count. It I also put in our nutrition system so that it all can balance out for me as well. But um yeah, it's it's a little bit of >> And then one other Thank you. Um and then one other follow-up because you you've said this in your presentation before and um I just want to clarify it for folks that may have missed it previously, but you were very clear just now. You said it again. Well, not just a

137little bit earlier. Um when it's pizza day, >> you make the dough. >> Yes. You make the sauce, you grate the cheese, you take the ingredients, and you take it over to the place that has the mass producing pizza oven. Is that how it works? Because what's the what's the nexus with Little Caesars? Okay. So, we are in the process of making our own dough. So, we and making our own scratch pizza as you described at the high school. Okay. So we have tried to implement it a couple times at the middle school for staffing levels and our oven >> capacity. We're not there yet. So it's so we're scaling it back. So at the moment we we have that at the high school. >> So the plan is to get ovens and the proper

138equipment at the other schools so we can pass it on to the other schools. But right now it's a project that we are doing at the at the high school at the central kitchen for the students at the high school. >> Okay. >> Yes. Um, Little Caesars is a whole wheat crust and it does meet the guidelines for protein and whole grain. Um, I would just for quality purposes, I would like to do it in house. Agreed. >> Yeah. Okay. Thank you. >> Yes. Yes. >> All right. >> Was good. >> Thank you. >> All right. Thank Thanks a lot, Michelle. Really appreciate great presentation. >> Thank you. >> Yeah. Okay, we'll move on to item F, board policies. Is there any public comment on item F, board policies? Thank you. Rogado, carpentry resident. I'll

139just focus on uh item number one uh safe environment for students uh and families uh the immigration response. Uh three points uh number one uh uh a valid uh official uh warrant is not enforced by ICE is been shown. Number two, indeed uh school officials uh can only document uh uh an immigration officer's abuse. Uh police is not allowed allowed to interfere a federal investigation action. School officials can uh refer families to uh legal aid for help. Number three, uh ICE will never uh be trusted. uh they show no respect for students, families, uh senior citizens, uh women. Uh that's why I'm always carrying my uh US passport with me just in case. Now, the federal government uh is to blame for all of uh these abuses. Uh, I know people who leave home at

1405 a.m. for a year and they clock in at 7 because I agents, especially on Baylor Avenue, they show up at 6:20, 6:25, but they might show up earlier. That's why they're leaving at 5 a.m. every single day. I know of families who live with their children somewhere else, not at their regular uh home. Concerned people have been purchasing groceries for them and deliver them wherever they are up the canyon maybe. I know. I know for a fact. >> I wouldn't sorry I wouldn't disclose locations of people. That's not safe. >> It just anywhere anywhere anywhere. Let's say far away. And uh they don't care about students, families, no one. And uh people who families who have been here for 20 years or so. And uh that's why sometimes when they if they're apprehended they

141take their children with them uh school age children. So uh >> thank you. Any other public comment on board policies? All righty. Uh, thank you. Board policies. So, um, it is, you know, somewhat ironic that the first board policy being reviewed is BP1 1445, the response to immigration enforcement and CUSD's response to the attorney general's guidance promoting a safe and secure learning environment for all. um as cited in the policy or incited in the um description, the new policy and regulation outline the district's responsibilities and limitations and they relate quote to inquiries about citizenship or immigration status, access to student and employee records, and granting access to non-public areas or of uh district property or transportation. The irony comes especially in light of Superior Court Judge Anderlay's recent tenative ruling on case number 25, Charlie

142Victor04752, which involves CUSD's unlawful efforts to remove these three special ed students who are entitled to services under the new or under the individuals with disabilities act. Um, $125,000 later, court documents clearly state that Miss Riby and Miss Pursoon engaged in a campaign of harassment and intimidation against the family, including trespassing on their property, interrogating their landlord and employer, and demanding written confirmations under threat of immigration consequences. There's the nexus. In regard to BPR0450, comprehensive safety plan, uh, we're glad the board is memorializing some of these expectations. Of course, questions remain. Um, how are we going to actually put this into practice? It adds child neglect to the required reporting procedures. It authorizes, if not even requires a principal to notify a parent guardian if a sexual offense occurs on campus. And we're wondering why

143that wasn't already in place. It also expands the definition of a violent crime. And it would be good to know how our board officials understand the value of that new definition. Um hopefully after uh this comment you would uh clarify in January when Superintendent Riby announced changes pertaining to BP's 411924, and 431924 maintaining appropriate adult student interactions. Many faculty felt uh confused by the significant limits placed on teachers abilities to support kids and develop positive relationships during opportunities of the students choosing. not wanting to run a foul of the new policy and concern that such broad expectations could be interpreted to misconstrue or malign the wide variety of positive routine, safe and healthy interactions faculty and support have with students, support staff have with students. Formal requests for clarification were submitted months later. Employees are

144are surprised that neither Miss Riby nor Miss Pursoon have responded beyond resending the same policy at the center of the confusion. Employees are looking for answers on this. We want to maintain relationships with kids. Thank you. >> And that response is not leadership. >> Thank you. >> Okay. Um start with item one uh new board policy and administrative regulation 1445 response to immigration enforcement. Second reading. And I will read the uh policy proposed policy. Governing board is committed to the success of all students and to providing a safe and welcoming place for students, their families, staff irrespective of their citizenship or immigration status. Unless required by state or federal law required to administer a state or federally supported education program or presented with a valid judicial subpoena, judicial warrant, or court order, district staff shall

