001Good evening, Central Unified Community. Welcome to the regular meeting of the board of trustees. The time is 5:31 p.m. Um the date is uh September Tuesday, September 23rd, 2025 here at the Central Valley School District. As we call the meeting to order, we are currently listening trustees Keron and Chavez and Trusty Ko will be joining us remote tonight. Uh do I have a motion to adopt the agenda? Have a motion by trustee Sidu, a second by trustee Sellers. Those in favor please say I. >> Those opposed, nay. Those abstaining. Motion carries zero. This time we turn to any comments from the public on any close session items. >> Board President, there's no um callers on at at this time. >> And with that, we will return back to public session at 7 p.m. Thank you.
002Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] [Applause] [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey, [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music] Heat. [Music] Hey. Hey. Hey. [Music] [Applause] [Music] Heat. [Music] Hey, Heat. [Music] Hey, what? [Music] Yes. [Music] Hey. Hey. Heat. Hey, Heat. [Music] Heat. Heat. [Music] Keep down. [Music] Heat. [Music] Heat. [Music] Hey, hey, hey. Heat. [Music] Hey, heat. Hey, heat. Heat. Heat. N. [Music] Heat. [Music] Heat. [Music] Heat. [Music] [Applause] [Music] Heat. [Music] Heat up here. [Music] Heat. Heat. [Music]
003Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Applause] [Music] Heat [Music] up here. [Music] Hey, Hey [Music] everyone. [Music] Hey hey [Music] Heat. Heat. N. [Music] Hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Hey. Heat. Heat. [Music] Come on. Huh? [Music] [Applause] [Music] Hey, boom. [Music] Yes. [Music] N Heat. Hey, Heat. [Music] Hey, hey, hey. Donkey [Music] down. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] Hey, [Music] hey, [Music] hey. [Music] Hey, Heat. [Music] Heat. Heat. N. [Music] Hey, [Music] hey, hey. Heat.
004[Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Oh, [Music] hey. [Music] [Applause] [Music] Yes. Yeah. [Music] Hey, hey, hey. Heat. Heat. [Music] Donkey [Music] donkey. [Music] You can't [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] [Applause] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Hey. [Music] Hey, [Music] hey. Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] All [Music] right. [Music] Hey everybody. [Music] Heat. Oh [Music] my [Music] god. [Music] [Applause] [Music] Yes. Yeah. [Music] Heat. [Music] Heat. [Music] Good evening, Central Unified
005community. Welcome to the regular meeting of the board of trustees. The date is September 23rd, 2025. The time is 700 pm. We had uh Trustee Keron join us at 5:37 p.m. and Trusty Chavez join us at 5:31 p.m. Other things to report from close session, we on item E1, we had a motion by Trustee Sellers, a second by Trustee Kirk. Item passed 6 with Trusty Keron abstaining. On item E2, we had a motion by Trusty Sellers, a second by Trustee uh Keron. Item pass 70. And with that, I'll ask uh Kirk uh Trustee Kirk to lead us in the pledge of allegiance. Thank you. Next to lead us in our community engagement information, I'd like to invite up Patricia Santiago. Good evening. If you wish to address the board, call 559-2763150 or fill out a
006request form provided on the table near the entrance and submitted to the clerk of the board prior to the meeting. If you wish to speak on an item on the agenda, please do so when the item is called. If you wish to speak on an action not on the agenda, you may speak during the public comments section of the agenda. The district welcomes other language speakers to the board meetings. Anyone planning to attend and needing an interpreter for a language other than Spanish should call 559-274-44700 extension 10150 by noon on the Friday preceding the board meeting or at least 48 hours in advance of the meeting so arrangements can be made for an interpreter. Thank you. Next we invite Foreign speech. Foreign speech. Foreign speech. translator. [Music] We next turn to our um our presentations
007with our first presentation of student recognition for Michaela James. I turn it over to assistant superintendent Dr. Lopez. >> Good evening board president Singh board of trustees and superintendent Dr. Marshall. Tonight I have Brad Edmmonds principal at Central East and he is here to introduce student athlete Michaela James. Good evening, board president, Singh, Superintendent Marshall, and and trustees. I'd like to introduce Michaela James. Michaela, will you come up? Michaela. Michaela is an outstanding student athlete from Central East High School. Michaela has established herself as one of the fe the top female wrestlers, not only in our region, but in the entire country. She is a two-time all-American and recently placed third place the at the under 17 world team trials during the USA wrestling championships in Fargo. She was honored on the 28th with a
008proclamation presented by council member Anelise Perea, Mayor Jerry Dyer, and the Fresno City Council. And might I add, she has scored a two-point takeout on Mayor Dyer. She's a three-time valley champion and a three-time Masters champion at the California State Championships. She has placed each year seventh as a freshman, fifth as a sophomore, and fourth as a junior. She holds a national championship title, adding to her impressive resume. Michaela is determined to bring home a state championship to Central East during her senior year. Beyond high school, she has continued to excited to continue both her education and her wrestling career at the collegiate level. Currently, she is recognized as one of the most highly recruited wrestlers in the state of California. [Applause] [Laughter] you, Michaela, to shake your hand and just appreciate all you've done.
009congratulations again, Michaela. We next turn to our employee association highlights and first invite up our Central Unified Teachers Association president, Laura Bolton. Hello everybody. I I don't have a ton to say. I just want to again continually thank you for all the collaborative work that we're doing. Um we are meeting a lot. we are um setting expectations and setting up procedures and trying to make processes clean and clear um from the site level all the way up to the superintendent. Um an example of um the successful um collaboration um is uh a concern was brought about the calendar and the alignment of certain days. Um we came together, we discussed it and um explained how it needs to work according to contract language and also to provide the best amount of time for um teachers
010and parents to get together to um allow them to meet with every single parent in our elementary schools. Um and those changes were made and no big fuss. It's it's good. So that's an example of some of the the good positive work that we're doing together collaboratively and I just want to continue to thank you for that. Next, we invite up Angie Akiri, our CSEA president. Thank you. We continue with our reports with our first school report, and we will invite up uh Principal Mills from Storyan Elementary School. Good evening, board president Singh, Superintendent Marshall, and trustees. My name is Joel Mills. I'm the proud principal of Sorin Elementary School. This is my 30th year in education um and my fifth year here in Central Unified serving as the principal at Sorin Elementary School. So
011looking at our celebrations for data um our ESPback um ELA scores um we had an improvement from last year of 6.1%. So we're really proud of the of that gain. That's a huge gain. Um again I know I presented in February we did focus on writing. we went through every kid's ESPback report and looked at what they had gotten on their writing score and so we focused on that um and we focused on um just building that reading stamina as well. Uh for math we stayed about the same. So of course that's going to be one of our goals for this year. Um our spring uh FNP results we were at 75.2% proficient which was a gain of 8.1% from the year before. And then our spring ELA I Ready was at 59.6% 6% which
012was a gain of 6.5% and then our spring already math at 56.6% um which is a gain of 6.4%. So we were very excited to see um all of those gains and then our ELPAC we were at 64.8% um at the end of um last year. So for for us to make progress um we want to exceed our goals uh 3 to 6% gain again in ELA SBACK um ELA and math I ready um and uh I know we're not using FNP um but we'll so we'll look at our Dibbles data. Uh we want to uh continue to decrease our chronic absenteeism. We had a little bit of a decrease last year um so we've put a few plans in place with our family and parent liaison um as well as our intervention counselor. So,
013we're seeing um a lot of success with that, especially with our tardies. Um we want to increase our family involvement um and attendance at our events. Uh my PFC really worked hard last year to um put together lots of great moments for families to come together. Um and our spring carnival was a celebration, so they're working on uh even more events for this year. We want to continue to increase field trips. Our goal last year was that every grade level would have at least one field trip, and we did meet that goal. So, we're working on uh expanding that even more. And then we did expand our thinkery and our MTSS staff to include um not only staffing our thinkery with a full-time certificated sub, but we also have an intervention aid who has been
014very helpful, especially with our littles and TK and kinder where instead of having them leave the classroom, they actually go down and do push-in into the classroom and work with them in the classroom so that they can stay in the classroom and continue to receive instruction. Um, another one of our celebrations, we were awarded PBIS gold status for the 2425 year. Um, so we did move from bronze to silver to gold within two years. So, uh, I would we are so excited for that. Um, we have our teaching fellows who assist in all first and second grade classrooms and in the reading lab. Uh, they really help us out a lot with small groups um, especially to improve that reading instruction. 10 teachers um and myself have completed or are near completing um letters training.
015Uh so that's pretty much uh we have kindergarten teachers um and first and second grade and then myself as well. I uh participated last year and so I'll finish up this year. And then we do have six teachers and growing who are providing before and after school tutoring um for not only um our low kids but also our bubble kids. And then um we do have a couple who are um pulling groups of EL students to give them that extra support as well. Um for our challenges um we definitely want to increase our ESPback math to at least 40%. Uh we want to continue to increase our ELA to at least 51. Continuing to decrease our chronic absenteeism and the number of tardies by a minimum of 5%. We are challenging ourselves to earn the
016PBIS platinum status for the 2526 school year. We are looking to increase the number of IABS and FIABs to at least eight per grade level um if not more. Uh which has helped us to drive not only our instruction in the classroom or intervention but also acceleration for those students who um are already close to meeting or meeting or above grade level standards um so that we can continue to push them to grow as well. Um challenging ourselves to increase our parental involvement on campus and we want to improve the percentage of students who feel safe at school to 100%. That's our goal. uh spotlighting again definitely our 6.1% growth in ELA uh on the ESPback we have 17 members of our student council this year our professional development we are focusing on analyzing and
017disagregating data to drive instruction and continue to increase that rigor in our classroom not only in our teaching but also in our tasks um and also in our assessments as well. Um we do have um Alivo playground coaches on campus three days per week during recess and they started a couple weeks ago and it's been great. So they are actually providing structured games and sports um for recess and lunch recess and one of the goals was to introduce new games that maybe the kids have not had a chance to experience. I saw some um lacrosse going on or um looking at some different things. And then overall student wellness. Um something new we're going to do, fourth grade students will participate in the Great Californian challenge. Um a long time ago in 1997 when I
018taught fourth grade, um we we did the Great Neadan Challenge where students were challenged to um learn um the counties and the capital and some and all of the state um symbols. So we're going to implement that this year um so that we can get some certificates and plaques for those kids that can do it. Um, we continue to do our stallion tickets, our positive office referrals, Friday ticket drawings and reward days to reward those students who are exhibiting our qualities of our trip RS. Um, rubber duck hunts and spirit days trying to add some fun and get students to come to school. So, uh, once a month, uh, we hide rubber ducks in rubber ducks around the campus and the kids who find them, uh, can turn it in in exchange for a pencil
019or just a small treat. So, um I did it a couple years ago and I didn't think it would have that much momentum, but it has. So, we've continued that. Um we are an overflow school, so we did um have a second meet and greet um kind of like a back to school night for our overflow students because we want them to feel welcome at school and and to be comfortable in the classroom. Um our afterchool enrollment um at the time um and still is it's over 220 students. Uh so we have a very large afterchool program. Um and then we've been an Energy Star school um for the past 3 years. Any questions for me? >> Thank you. Questions or comments from the board? >> Trusty Sudu. >> Hi. Uh just uh first of
020all, good job on the ESPback ELA. Uh I was just curious, um since it did go up 6.1%, was there anything that you found in particular that helped you get that number? um up to that number. >> So definitely um really looking at the data from our IABS and FIABs. Um but again, we really focused on that writing because we noticed that across the board a lot of our students were receiving zeros or ones in ideas and organization. Um and so just really going back and having them um handwrite out their responses before typing them in. Um and that really seemed to help a lot and give them a chance to review it. Um and some of the students realized they weren't typing quite as much as they thought they were typing um until it
021was written out. So we did focus on that. >> Okay. And then sorry uh and then in comparison um math was not so um um you know it didn't experience as much growth. What was uh did you find any reasons why and then anything you're implementing in the next uh year or semester to see improvement or growth? >> So um I think sometimes when you focus on one thing then something else kind of falls by the wayside. So, we recognize that and so we are um going to work with um Greg Japiran. He's actually coming out to do some professional development so that we can look closer at our math scores and our data. And then um we're going to move that writing also over to math um so that the students are well versed
022in writing and math and explaining their thinking as well. >> Thank you. >> And I meant to start with our student trustees if they have any questions. I I apologize though. Um, uh, trustes Felix or Gutterville, any any questions, uh, about this presentation? >> No questions, but congratulations approvement. >> Thank you. >> No questions. >> Trusty Chavez, >> I have one. And um, so I see all the progress and that's so great, but I also see that you mentioned twice that you were working on decreasing chronic absenteeism and um, and uh, number of tardies. So you mentioned it, but maybe you could highlight it a little bit more because it's such a challenge for so many in the district. What are you specifically like what do you have in mind? >> So students can't learn
023if they're not in school. Um so one thing that we started last year was giving out attendance awards not just for um perfect attendance um because my own daughter, she's older now, but she has um she has um arthritis and so she used to miss a lot of school. And so that kind of brought to light. So we we honor we do recognize students that have perfect or near perfect attendance, but we also recognize students who have improved attendance um and those who have decreased their tardies. Um and that seemed to really um I guess encourage students because it wasn't just oh I have to be perfect. Um but as long as we're showing improvement and then um we also have been talking about that at our SSSE um meetings um and just getting some
024ideas from parents about you know things that you know they see as challenges. So we're working on that as well. >> I'm so pleased to hear that you're listening to the families to hear what kind of supports they need. And good job on recognizing too that you know we're not going to be 100% all the time. you can't go from chronic tardies and absenteeism to perfect attendance. So, yeah, I really love to hear that you're giving recognition to those students that are showing growth. So, good job. >> Thank you, Trusty Kirk. >> Thank you again. I'll echo great job on the improvements that you've made. I had one question and that is what is an Alovo playground coach? >> Oh, sorry. Um, so Alivo is a company that focuses on student um, wellness and sportsmanship.