145not do any of the following. Sol one, solicit or collect information or documents regarding the citizenship or immigration status of a student or students family members. Two, seek or require information or documents to the exclusion of other permissible information or documents regarding the citizenship or immigration status of a student or the students family members. Three, to the extent practicable, disclose or provide in writing verbally or in any other manner to any an officer or employee of an agency conducting immigration enforcement a the education records of or any information about a student or students family or household such as personal information as defined in civil codes 1798.3 information about a student's home or information about a student's travel schedule without parent guardian written consent. B. Personal records of any district employee. Personal information of any district

146employee is defined in civil code section 17 98.3 or any other confidential employee information. Um, four, grant permission to an officer or employee of an agency conducting immigration enforcement to enter a school bus or any other transportation provided by the district, not a non-public area of any district property or facility or a non-public area where any district sponsored program or activities occurring. However, district staff shall not obstruct, interfere with, or otherwise impede an officer or employee of an agency conducting immigration enforcement who nonetheless enters district provided transportation, non-public area of any district property or facility or non-public area where any district sponsored program or activities occurring. The superintendent design shall report to the board in a timely manner any request by an officer, employee of an agency conducting immigration enforcement for any of the following.

147Education records of or any information about a student or students family or household personal personnel records of any district employee. Personal information or any district employee is defined in civil code section 1798.3 or any other confidential employee information. Three, permission to enter permission to enter a school bus or any other transportation provided by the district non-public area of any district property or facility or non-public area where any district sponsored program or activities occurring. Such reports shall be provided in a manner that ensures the confidentiality and privacy of any potentially identifying information in accordance with law. Board policy 0410 non-discrimination in district programs and activities and board policy 5145.3 non-discrimination harassment. No student shall be denied equal rights and opportunities nor be subjected to unlawful discrimination, harassment, intimidation, or bullying in the district's programs and activities

148on the basis of a student or family's immigration status or the refusal to provide information related to the student or family's immigration status. section. >> Oh, you did. Oh, >> not the whole thing. Okay. >> Summary. >> The summary. Okay. >> It's on. Yeah. The agenda. >> All right. I misunderstood you. >> That's all right. I knew you did when you started. >> Okay. This carries on for another couple par. I'll just finish. I'm almost done. Uh the superintendent uh the superintendent designate shall develop procedure for any for and may provide training to staff on interactions with an officer or employee of any agency conducting immigration enforcement including requests for any of the following which I've just described the personnel records the education records or the permission to enter a school bus or other transportation

149complaints alleging discrimination harassment intimidation and bullying based on actual or perceived immigration status shall be filed in accordance with board policy AR 1312.1. Okay. Can I get a motion there? >> I'll move to approve BP and AR 1445. >> Oh, second. >> Thank you. Any discussion? >> All in favor? >> I. All right. Apologize. Okay. Okay, we'll move on to item two, board policy and AR 0450 comprehensive safety plan first reading. Can I get a motion? >> That's what she she wants you to read the body. >> I know I need a motion first, don't I? >> No. >> First. >> Oh. Uh the board is uh asked to approve the first reading of the updated BP and AR0450 comprehensive safety plan regulation updated to reflect the new law SB848 from 2025 which expands a

150list of persons who may cooperate in the review of the comprehensive school safety plan to include the district's public entity risk pool joint powers authority or insurance provider. Two adds child neglect to the reporting procedures required to be included in this in the uh safety plan. Three requires when the safety plan is next reviewed and updated or by no later than July 1st, 2026 that the safety plan includes procedures specifically designed to address the supervision and protection of children from child abuse or neglect or sex offenses. Four adds a sex offense that has occurred on campus to acts that the principal is authorized to notify parents and guardians and employees of and five expands the definition of violent crime. Additionally, regulation updated to to reflect new law SB98 from 2025 and new law AB962 from

1512025. The policy updated in conjunction with the accompanied administrative regulation. And the board is asked to approve the first reading of the updated BP and AR0450 comprehensive safety plan regulation updated to reflect the new law SP848 which expands the list of persons who may cooperate in the review of comprehensive. Is this is that a repeat? >> It's a double. Okay. Yeah. All right. Okay. Can I get a motion? >> I will move to approve BP AR0450 comprehensive safety plan first reading. >> I'll second. >> All right. Any discussion? All in favor? >> I >> Okay. Item three, board policy in exhibit 4119.21, 4219.21, and 4319.21, professional standards, first reading. Board is being asked to approve the first reading of the updated BP and exhibit uh E sorry uh 4119.21 4219.21 and 4319.21 21 professional standards

152policy updated to add to the philosophical paragraph the governing board desire to provide a safe and positive school environment that promotes the learning engagement, safety, and well-being of district students and to expand upon the expectations for district employee conduct. Additionally, policy updated to reflect new law SB848, which prohibits inappropriate contact conduct between district employees, adult volunteers, and contractors and among and between adults employed, volunteering, or under contract with the district. In addition, policy updated to clarify that inappropriate employee conduct includes engaging in any conduct that endangers or threatens to endanger students, staff, or others, and two, other conduct prohibited in board policy 4119.24, 4219.24, and 4319.24, maintaining appropriate adult student interactions. exhibit updated in conjunction with the accompanying board policy and to align with the most recent versions of the National Education Association's code of