025And so, um, I actually heard of them through another principal. Um, and they do work at some after school programs, I believe. So, we have two coaches on on site and we, uh, met with them before we started and then we met after the first week. Um, and it's just really out there providing those structured games. Um, because one, we wanted to decrease any kind of incidents out there and keep kids safe. Um, but two, um, I think one of the things that they brought to us was just that variety of games. So, they do have their own equipment. Um, they've partnered up with my yard duty. Um, and so the kids really enjoy being around. They spent the first week in the cafeteria helping open stuff and just getting to know the kids and
026walking around. Um, and when I went out there today, um, one was actually over at the soccer game kind of facilitating it so that everything was fair and good. And then we had another one of our coaches who was over at the basketball court just kind of facilitating um, they wanted to play like horse or they were shooting hoops or whatever. So, it's just kind of brought some different um, things to the mix for the kids. Um, and then they do have like a wellness curriculum, so they'll do some of that as well. Thank you so much, >> Trusty Sers and then Keron. >> Uh, just echo everyone else. Congratulations on your achievements. Um, >> in the education world, the acronyms, there are so many of them. Can you remind me what IAB is? I
027know it's an assessment tool of some sort, but just what it stands for. So, we use the IABS and the um they're basically kind of um small assessments that focus on um one standard and they do mimic the ESPback uh questions. So, that's where we get that rigor so that when students actually take the assessment, the they've already had practice with those types of questions and that rigor and the vocabulary and so they know what to expect. So when they sit down to actually take the assessment, they're kind of not shell shocked because they've had that practice. So some of the teachers use them um in the morning where they do the questions kind of whole group. Um sometimes the kids will work together collaboratively and then they'll kind of go over it together and
028have some discussion and then um we do have assessments that the students do take independently so that we can see what they're able to do on their own. Um and then the teachers can that will help drive their instruction. Trusty Sellers, that's an interim assessment block. >> Sorry, I should have said that. >> Trusty Griffon. >> Thank you, President Singh and Prince, sorry, let push that away a little bit. Uh, Principal Mills, I do want also want to give you kudos on being the first principal of the year to uh do the presentation for us. So, thank you. Thank you. Uh, thank you for setting the uh the standard for this year. Um, also I do have a couple questions. First, can you please remind me how long Soran has had a label on campus?
029>> This is the first year, >> okay, >> that we've had them. Um, I I think they've been on other campuses. Um, maybe last year. So, >> yep. I I recall other schools had in the central had utilized a Levo to improve social skills and emotional wellness for students who were struggling when we returned from Zoom. Um, how will you measure if this contract is successful for Soran? >> Um, definitely being out there and observing kind of what's going on. Um, getting some feedback from the students. I'm hoping that we will see some um, definite growth on our panorama survey. Um, because we're always looking for adults on campus that kids can connect with. Um, and sometimes it's not their classroom teacher, it might be their second grade teacher. Um but we might have some
030students who you know just have a connection with um one of the coaches from Alivo um because of the sports interest or just someone that you know believes in them and cheering them on. So we'll definitely be out there observing and then we have just some check-ins and then um it's always going to be on our SLT agenda to get some feedback from teachers as well and then we'll talk about it SSC to get some family feedback. >> Thank you. It's it's definitely a very interesting program. So, I'm I'm looking forward to seeing, you know, what your take is on the on whether it was successful or if it needs some work. So, looking forward to that. >> Me, too. >> And then, uh, second question is, does being an overflow school play into the
031factor into the chronic absenteeism rate for Soran? >> It does. Um, I think being overflow um can be hard um on some students, especially the littles, TK and kinders. Um, and we've actually had a few parent meetings this week, um, so that we can help some of those TK and kindergarten students, um, you know, just kind of transition to the new school. So, um, it it is hard. Um, we don't usually get a lot of upper grade students. Um, but it it does it's hard. >> Please let us know how we can uh support you, support the kiddos. Thank you. >> Thank you so much, Principal Mills. I think my only kind of question a little bit um building off some of the comments from my colleagues. I think I've been really interested just hearing
032from uh u staff and administrators in terms of like how PLC's have been sort of uh working specifically at all of our sites. Can I ask a little bit how is that um working specifically at at Soyan? Uh how has that like sort of deep dive data to look at individual students to to see what their needs may be? you know, both in the English where obviously we saw some growth since last year, but also in the math where we'd like to I know you and the whole team want to see continued growth. What are ways that we're uh how is the PLC's uh working and how are ways that uh we can support that to be more of a robust and inclusive process? >> So, I have to say we I do really appreciate
033our solution tree coach. He's been with us for three years. Um I do spend a lot of time um talking with him and he does listen. Um, and I actually feel like he cares about the school and the students. Um, and he he wants us to succeed. Um, so one of the things that we worked on last year was identifying each grade level identified um, eight essential standards that they wanted to focus on based on their previous year's data or the beginning of the year data. And so what they did was they took those standards and they unwrapped or unpacked them. And one of the big things that um, Mr. um Proventio um really focused on was the vocabulary in the standard. What is it asking the student to do so that the teachers and
034the students really had an understanding of what they needed to be able to do in order to show mastery of that standard. So we spent um a lot of time in our PLC's last year looking at standards um and then also looking at the data um and then just sharing resources. I I think I have a unique campus. that's unique to me where I have a lot of veteran teachers. I've got a lot of really strong veteran teachers who have been even at Soyan for 20 25 years and then the other half of the staff are fairly new. So, it's really been good to sit in PLC's and listen to them discuss um not only the data and how they can help each other, but to share resources and those veteran teachers have really shared
035some wisdom um on, you know, just how can we, you know, sneak this standard in when we're talking about this standard. And so, just kind of weaving everything together. And so our focus this year um because we've I'm confident um and I know that Patricia was the principal before me at Sroyan, they had some really strong um PLC practices in place and so we're confident um that they're able to unwrap those standards and look at that vocabulary. They've created common formative assessments so that we're assessing um on having the same assessment to compare data that is um relevant because it's all the same. Um but this year our focus is really looking at that data. What is it telling us and then how do we use that data to drive instruction. So we do have
036um Greg Chaperians coming to do some professional development. We have a couple of sessions set up with I Ready. Um and so we really want to make sure that the teachers know what they're looking at and how do we use that data to form small groups um and how do we use that data um really to push those students to the next level. Thank you and thank you for presenting tonight. >> Thank you so much. [Applause] >> Next, we'd like to invite up principal of El Capitan Middle School, Patricia Mccurley. Good evening, President Singh, members of the board, and superintendent Marshall. Thank you for providing me time this evening to hear about some of these celebrations, challenges, and spotlights at El Capata Town Middle School. During the last year, all staff on campus have continued
037to use a collaborative approach with specific goals at the heart of the work. A few celebrations that I'd like to share include the following. Our I Ready growth continues to climb the charts with a 17% increase in student mastery and reading and a 15% increase in mathematics. That is 299 students in reading and 200 students in math. El Capatan was recognized as a promising practices school for the progress in teacher collaborations, data-driven instruction, and academic achievement. We are the only school in the district to have received this recognition. Our English learners are making steady progress as well, making gains both in I Ready assessments which contribute to the reclassification rates at El Capitan. 57% of our seventh grade ELEL students and 74% of our eighth grade ELEL students demonstrated mastery on the ELPAC by scoring
038a three or four last year. In middle school, we only have our students for a very short two years. To have 74% of students demonstrating mastery shows the dedication from not just our staff but from the students and their families as well. Our English learners have a desire to be reclassified and we are providing supports to help them accomplish this goal. I recognize that there is still work to be accomplished and we will continue to streamline our focus to meet our goals. For students to truly learn and thrive, they must first be present in the classroom. Our dedicated intervention specialists work to connect with our students who struggle with attendance, building trusting relationships, and offering consistent support. Each week, they go beyond the walls of the school by making home visits, extending resources, and partner
039with families to remove barriers that keep students from school. As a district, we continue to face the critical question, how do we ensure every student shows up every day ready to learn? Getting students to buy into high stakes tests, especially when they feel the results don't directly affect them, can be a real challenge. It is pushing us to stretch our creativity, finding new and meaningful ways to motivate and inspire them. This year, our focus on implementing restorative practices and training staff marks a powerful step forward. These practices give students the chance to take responsibility, repair harm, and grow from their mistakes. While the shift in mindset may not be new for some, the rewards are profound. Students gain the opportunity to see how their choices affect others, rebuild trust, and strengthen our school community. This
040year, El Capitan proudly celebrates its 60th anniversary. With this milestone comes not only the honor of our long-standing history, but also the reality of maintaining aging facilities. In recent years, we've made uh crucial improvements such as upgrading the quad's drainage system to to prevent flooding and ensure safe walkways and resurfacing the gym floor into a space worthy of our pride. I appreciate Dr. Marshall for coming to El Capitan to see firsthand what the needs of the site are to continue to promote the Eagle spirit. Looking ahead, we're excited to continue partnering with our facilities department to build a campus that is safe, welcoming, conducive to learning. A place where students, staff, and our community truly want to be. El Capitan just finished the three-year contract with California Ed Partners on track to make significant changes
041and support a growth mindset. Through this work, we focused on teacher-led changes in practices to instruction, intervention, and grading. Our students benefited a great deal from the work the teachers put into adjusting instructional practices. As a result of this, El Capitan is continuing the vertical alignment with our feeder schools and Hton Karnney to align essential standards and assessment for grades 5 through 8. In May last year, the teachers from all of the campuses joined us to kick off this work. We are looking forward to expanding the work started to enhance learning for all of our students. Our expanded learning program afterchool program uh has 130 students enrolled as of two weeks ago. The number continues to increase daily as students see and hear about the experiences being provided. Having 20% of our students staying after
042school every day in a middle school with a safe place to be, enriched activities, and well-fed. to middle school students. Food is a driving force in everything they do. 11% of our students are being served are English learners. Another 11% are special ed students and 5% are foster youth. El Capitan has a community pantry coming soon. We are scheduled to open our pantry on October 22nd. This pantry will provide Central Unified families with another local resource to close resource close to home to supplement their families needs. We would like to thank the central foundation and Serena Dohi for all the support to get the pantry open for our CUSD families. Thank you again for your time. If there's any questions, I'd be happy to answer them. >> Thank you. Uh we'll start with our trustee,
043our student trustees, Gville and uh Felix. >> No questions. >> Um congratulations on the community pantry coming soon and the improvement in test scores. So my question would be what was some of the biggest resources you guys utilized throughout the school year for those new test scores and what do you think helped and what do what are some changes you're planning on? >> That's a really good question. Thank you for asking. So PLC's are really the driving force in the changes when teachers spend time every week looking at data and looking at which student needs what services and what the needs are. And last year we also did um what we called focus students. And so we had specific students that based on data and recommendations from staff, we focus on a particular student to
044where every employee that serviced that student, every teacher, every instructional aid would would meet together and talk about what that student's strengths were, what their needs were, and how to adjust was a really driving force in in helping this the those students be able to be successful. >> Thank you. >> You're welcome. >> Thank you. And then now we open up it for the rest of the board. Trusty Chavez and then Trusty Kirk. >> I want to thank our student trustee for such a good question. >> It was a good question. >> And it was really good question. Um and then I would just ask um and I think I'm just going to say this just generally. >> Um when we use the acronym so freely just for the public and specifically for our student
045trustees and even for myself if we could just say what the acronym means um right after we say the acronym. So PLC, I think I know what it means, but could we clarify what that means? >> Professional learning communities. >> Thank you. Appreciate that. >> Thank you so much. Congratulations on your recognition. So my interest is in the after school program. Um I know that our after school programs are so valuable to our students and like you said to have so many students in junior high uh still participating. So what are some of the things that you're offering in your after school program? >> So we've really broadened the experiences with students by allowing them to do some outside outside services through like good dirt and providing outside agencies to provide some enrichment activities that