153ethics for educators. Can I get a motion? >> I move to approve uh BP and exhibit 4119.21, 4219.21, and 4319.21 professional standards first reading. >> I'll second. Any discussion? All in favor? >> I >> Okay. Uh number four, board policy 4119.24, 4219.24, and 4319.24. Board is being asked to approve the first reading of the updated uh board policies maintaining appropriate adult student interaction policy updated to add that for purposes of this policy employee employees include interns, volunteers, contractors and other persons with an employment relationship with the district. Additionally, policy updated to add in to the philosophical paragraph the governing board's desire to provide a safe environment that pro promotes learning, engagement, and safety of district students. In addition, policy updated to reflect new law au SB848, which prohibits inappropriate conduct between district employees and students

154and expands the list of inappropriate employee conduct. Policy also updated to add new section related to the violations of this policy. Can I get a motion? >> I move to approve board policy 4119.24, 4219.24, and 4319.24, maintaining appropriate adult student interactions, first reading. >> I'll second. >> All right. Any discussion? All in favor? >> I >> Okay. Number five, uh, board policy and AR regulation 5125, student records. Board is being asked to approve the first reading of this board policy in AR. Um uh student records policy updated to provide that an individual's immigration status may only be disclosed in accordance with the board policy AR 1445 response to immigration enforcement with applicable material from this policy move to and already contained within the BPAR 1445 regulation updated to define district officials and employees and for

155accuracy to use the term rather the term uh rather than school officials employees. Additionally, regulation updated to reference new law AB495. Can I get a motion? >> I move to approve BPA 5125 student records first reading. >> I get a second. >> Second. >> Any discussion? All in favor? >> I. Okay. Okay. Item six, board policy and administrative regulation and exhibit 5125.1, release of directory information. We're being asked to approve the first reading of this updated BP and AR uh regulation and exhibit uh uh sorry u release of directory information policy regulation exhibit review due to new law AB495 and with language that is equivalent to the model policy language developed by the California Attorney General in promoting a safe and secure learning environment for all guidance and model policies to assist California's K through2

156schools in response to request for access and information for immigration enforcement purposes. Additionally, regulation updated to reflect new law AB677 which provides an exception to the consent requirement for release of directory information for a student experiencing homelessness by the authorized authorizing disclosure to facilitate an I an eye examination by a non-private eye examination. provider. >> Yeah, I'm I'm confused. Okay. >> Oh, okay. I got you. Authorizing disclosure to facilitate an eye examination by a nonprofit eye examination provider for or a free oral health assessment hosted by a school unless consent is not given by to the physical examination. Uh, okay. Can I get a motion? >> Threw me for a loop there. I move to approve BP AR and exhibit 5125.1 release of directory information first reading. >> Can I get a second? >> Yep,

157I'll second that. >> Okay. So, we're basically being asked uh this is specific to um groups that provide eye exams and oral uh dental health exams. >> Student experiencing homelessness, we can say >> yeah, we can >> we can provide where we can provide it for them. Okay. All right. >> But also, there's something that gets sent home. >> Yes. to provide consent. >> Yeah, I I I must have read it really quickly before. Um, okay. I have a motion in a second. All in favor? >> I >> Okay. Uh, move on to business operations facilities. Do we have any public comment on business operations and facilities? >> Uh, thank you Carpentry. uh resident uh last uh year uh attorney Andrea represented four special education uh students. Now I read on the warrants that uh

158another uh spe I read another uh special education legal fee from another law firm. The school district is responsible for any mistreatment of uh special education students, the most vulnerable students in the district. Please treat him as special. Thank you. Okay, thank you. Um, my apologies. I misplaced the page. Okay. So, this evening's warrants confirmed that CUSD spent another $86,000 on legal fees after spending approximately $600,000 last month. In just the last two months, the USD has spent $80,000 more dollars than the entire amount, $600,000, the district budgeted for the 2526 school year. And remember, this evening's warrant does not contain CUSD's obligation to pay another $125,000 settlement associated with Superior Court Judge Anderlay's tenative ruling of February 25th. Moving on to the 2526 second interim budget. Page six, expenditure adjustments, shifting operational needs. The

159slide does not clarify what underlies the positive $69,000 of increased uh salary costs. While investments in certificated teacher salaries are down and classified instructional salaries are down, certificated supervisors and administrative salaries are up. Classified supervisors and administrative salaries are up and classified admin support salaries are up. This is confirmed on page five of the accompanying Sachs attachment. Isn't could this be why CUSD is not transparently sharing the administrative salary data costs in the consent agenda? Also on page six regarding services and operating expenses, meaning legal fees, CUSD is significantly up, having already exceeded its legal costs for the 2526 budget year by approximately $213,000. And we're just halfway through the year. And while spending more on admin salaries and legal fees, USD has invested over $57,000 less on materials and supplies and invested over $77,000