046they wouldn't be able to do on the campus. Um just because the facilities don't have that. We don't have you know the ability to do ceramics at an at a middle school. Definitely at our high schools but not at our middle school. Uh and then also just bringing in like boxing lessons for the students, some dancing. Um we're doing s some uh like technology training with the the students. So bringing in outside services to to just broaden their horizon has really improved our enrollment. >> You're welcome, >> Trusty Kon. Thank you, President Singh. And uh well, one of my questions has already been asked by our student trustee, so I like where his head's at. Um so, congratulations on this this growth you're seeing in the test scores. It ranges from modest to very high
047growth. Uh what is so for this next school year, what is LCAP going to be doing to is our goal to maintain the this uh these scores or are we looking to grow it even further? So, we're always looking to grow. The one thing that we're I'd like to speak about, there's a lot of different things, but the one thing I'll focus on is we are providing all of our staff with specific um specific professional development and how to support our English learners. And that's that is being provided by our own staff, our own teachers. So, our English language development teachers are providing those trainings to our teachers on what are the best practices that can be used in the classroom instructionally. And if you're in the world of education, those practices are good for
048all kids, but they're a necessity for English learners. And so by providing the staff with those and they're focused specifically on um the English learner proficiency test and the strategies that they will need to be successful on that test in the four domains which are reading, writing, listening, and speaking. >> Okay, that's great. And I know from when I got to visit the site last year, um there's a lot of great things happening at El Capitan. um very very uh strong culture that you know you and the teachers and the uh staff are working on building. So I'm excited to see that. Um my next question on the presentation, could you please clarify what the 57% in seventh grade and 74% in eighth grade refers to? >> Yes. So the 57% for seventh grade and
049the 74% are all of our English learners take the English language proficiency assessment at the end of the year, usually in about March or April. So out of all of our English learners, 57% of the seventh graders and 70% of the eighth graders scored a three or a four on that test. this the scale is up to four and so they earned a three or a four on that assessment. >> Okay. So then they're testing out of being labeled English learner >> if they they have to meet other criteria but potentially yes. >> Okay. Well that's great news. I'm really excited for that. And then again congratulations on the food pantry opening. Um know it's going to be a great event. I remember when we were invited to the uh Teague uh food pantry opening
050and it it's become a real asset uh for the community you know that's that we serve. So, um, >> yeah, we're really looking forward to providing a hub out of El Capitan for the feeder schools and the community that that lives around there. It's accessible. They don't have to drive to get to it if they live in that area. And it's going to definitely promote our community. >> Excellent. And you said it was the 22nd. >> Yes. >> Okay. Thank you. >> You're welcome. >> We have a comment from uh Vice President Creo. >> Thank you, President Zing. Principal Mccurley. Um, one question I seeing in the progress box, uh, there's been a decrease in suspension rate by 14% over the past two years, which is awesome. Um, can you speak a little bit about
051what has changed? >> Um, what are some of the things that you guys are doing to help decrease uh that sus that suspension rate? >> Yes. So, a couple of the things that we're doing is one having um the thinkery on campus and a place for students to be able to go and really have a conversation with a staff member and restore the the relationship between um whoever was involved in this situation and facilitating those conversations. And then the second part of that is just finding alternatives to suspension. Um, we know that sending students home under suspension sometimes is necessary but is not always the best practice. And so changing that mindset and finding alternatives on campus. Um, for example, you know, if a student vandalizes something, there's no sense in sending them home when
052they can provide community service on campus and restore um the harm or or give back to the community that they that they live in. And so we're providing services like that for our students. >> You appreciate that. >> Um, thank you, Principal Mccurley. I think my only question you you sort of uh first off, congratulations on the PLC promising practices and of course the uh Bonner character and virtues award. I guess the only question I had is you had mentioned in sort of passing that uh through the PLC's you all have identified the individual students that and and have a 360 sort of look in terms of uh all the different uh staff and faculty that touch upon them. Can you share a little bit? That's actually one of the first times I've I've I've
053heard that at least uh being presented. So what's been sort of the uh model that's uh either has been implemented or is in the process of being implemented at LCAP? >> Yeah. So last year we did a few rotations of this over the course of the year. And so what we would do is we would look at our our behavior data in conjunction with academics and we would find students who are struggling academically and struggling behaviorally. And then we would use one of the principal professional development days to get everybody in the room and there would be a rotation. So let's say that there are nine students that we're focusing on on that Wednesday. we would hand like schedule the teachers to meet. So if you have student A, all of the teachers that support
054student A would meet in this group and they would have a conversation with um what are the students strengths? What are the weaknesses? What have other teachers tried that has worked well in the classroom? What have people tried that haven't worked well? And then the staff walk away with kind of a plan on exactly what they're going to try over the next few weeks. And then we bring them back again in a few weeks later to have that same conversation again. This is what I was going to try. This worked well. This didn't work well. How was the student progressing? What interventions do we need to put in place as a school? And just really honing in on that micro data of that one child and what needs to be done. And so we did
055a few sessions of that last year and just really help. I think one of the key points of it is that when you have six teachers that service one student, you may have one teacher who has figured it out. And so having the time to get all of the staff in one spot and hone in on that child and talk about nothing else but that one child and going through that, it's powerful. I know it's a little bit different than the earlier presentation by principal Mills because of just the the difference between a middle school where as you highlighted uh they have multiple teachers in in a particular day versus an elementary school where they have one. Can you share a little bit about sort of how solutions tree and and specifically the coach has
056work or is working at um at Elcap? >> So we really enjoy having our solution tree coach. It it keeps us grounded in the work and the solution tree coach has really been able to help coach me on help how to help support the teachers and and figuring out what each PLC needs because when I'm with when I'm with the teachers at their PLC's frequently um I I kind of come AC grow accustomed to what they're doing and then sometimes having that outside lens look in and be able to sit with us and say yes you guys are doing all of these things great but what about this? And it's just that outside lens that looks in that is providing some powerful feedback um to myself and to the staff. >> Thank you so much.
057Thank you for your presentation this evening. >> You're welcome. Have a good evening. >> We next turn to our superintendent and board communications and we'll start with uh superintendent Dr. Marshall. >> Okay. I'm going to give my report for um this um by week uh report. Uh first I want to start off with uh celebrating some of our student athletes. Uh if you notice that our football teams at Justin Garza and Central East, they're both 4-1 and I think that's the first time in school history at Justin Garza that they've had that distinction. Also shout outs to the the head coach of Central East, Kyle Bigs. He has 97 wins. He's approaching 100 career wins. Then our central high school girls golf team is undefeated. Now some staff and um student celebrations uh the central
058east uh desantes they are very active in the community. In fact I was at an event on Saturday and they were like the uh feature performer one of the honores. That was real pleasant to see. Also at Central High School you see three students who were selected to the Fresno County youth advisory board. A big shout out to our communications department. I mean, I get I have a lot of friends all over the state that kind of follow what we do in central and uh and I was getting, you know, text messages and phone calls this weekend. Who does your communication? I mean, it's it's uh is that done in-house? You guys have really ramped it up. So, I want to give uh some accommodations there. The last piece of information I want to share
059is about Liddell Elementary School. Now, the highest honor that a school can get is that national blue ribbon distinction. Uh when the schools were selected for this year, one of our sites made that list. That was Liddell. [Applause] Unfortunately, um there were some changes I guess with the state and federal level. Uh at the federal level, they discontinued that program. So, there won't be a recognition like that they used to have as far as like that blue ribbon celebration. They won't be doing that. The news is not all bad. I think that a lot of states what they're doing is they're going to celebrate their own their own uh schools. So, we're just waiting for California to decide what we're going to do. And when that happens, we will celebrate our school. So, I want
060to go ahead and say let's give our Blue Ribbon School Liddell a round of applause. >> Woohoo. The next page just talks about just gives as far as my uh educational partner engagement which you'll see it is the activity and then as far as my role as far as being a participant or whether it was a meeting there's a lot there's a lot that happens and the goal of all these events somehow there's a way to kind of tie in to make the student experience better in central unifi. So I wanted to say that lastly I've started to now I talked a lot about the entry plan in terms of um different components at every meeting. Where we are now is is that the 90 days are almost up. So what I'm in the process
061of doing is a report to the board and it has uh several components. The introduction I revisit the goals. I'll give you the activities, impressions, observations, and then recommendations. And then there will be deliverables, outcomes, and like I promised, it'll be a long range plan, and then there'll be a framework for my evaluation. So, that's coming. Lastly, a couple reminders. Uh, some of our students have been invited to the um the car movements vibe conference. That's on October 3rd. And then one that you may have seen in on social media, the TE community resource center bike rack design contest. That's a great opportunity for our kids and a unique chance to take advantage of those resources. Uh lastly, the two reminders are the Friday nights at the ribbon cutting at Island Waterpark. That's um Friday
062at 5:00. I mean Saturday at 5:00. And then the Foundation for Central Schools, we're talking about this earlier, is hosting the breakfast on October 23rd at 7:30 a.m. And it's hoped if you can, you can make it. That's my report. Thank you, Superintendent Dr. Marshall. Next, I'll turn it over to uh Vice President Creo to give us an update about the board bylaws, policies, and board engagement subcommittee. >> Thank you, President. So, our uh board subcommittee on board bylaws, policies, and board engagement met a week ago um today, so September 16th, and we reviewed 36 policies. And as we go through these policies and and I just want to make sure that moving forward everyone is is aware, we're specifically looking to see what are the changes in the law that are being recommended by
063CSVA um through Gamut. Um but also what are some of the changes that we as a board have directed and included in the in the policies and we want to make sure that we are retaining that language. Um so we had lengthy discussions about these policies. There were two policies in particular where there was an option for us to select what language we wanted to include. Um all the other revisions and the policies were mandatory uh based on updates to the law in the ed code. And then some of the some of the um changes are just reorganization and retaining the language that our our district has already included. Of the 36 policies, you will see that there are 34 that are coming to the board under action. Um the two policies that are not
064before you are related to um immigration enforcement on campus. There were uh four legislative bills um that were being presented to the governor. Two of of them he signed over the weekend. And so we anticipated that there would be some work that would need to be uh completed for that. So we will bring that back at the next round. And then the other policy that's not coming before you just yet um is the policy on cell phone use uh on campus. Uh I believe Dr. Lopez and perhaps some of our team or or other team members are leading town halls and getting feedback from the community. And so once we have all of the feedback that'll be brought back to the board for discussion and ultimately a decision on um how we want to proceed.
065So, uh, the policies that we're bringing before you are an action item, and I'm happy to discuss those further and answer any questions you all may have when that item is presented, but that's just an overview of what we've done um, in that committee. Thank you. >> Any other uh, reports or um, uh, Trusty Kirk? >> Thank you. I'm going to beat my other trustees and give my best shot at this name. So first I would like to thank uh trustee Sadu for organizing our attendance and a thank you for the recognition to the Sah Jazud Singh Kalera Memorial Bane Wall-E Park Senior Junior Management uh for I trusty Chavez has hers on display uh for recognizing uh the support of the board and bringing Jazwet Sincera school uh to its completion. It was a
066great event. we were fed well uh and the music was wonderful. So, thank you for um allowing us to come and participate in that event. Uh secondly, I attended the Fresno County um office of education gala event. It was a beautiful event, but I must give a shout out. I was extraordinarily pr proud of our performance of our central east anzettes did a beautiful presentation for honore alita lumali who is well known in our community. So, um, we didn't get to catch a picture of them. They kind of came out and surprised us. It was a beautiful presentation that they did. Uh, and then a shout out to I know, um, he didn't mention Central specifically, but to Mark Thompson was also recognized for his support with the FFA and his awesome program, the Toolbox
067program that has benefited so many students. So, it was an honor to be there and celebrate with them and honor to see our dancers do such a wonderful job. And that concludes my report. Thank you, Trusty Kirk. Trusty Chavez. Uh, >> I just wanted to acknowledge and um really appreciate um I went to Tilly Elementary last Friday for their football game and I saw Tilly and McKinley and first of all, Tilly love all of the enthusiasm. I couldn't believe how many people show up to those football games and they bring lawn chairs, umbrellas, ice chests. I mean, it's like an all day affair. its families and I'm telling you it's intense. The cheerleading squads are huge. I had no idea. Um and so it's just so exciting to be there. I had no idea that