160less on infrastructure investments. All this tucked under the theme expenditure adjust adjustments shifting operational needs. On page seven, although our total revenue variance has helped to positively offset these increased expenditures, the net increase to the fund balance after transfers in from other pots of money does not accurately clarify how much CUSD is increasing costs in areas except in all the areas except resources for students to include those who work directly with students and families. On page nine, it clarifies CUSD spring we call fear-mongering ritual. Um and it clarifies it was a farce as it as C USD pedal justifications for healthcare clawbacks and minuscule salary increases just eight months later. CUSD projects its reserves to climb to five times above the minimum state mandates. Once again, the district budget does not include any planning or

161prioritization of employee salary schedule increase. Your time is up. >> Thank you. >> Okay. Uh we're being asked to approve uh warrants. Um, we're being asked to approve the warrants for the period of uh February 6th through March 5th in the amount of 1,411,234.74. Warrants are issued once a week on Thursdays. The report format shows check number, check date, pay, brief account description, payment comment, and check amount. May I get a motion, please? >> Move to approve the warrants. I'll second. >> Any discussion? All in favor? >> I >> Okay. Gifts, grants, and donations. Uh we um item A is a donation from the high school boosters club to the high school uh to different high school club accounts. uh $16,000 to the spring general athletic fund, 8,000 to the CH tickets for games, 2,000

162to the track club, and $1,416.72 to softball equipment for a total of $27,416.72. Can I get a motion? >> Move to approve. >> I'll second. >> Thank you, boosters. All in favor? >> I. All right. Item B is a donation from Above and Beyond, who we heard from last board meeting, to Carpenter High School science teacher uh Mandy Dit in the amount of $2,000. Can I get a motion to approve? >> Move to approve the donation from above and beyond to uh Mr. Dit. >> Second. Uh all in favor? >> I. >> Okay. Okay. Item C, a donation from Allison Hansen and Brandon Jones to Carpia School District music program at the Carpa Middle School. They're uh they are Miss H uh Miss Hansen and Mr. Jones are donating a half-size violin valued at $400

163to the CMS music program. I get a motion. >> Move to approve the donation of the half-size violin. >> I'll second. All in favor? I >> I thank you very much. Uh donation from Gordon Philanthropies to the CUSD uh to to Canino Elementary um in the amount of $5,000 to be used at the discretion of the school's principal to support initiatives best that best serve students in the school community. >> Make a motion. >> Move to approve the donation from Gordon Philanthropies to Canalino through CUSD. >> I'll second. All right. Thank you very much. Gordon Philanthropies. >> Call the question. >> Huh? >> All in favor? >> All Yeah. All in favor? >> Moving. >> I >> Sorry, I started going faster than you. >> Uh item three, uh approval of uh Ramsey asphalt construction

164for the high school parking lot repair. Um the board received uh well I'll read the board's asked to approve Ramsey asphalt to perform high school parking lot repairs um at two locations in the parking lot where tree roots have caused the asphalt to become raised which is creating a safety issue. Uh the asphalt needs to be cut, tree roots removed and new asphalt poured. The district received five vendors for this work or contacted five vendors for the work but only two contractors responded with complete proposals. Uh the third did not include the tree root removal. So we had a proposal from Ramsey and a proposal from GPM. Um and Ramsey was the low bid by about $4,000 at $22,054. Uh so we're being asked to approve the uh bid of $22,54 uh paid for with

165deferred maintenance. Can I get a motion? >> Move to approve. Uh, Ramsey Asphalt for parking lot repair. >> I'll second. Any discussion? All in favor? >> I. >> Okay. Item four is approval of Western materials um for the high school baseball and softball um uh rehabilitations infield mixes. Uh the uh board uh it's a special infield mix of dirt and decomposed granite to replenish the infield of the high school baseball and softball diamonds. Uh board district contacted three vendors and uh Western Materials was um low, very close bids uh 6,595, 6,750 and 8,900. Western materials being the low at $6,595.86. We're being asked to pay uh to approve this and it will be paid for with routine restricted maintenance funds. Can I get a motion? >> Move to approve uh Western materials for the high

166school baseball and softball diamond infield mix. >> I'll second. >> All right. All in favor? >> I >> Okay. Item five, um culinary uh Institute of America training for the food services department. Um board is being asked to approve the participation of the of the uh food services department in professional culinary training at the culinary institute of America. Uh the training will support the imp implementation of scratch cooking that we just heard about in a scalable and sustainable manner across the district. participation will strengthen staff capacity to prepare fresh, minimally processed, and locally sourced meals using healthier cooking techniques aligned with updated dietary guidelines. Research and best practices demonstrate that investing in culinary training improves both meal quality and operational efficiency. Training will be held from June 23rd through the 25th of this year in

167San Antonio, Texas. The cost of $32,39818 will be paid with restricted kit grant funding. Can I get a motion? >> Move to approve CIA training for food services department. >> I'll second. >> Any discussion? >> It's very exciting. >> It is. It's great. It's a very good team building, too. All in favor? >> I Okay. Item six uh is a purchase of a double stacked oven with uh from with kit grant funded. Uh board is being asked to approve the purchase of a new double double stacked oven to support our mission of providing more healthy scratchcooked meals for our students. The current oven has to has been in use for many years is outdated, no longer functions properly, causing cooking delays and creating potential workplace safety hazards. Replacing it will improve efficiency, enhance food and