068we took football that seriously um at our elementary schools. And so I just want to say I was just so excited to be there and I really want to show up tomorrow those games whenever my time permits. So thank you for having me, Tilly. >> Thank you, Trusty Chavez. No other um uh items uh for around board communications. I'll turn it over to comments from the public. Uh clerk uh Keron, do you have any comments from the public on any items that are not on the agenda tonight? >> Uh thank you, President Singh. We have one comment from Andrea Eness. Make sure the button is green before you speak and you'll have three minutes. there. Good evening, Dr. Marshall and President Singh and the super superintendent. I'm sorry. My name is Andrea Inennis. I'm affectionately
069known as Miss I. I am a substitute teacher for Central Unified. When I first started working at sub at Central Unified in 2005, I was a single mom of two boys and we were the highest paying substitute teachers in the greater Fresno area. We were also the highest paying for teachers as well. In the last I am also when I first started working for schools, I started right out of high school and I worked in the cafeteria. I applied for all the jobs that I could qualify for and I was a teachers aid in Bakersville for the Fairfax School District and the Panama Buav Vista School District. I moved to Fresno to get my bachelor's degree, became a single mom and found that it was easier to be a substitute teacher then to have a
070schedule that I could work with. Right now, substitute teachers are we are very short at all of our schools. Every single school I visit, we have at least one class that is farmed out to other classes. It costs the district more money to have those students go into another class because those teachers who take the extra students actually are compensated with a comp day, which they actually have to find another substitute teacher to qualify to cover them for that comp day at another time. In October of 2024, a fast food worker could make $20 an hour. Today, when I was working in an RSP class, I was making $2 more than somebody who works at Taco Bell or McDonald's. You don't have to have a diploma to work at Taco Bell or McDonald's. You can
071have a GED or just a really good history of coming to coming to work on time. I am asking for a raise. I am asking right now I only get $165 a day. After 20 days, I get 185. I am asking for $245 a day. The reason is in Clovis Unified they get $200 a day and they have no teacher union. In Fresno Unified they get $211 to $222 a day. They have a teacher union and they even have a substitute teacher union. >> Thank you, Miss Unis. >> Thank you. We'll have HR follow up with you. Thank you. Uh any other comments from the public at this time? >> President Singh, I have no other cards at this time. >> Thank you. Then we move on uh this evening to our consent agenda. Do
072I have a motion? We have a motion by Trustee Kirk, a second by Trustee Sers. I'd like to just highlight um that on the board on the consent agenda, we'll be adopting a resolution to proclaim October 2025 as character education month. Uh I'll be doing a roll call vote this evening as uh Vice President Coreo is join joining us telephonically. Trustee Felix I I nay or uh Epstein >> Ryan. Thank you. Trusty Gil. >> Hi. >> Trusty Korea. >> Hi. >> Trusty Chavez. >> I. >> Trusty Kurfond. >> I. >> Trusty Kirk. >> Hi. >> Trusty Sers. >> I. >> Trusty Sidu. >> I. >> And I also vote I. Uh. Item passes unanimously 70. Thank you. We next move on to our action items for this evening. Our first item uh is uh number
073one approve revise board bylaws and policies. Vice President Korea. >> Thank you, President Zing. So, as I previously stated before you are 34 board bylaws um four board policies that we're asking you to approve tonight. All of them uh are being updated in compliance with changes in the law. Um they've been presented to you on Redline. uh two of the policies where there was an option for us to make a recommendation as to the language that we wanted to include. Um the first one was uh board policy 1325 related to advertising and promotions. Um and it's uh whether we want to select that the essentially the posting areas are a limited public forum or a public forum. And so we selected to do a limited public forum so that our principles or the appropriate design
074is still making the determination as to what is permissible to be posted. Um and we retain that authority to ensure that it complies with the rest of our policies uh and uh administrative regulations. And then the second policy where we had the option to select language was board policy 6164.2. uh that board policy provides whether we can disclose student information. I believe it's the name and their contact um phone number to potential employers um as well as colleges and universities and other individuals that may be conducting outreach. It is our understanding that it is the district's practice to already disclose uh that information and so we are recommending adopting the option that is consistent with their current practice um so that we ensure that we can communicate whether when we're conducting job fairs um or
075community affairs that they have access uh to follow up with our students. And so with that, I'm happy to answer any questions and I'm sure administration would also support in answering any question. Um, but I am requesting that they be approved >> and I'm happy to make a motion once we take any comments. >> Any initial comments? I know Trusty Kirk also serves on that. Not not at not at this time. Then um I'll open first comments uh to our student trustees, trustees uh Felix and Trusty Gville. >> No comments at this time. No comment. >> Thank you. Open a larger conversation uh to all all our trustees. >> Trusty Kurfon. >> Um I just want to say as I've been reviewing some of these board policies, I appreciate that it clears up language and
076uh really highlights this board's uh goals of keeping students safe with regards to uh alcohol and drug use with regards to holding uh staff coaches accountable. um and also just generally clarifying uh language and grammar in our board policies. So I wanted to thank Trusty Couo and the other trustees that are part of this committee that are uh bringing this item forward. >> Thank you. If there are no other questions, uh do I have a motion on set item? >> Motion >> or a second. >> We have a motion by trustee Curio, a second by trustee Kurond. I'll begin. >> And President, if I can make two last comments. Sure. >> Thank you, Trusty Nabil Kerfon for that compliment. I do want to compliment and make sure that I we give credit to our support
077staff um Anita and our assistant superintendent um who do a lot of the initial work. So, thank you very much. And then I do and I apologize that I forgot to mention this. Um tonight we would also be approving board bylaw 9150 related to student board members. Uh I just want to encourage our current student board members to review that policy and if there are any revisions, any thoughts that they may have, uh that they communicate that uh either directly to our superintendent or you can communicate that to me and so that moving forward we can bring that back if there are additional uh provisions that we need that you would like to see included as far as the role that you play um on our board. >> Thank you. Thank you. So, we have
078a motion by uh Trusty Creo, second by Trusty Keron. Uh again, a roll call vote. Trusty Felix. >> I thank you. Trusty Gutterville >> I. >> Trusty Korea. >> Hi, >> Trusty Chavez. >> I >> trusty Kand >> I. >> Trusty Kirk >> I. >> Trusty Sers >> I. >> Trusty Sidu >> I. >> And uh I vote for myself. Motion passes 70 and two zero from the student trustes. Thank you. We move on to the next item for this evening. Uh uh item number two, hold public hearing and adopt resolution 2526-07 regarding instructional materials for Williams compliance. Um Director English. >> Good evening board president singing Chan, members of the board, and superintendent Dr. Marshall. This item returns from the previous meeting. Our principles and departments have verified sufficiency and approval of resolution 2526-07
079ensures compliance and continued state funding. The administration is recommending that a public hearing be now held uh be held now to meet the Williams settlement requirement that all students have adequate textbooks and materials for use in class and at home. >> Thank you. Uh questions uh or comments from our student trustees? >> No questions. >> Questions or comments from our trustees? Then with that, we'll go ahead and open up uh the uh Williams compliance >> board president. 30 seconds have passed and there's no callers at this time. Then with that, this evening we will close the uh William compliance uh public hearing. And do I have a motion on set item? >> Motion to approve uh the resolution. >> Second. >> We have a motion by Trustee Kirk, a second by Trustee Kond. Begin with