168nutrition quality and provide a safer working environment. Uh the investment will benefit the entire district by strengthening our nutrition program and better serving our students. We had three quotes and action sales was the low bid at $45,523.85. Uh and this will be paid for with restricted kit grant funding. Can I get a motion? >> Move to approve the purchase of the double stack oven. All >> right. Can I get a second? I'll second. All in favor? I >> I >> All right. Number seven is uh the >> Is this a presentation? >> No. Okay. Uh the board is being uh asked to approve the 2526 Carpenter Unified School District transportation plan. Under the new state law, California Education Code section 398 000.1 requires that school districts develop a transportation services plan. Transportation plan is an

169outline of the COSD transportation services. The plan outlines the district transportation baseline of services and the board must adopt the plan by April 1st of each year. The cost of the of uh transportation reimbursement of 224, 2017 is tied to the plan. May I get a motion? >> I'll move to approve transportation plan. >> Second. >> Can I get a uh any discussion? >> All in favor? >> I. >> Okay. Number eight, uh is an agreement between CUSD and Griffith and Thornberg LLP. We're being asked to approve the agreement um for legal services. Term of the agreement is from March 1st, 2026 to March 1st, 2027. Attorneys shall be compensated based upon the hourly rates established in exhibit A. May I get a motion to approve? >> Move to approve the um the agreement between

170CUSD and Griff Griffith and Thornberg. >> I get a second. I'll second. All in favor? >> I Okay. And we'll move on now to item nine, the second interim budget report. And Jason, >> yes. Okay. So, tonight we'll be reviewing the uh 2526 second interim. Uh, by way of some context, you may recall that back in December, the board saw the first interim. Um, and the first interim picked up actual revenue and and expenses from July 1st through October 31st. Second interim, which we have tonight, is a little bit different because it picks up actual revenue and expenses from July 1st through January 31st. So, in a sense, we're kind of measuring two different time periods of the budget. So if I just flip to the second page here uh this is just the annual

171uh reporting cycle and you can see on this timeline where it starts in basically uh July 1st which is the time when all public school districts have to have their budget um adopted and then around September 15th you know we have the unodudited actuals and then by December 15th uh all public school districts have to have their first item uh done and we're at that red dot right there. So, um, with with regards to the second interim, all public school districts have to take their second interim to their board and it has to be board approved and submitted to their respective county office by March 15th. That's why you're seeing that that date there. On slide three, you'll see three different um certifications. Uh, the first one on the far left is positive, and that's

172the one that all public school districts want to have. Basically, a a positive certification means that the district can meet its financial obligations in the current year and the two subsequent years. So, for example, what that means is we'll be able to basically pay our bills in 2526 and also out in 2627 and 2728. Um, at the bottom of that slide, you'll see the 3% uh reserve mandate that school districts our size are required to have. Um so we are required to have an at least 3% reserve and for us for at second interim that equates to about $1.4 million. On the next slide entitled economic foundation consistent property tax growth. Here we see a bar graph of basically our property tax growth going from 1920 through uh 2627. And currently you'll notice that we

173are in that green bar there uh identified by 2526. And um as of second interim um we are still projecting to receive an additional approximately $1.5 million more uh this year than we did last year. Um you'll notice in the little box on that slide that we are still using the property tax projections that we received at P1 uh because we have not received any updated property tax projections as of yet. Um, I called the county office with regards to that to figure out when we will receive our actual P2. And basically I was told we'll probably receive them midappril. So in midappril we'll we'll have updated projections regarding what our property tax or property taxes will look like for 2526. But for purposes of second interim, we're still uh using the numbers that we

174were basically given um earlier in the year by the county office. Did they give that to you in writing >> um for for the actual P1, P2, and P3 certifications? Yes. Uh they do send over a sheet that indicates how much revenue we are projected to get for the current year. Um unfortunately, they don't do that for the future years. So, for example, we don't receive anything from the county office now that would tell us theoretically what our property tax projections would be uh 26 27 or 2728. So what we do is we have to basically use the best information we're given to project out those future years. But with regards to your question for for P1 there, yes, the the county office does give us information uh for P1. We got that around I

175think October or so. And so for P2, we'll get updated property tax projections for this year, but we'll get those most likely in midappril. >> Okay. But they they won't tell you how they develop their budgets. No, I at least I' I've never asked them that question, but >> might be a good question to ask. >> Okay. Okay. On the next slide entitled, let me flip over here, revenue adjustments. So, what we're looking at here is what's changed for the entire general fund since first interim, which the board saw in December, uh, between now and second interim. So, you'll notice there in the basic four boxes, um, our state aid has changed a little bit, not really that much at all. Uh, we've budgeted a little bit more in federal revenue, about $11,000. Um, other

176state revenue has increased about $92,000. That's mainly attributable to the home to school transportation, uh, which the board just approved a couple items ago. And the last item is, uh, local revenue, and the majority of that is due to donations. So when we add up those four differences, we'll notice in the top right there that the total revenue variance from first interim to second interim is about $141,000. The slide behind that, the next slide is entitled expenditure adjustments shifting operational needs. And on here on this slide, we're looking at the expenditures uh difference from first interim to second interim. So first uh the first box there, you'll notice it's salaries. So we had an increase in salaries of about $69,000. Uh there's an increase in services and operations of about $213,000. uh we have a

177decrease in materials and supplies of about 57,000 and a decrease in capital of about $77,000. So when we net out those four changes right there, the total expenditure variance is about $147,000. So what that's saying is at second interim we're seeing about $147,000 more in in expenses than we saw at first interim. But all in all, if we look at back at at the at the previous slide, we saw that our revenue went up about $141,000 on the previous slide, but that our expenditures um have gone up as well. Um and once again, I just like to add that having changes in budgets um is natural. As situations change, you should revise your budget. Otherwise, you're working with a plan that's outdated. So budgets should be updated, you know, on a weekly basis, on a

178monthly basis at least. Um, so that way you can basically tailor the budget to what expenditures you're going to have and what revenues you're going to receive. So to me, it's not unusual at all to have any variances between first interim and second interim. To me, it would be un it would be unusual if we did not have any changes. So I view this as just normal. Um it's part of just part of just budgeting. Once you uh have different situations, you have to adjust the budget as appropriate. On the next slide here at the top, it's entitled the bottom line, the general fund balance equation. So in this slide here, we're looking at the entire general fund. So for the total revenues, we're projecting about $43.7 million. Uh then we have total expenses right

179below that at about $47.3 million. And then we have a transfer in of the $4.2 million which you may recall uh was done pursuant to that board resolution there. That's basically to pay for the AB218 claims. So when we net those three numbers out, what we're seeing is a net increase to the general fund balance of about $552,000. And at the far right hand side of that slide, you'll notice another little box entitled final tally. So what we're looking at is for the entire general fund at 7125, the beginning balance was about $4.9 million. Now we're projecting that net increase of about $552. So, we're adding those two together and we're projecting that at 63026 um our ending fund balance for the entire general fund will be about $5.5 million. >> Question. Yes. >> Um

180or just clarification. Okay. So, the bond $4.2 million for the bond. For the bond >> for the bond or the >> Sorry. Uh >> oh, that was Baylor property. Okay. So, that's not the bond. That's the BOR. >> Yeah. >> Okay. Sorry. It's okay. >> Uh in the final tally there, >> yes, >> the parentheticals are not negative, right? >> Oh, yes. Thank you very much. I missed that. >> That seems that seems very confusing. >> Yes. Yes. My apologies that I forgot to remove those. Correct. Yeah. So, it should be four. Those are >> those are positive numbers. >> Thank you very much, Mr. Schaefer. Yes, those are positives. Thank you. I I missed those. Thank you. My apologies. Okay. So, if I go to the next slide here entitled fund breakdown on the

181left hand side you'll see a box titled unrestricted ending fund balance and on the right hand side of the slide you'll see a box titled restricted ending fund balance. Um, and in between the two, you'll see that red arrow. And in the red arrow, you'll see you you'll see that it says requires a $7.1 million contribution from unrestricted funds to cover restricted program costs. So, what that basically means is that um, as the board is aware, there are certain programs that are on the restricted side that do not receive any funding or their funding is not sufficient to cover their expenses. And as we know, the biggest one that we have is special education. So what so what has to happen so that we can continue operating is that um about $7.1 billion is moved

182from the unrestricted side of the general fund over to the restricted side to cover all of those um expenses that need to be covered. So after that's done, we are projecting at June 30th, the end of this year, that the unrestricted ending fund balance will be about $3.5 million. And for the restricted side, we're projecting that the restricted balance will be about 1.9. So where that leaves us, um you'll see and you'll notice at the bottom of the slide, where that leaves us is that at the end of the year, we're projecting a reserve percentage of about 7.56%. And of in that is 1.4 $1.4 million is our 3% uh you know mandated reserve. and the the additional 2.1 is just unappropriated. So basically in that box there, if you take the $1.4 million and

183you add the 2.1, that equates to the $3.5 million that we're seeing on the left hand side entitled unrestricted ending fund balance. So in that $3.5 million, our 1.5 our $1.4 million reserve is sitting in that number. I'm going to flip ahead to the next slide entitled looking ahead uh multi-year projections. So on this slide here we are looking at the general fund reserve balance and where we're projecting it to go in the future in the next couple years. So you'll see on the far left hand side um at 2526 we're projecting an ending fund balance of about 5.5 million which we just covered in the previous slide and that equates to about a 7.56 uh reserve. In 2627 we're projecting a general fund reserve balance of about 12.42 and in the third year out

1842728 we're projecting about a 15.87 uh reserve balance. Now with regards to 2627 and 2728 I do want to throw in my standard caveat and that um we have not you know concluded negotiations for those for those years. So when that actually does happen um those numbers will likely drop because right now they do not reflect any additional increases for negotiations because those have not been concluded. So, but when those are finished, those numbers will likely drop because we'll have to figure in uh what the actual salary increases would be. Um, secondly, a change I want to highlight here is that for 2627 and 2728, um, last week I spoke with somebody at the county assessor's office, uh, regarding our 2627 property tax projections and what that looked like percentage-wise for us. Um and basically

185I was told you know the numbers that they had were still very preliminary but that it could come in around 3.2% it could creep up to about 3.5 but probably not more than four. So what as you may recall at first in a room we were projecting 5% increase for those two out years but given this new information we've pulled that back down from five and now we're we've included 4% increase for 2627 and 2728. Um if we get additional information that changes those you know the range that we've given I will go back and I will revise these projections and bring it back to the board um at that time. But unfortunately um you know we with when budgeting especially when budgeting into the future um as I've mentioned before nobody has a crystal

186ball. So we kind of go off the best information that we have and you know make you know make changes when it's necessary. So given what we learned from the county assessor's office, we brought our projections down uh 1% for 2627 and 2728. and the very last slide entitled conclusion and certification on the left hand side there you'll just see some of the highlights of the things that I just went over in the various slides but but also on the right hand side of the uh the slide there you notice that we are bringing to the board a positive certification and once again that's the best type that you want u because what that means is that um based on your financials you're able to pay all of your financial obligations in the current year

187and the two subsequent years. So, a positive certification is what we're bringing to the board tonight for second interim. And with that, um, I would like to open up open it up to the board for any questions. >> Anybody have questions? >> Um, on the next one, it would just be really helpful. And maybe I don't know if you have it now, but um, typically we include what the cost of a 1% >> okay, >> raise. that way that number is there and it like people can do math and and figure out from there what what the cost associated would be. Um and it's just also indicative. I mean I'm sure it's just a template thing because it's also a new template but um it's just >> you put in the statement it it's this

188doesn't reflect that because it hasn't been negotiated yet. So we can't say what beyond it would be but at least it's showing like hey this is what that is and we intend to move forward with this. >> Okay. It's about $200,000. >> About 200,000. >> 1% is 200,000. >> Yes. And I can I can do that >> salary com. >> And what and and it also nice to see what the um health insurance increase is as well >> for next year. >> Yes. >> At 2%. >> Okay. But I mean it it just to have that out there, you know, so people can see it. >> Okay. >> Yeah. Um, anybody else? Okay, we're being asked to approve uh this second interim report um per AB1200. So, can I get a motion? >> Move to

189approve. Second interim. >> I'll second. Any any discussion? All in favor? I >> Okay. Number 10 is resolution uh 26948 authorizing um the borrowing of funds for the fiscal and the issuance of a tran uh tax and revenue anticipation note in the California cash reserve program. Can I get a motion to approve? >> I'll move to approve. I'll sec. Go ahead. Second. >> Okay. Uh, any discussion? All in favor? >> I a resolution. >> Oh, sorry. As a resolution, a roll call. >> Uh, Aaron >> I, >> Andy, >> I, >> Jamie. >> I, >> and I am I. >> All right. Thank you. >> Okay. Move on to item uh, H, personnel. Do we have any public comment on personnel? Okay. In items H4, the union uh in item H4, the union sunshines the

190required certificated contract opener ahead of schedule. We appreciate that CUSD and H5 and H6 also sunshine classified and certificated openers. Given that the contract is entirely open, we encourage patience and respect as we enter into what could be a longer negotiating process. On January 17th, in keeping with CUSD's culture of violation, the district again violated the Brown Act when it attempted to sneak through Superintendent Rigy's contract extension and pay raise. At the February board meeting, union leadership blew the whistle on this violation, and we exposed the district's misbehavior, assuring CUSD it could either make this decision in a way that allows for public oversight or prepared to defend itself in court. Fortunately, this evening, the district uh district officials undo H2, their Brown Act violation, and they redo H3. They redo it with H3, their

191original contract extension and pay raise. Uh, unfortunately, I mean, you did double down on the original what we believe is a poor decision, quite candidly, that you're rehiring Miss Riby. Um, but the district and its officials have the privilege to make poor decisions. Um, but they must be legal decisions. And unfortunately in the process of uh H3, CUSD once again violates the Brown Act in the process or at the very best dances very closely on the line of legality when it refuses to publish any details of the school board's arrangement with Miss Rigby. Instead of attaching Superintendent Rigy's new contract and details about her pay raise, the district chose to include a disclaimer. quote copy of contract available upon request. Adding to this smoke and mirror, CUSD has con has been contacted by several community

192members interested in exercising their right to monitor the governance of the district and these individuals requested the superintendent's contract. Um, and uh, as the board agenda assured, interested parties could copy of contract available upon request. Is anyone surprised that at the start of this evening's meeting, CUSD has neither acknowledged these requests nor provided the superintendent's new contract in the terms of her pay raise? We were not. So make that same re So we make that same request publicly so that CUSD cannot allege at any time it never received the request. Here it is publicly. We want it. The personal report itself contains three new assignments. Union leadership welcomes our newest cafeteria team leader, our custo newest custodian, and the reassigned groundskeeper. Ms. Lopez will be retiring, and we wish her a fruitful postp profofessional life.

193And lastly, we are disappointed to learn that CUSD has lost another young, talented high school teacher, Mattie Maples, who is leaving the district. Union leadership hopes she is comfortable candidly sharing and clarifying upon the motivations for her departure and her experience working in the district. Thank you. Okay. Um we will move on to item two cure and correct. And we are um we're being asked to resend the action taken on January 13th in closed session item number three superintendent contract re uh renewal. And um can I get a motion to resend? >> I move to rescend the action taken on January 13, 2026. I'll second that. >> Okay. And I think this was just a mistake on our part. Uh apologize for any confusion. Um all in favor of the uh recent recession. >> I

194I >> I >> Okay. So now we will move on to the approval of the superintendent contract extension. Um board is being asked to renew the contract with a 3% salary increase effective uh July 1st 2026 through July 1st 2029. The annual salary shall be $224,536 and0 beginning in July um per year beginning July 1st 2026. The superintendent shall be provided with all health and insurance benefits which are provided to district certificated personnel. Um, may I get a motion? >> I move to approve the contract extension. >> I get a second. >> I'll second. >> Okay. I would just like to say that I'm uh wholeheartedly in support of this. Um, I think you're doing a great job, Diana. Um, and I think you're the right person to lead our district at this time. So,

195yeah. Um, uh, any any other discussion? Um, all in favor? I >> I >> Okay, we will move on to item four uh the initial proposal from uh the Carbon Association of Uni Unified School Employees CFT2216 for negotiations to the collective bargaining agreement with the Carbon Unified School District certificated and classified for the 2627 school year. Uh can I get a motion to approve the initial proposal? >> It's just a review. Oh, it's just a review. >> Just a review. >> Oh, >> public hearing will be next month. >> Oh, public. Okay. All right. Okay. All right. Uh, so no action. >> No action. >> All right. Um, so >> number five is an initial proposal from the Carbon Unified School District to uh cause certificated uh local 22. >> Hold on a second. >>

196What's that? Um, >> so what was submitted, what was sunshined was only certificated, not certificated and classified. >> Keep reading. >> So we were at the top >> both. >> Oh, it does at the bottom say therefore when possible >> when possible, but it but it is >> so it was possible. So that's where we added. >> So what was the intention? >> The intention was to sunshine certificated openers at the very top. It's very clear. >> Okay. Thank you. in the email which also >> okay we'll we'll >> we'll remove the class >> so >> okay so >> we need to walk uh well we didn't there was nothing to approve but we need to amend just note that this was strictly for certificated >> okay uh all right it's just item four is

197strictly certificated no classified included so five is initial proposal for uh the CUSD to cause um for the 26 27 school year uh certific certificated. Um and then item six is an initial proposal from uh the school district uh to cause classified uh for next year or for the 2627 school year. So no action. Um so now we will move on to item seven uh personnel. Uh the board is being asked to approve the following personnel items. Three assignments, one retirement, two resignations, and one coaching extension for four personnel. Uh can I get a motion to approve the personnel summary as presented? >> Move to approve the personnel summary. I'll second. >> Any discussion? All in favor? I >> I. >> Okay. Uh future agenda items. Um any any uh future agenda items that have

198not been presented previously? Like to hear um >> a quick point of order on the um openers. >> Sure. >> Thank you. Uh it isn't that the union is not going to open classified. We just haven't opened them yet. They're not due for another month, maybe even two, but just wanted to make sure you knew they're coming, but they haven't come yet. Um, and furthermore, on um future agenda items, we are not required to not repeat ourselves. If uh if the board has not put a a request onto a future agenda, we are entitled to bring those back to the table again to encourage you all to consider them again. But um no point arguing that at the moment. I just wanted to make sure the understanding of that is accurate. Um, okay. So, future

199agenda items, may you tell me when the three minutes begin? >> Speaking. >> No, I was still on point of order and he granted me that. >> Just let him talk. >> Thank you. So, um, elected union leadership asked that the district agenda item H3, uh, their action to redo the original contract extension and pay raise for Miss Riby. Um, we request this action since unfortunately um, CUSD either violated the Brown Act, which is something we're going to look into, or danced so very closely on the legal line when it did not publish any details uh, of the school board's arrangement with Miss Riby uh, in light of the district's decision not to include the new contract or contract details pertaining to the superintendent's contract and pay raise and instead include a disclaimer quote copy

200of contract available upon request. Union leadership not only publicly requests said documents, we also believe that members of the public are entitled to that data before the matter is officially closed on any board agenda. Uh we're suspect we suspect of course that if CUSD's officials were more proud of their decision, the decision in commensurate paperwork would have been run high up the flag pole like it has done with many other of the positive aspects of what's going on in the district. We also asked that you bring back a more effective and insightful report on matters at CMS. Uh after Miss Peroon played the shame and blame game in public, all four board members engaged in one of the most constructive and inquisitive conversations those present and those beyond have witnessed at one of these board

201meetings in a very long time. Uh your willingness to take part in that conversation is greatly appreciated. With all respect, while listening to board members genuinely um attempt to gain a better understanding of the matters at the middle school, um a few community members observed and were struck by one opportunity that neither um that none of you had mentioned or encouraged. And that opportunity is why not directly engage CMS teachers and their elected school site union leaders in a conversation to thoroughly explore this matter. Um perhaps such a collaborative conversation on the topic of encouraging increased CMS student achievement and success may help us explore resolutions and recommendations which could then be brought back to a future board meeting for final review. Um, could such a collaborative or collaboration provide Miss Pursoon, Miss Riby, Miss

202Haynes, and the faculty they are charged to lead the direction and confidence needed to pursue more effective resolutions and methods that would actually bring down those D's and Fs and better support our teaching and learning objectives. And when we say better support teaching and teaching and learning objectives, we're really referring to better supporting student success and the success of their families and those who work with these kids. So, please consider that. Thank you. >> Okay. Um, anything for the calendar, Monica? >> No. I will be sending you an email for a special board meeting. >> Okay. All right. Any board announcements? >> Okay. We're journed. Thank you.