080a roll call vote. Uh Trusty Felix. >> I. >> Trusty God. >> I. >> Uh Vice President CO >> I. >> Trusty Chavez. >> I. >> Clerk. >> I. >> Trusty Kirk. I >> trusty sellers >> I >> trusty Sidu >> I >> and also an I for myself. Thank you. Motion passes unanimously. >> We move on to item number three. Approve migrant education programs after school services. Director Griggsby. Good evening board members. President Singh and Dr. Marshall. The attached item is returning for your approval. Our team provided additional information after this item appeared for information at the last meeting via the Friday report. My understanding is that a full program report for migrant educational programs will be on the agenda sometime in November. After answering any questions you may have, we recommend approving this
081service so that with this service provider so that we can pro begin afterchool support for our migrant students. >> Questions or comments from the student trustees? No questions, >> no questions, >> questions or comments from the uh board members. Trusty Chavez, >> uh I it's more of a comment than a question. I really appreciate that you attached the sole source form. So, you know, I really been a stickler on that and I appreciate that it's there and it was very thorough and I just want to thank you for that. >> Got you. >> Uh the only question I had uh Dr. Gby in terms of um obviously this is a particular vendor that we're using the um Mareno Institute uh obviously the uh the invoice kind of at least describes at a top level some
082of the um the the services that are being uh provided or rendered. what are the ways that we just evaluate um the this particular vendor and also I think as I think trust Chavez sort of has brought up just in the past what are ways that um we are sort of clear on what our needs and desires are so that we can hold the the third party vendor sort of um uh accountable to the standards that that we wish to have. So just as the district has a local control accountability plan, there's something called the district service agreement for migrant programs that's a regional approved document that Mrs. Esanon and her team work with the roundt of the migrant engagement or parent committee in the spring and all actions um that are occurring in our
083migrant educational program for this school year are derived from that plan. So it follows the same process, the same allocation and then it also has the regional expenditure approval process that we go through. So the program um is aligned to that DSA as we call it and and it would not be allowable were it not including and up to how we monitor for effectiveness and student outcome success. And it does include the parent involvement upfront. It doesn't even make it into the DSA unless our parents have ascertained based on the disagregated data and their own personal experiences that this is what works for our kids and that's what they need. >> And may I just ask the the DSA, where can I get a copy of that? Where is that uh generally held or located?
084>> We will it it's on the migrant education program page in our on our district, but we can make sure it's included and attached to the Friday report for you. >> That would be great if we could have that on the on the Friday report. Um, yeah. Any other questions from our members at this time? Trusty Chavez. >> Um, so I went back to the quote and I just remembered it joged my memory on the teacher interns. Can >> you just clarify um what are the qualifications to be a teacher intern? I'm kind of confused. I >> mean from the vendor. How does the vendor qualify them? Not. >> Do you have an >> Okay, >> just a moment. I'll let Mrs. Eskenon address that. >> Thank you. >> Hello and good evening. Hi. Um
085the the um teacher interns are recruited from Fresno State and other local universities and they go through a thorough background check, fingerprinting and the requirements is that they have the minimum of I believe 24 units or less um no no 24 units I believe in early childhood development or some sort of educational um field that they plan on going into. Um then the Moreno Institute puts them through a series of trainings. These trainings are um typically a week-l long where they inservice them on um instructional practices and um provide them with resources and training especially when you're working with English learners and effective practices. And something that we do on our end is we also meet with the Modeno Institute to set up what our expectations are to make sure that they're aligning with our
086goals in our program as well as our LCAP goals and um our goals that we've set for our English learners and um we work with them very closely. And something that we're going to do a little different this year is we're also going to have um the interns go through our own training from our department. So we really want to ensure alignment. The other piece that's important too is the um interns also have um a a meeting to sit with site leadership to ensure that they understand what the goals are at the sites. So the I really appreciate the thoroughess of your response because when we have um you know these third party contracts come to us from outside partners, it's reassuring to know that there's going to be something over and above what our
087staff could provide. So I I feel generally satisfied that this is going to be a supplemental service to something in addition to what our staff could provide. So thank you for that response. >> You're welcome. And again, it's really exciting to work with Moreno Institute because you get to to meet these these teachers or these these teachers that uh these students that are aspiring to be teachers and I you know I kind of give them the hey you need to come and consider Central Unified. Wonderful. Yeah, it's a wonderful kind of growing our future workforce. >> Absolutely. And networking and and saying, you know what, we we could clear a way for you and this is a wonderful way to get your foot into the door. >> Thank you, >> Trusty uh Gutterville. >> Um
088sorry, a a question just out of curiosity popped into my head. when so does the Marino Institute provide any additional resources other than the interns like any digital programs for students at home or anything like that or on campus as well after school just other than interns. >> Oh, you know what else they offer? They also offer parent trainings. So part of the contract and he includes this because he's really invested in our immigrant and migrant communities. And so he also does and offers um trainings and it's free of charge. So he will come in and he'll he there's a variety of different trainings that he'll provide. And um I also invite him to our migrant meetings and he does presentations on how can you help your child at home improve in reading and mathematics.
089He also does some advocacy training like how can you go and advocate for your child especially preparing parents for um conferences. Um he he he also does um some personalized trainings too. So if there's something in particular that we would really like him to to come in and present with our families, he'll do that as well. >> You appreciate it. >> Sure. Uh Trusty Chavez. >> So thank you for that by the way my student trustee. That was a really great question. So my question then becomes I don't see any of that reflected in the quote which I'm kind of curious about. >> So do we ask that upfront? Because I see it very broken down thoroughly about how many hours we're going to have the interns, the cost per hour, all of that stuff.
090But as far as the parental support, maybe I'm missing it, but I don't see it specifically kind of spelled out of how many contacts we'll have with families and that stuff. um that's not included in the contract. Those services are free. So if that was something that we wanted to do, I simply need to just contact him, schedule it, and then meet up and we make it happen. So what you're seeing there is strictly for the student services that are being provided by the interns the program. >> And I would I mean even though there's no monetary value, maybe it's an inind contribution from the outside provider, I would still like for it to be formalized in the contract. >> Absolutely. We can include that when we when we when we move ahead, right? And
091if >> so, just so that that way we can say because again, this is just more for us to have that um additional information because years from now, let's just say we're doing this in the future. We want to go back to the paperwork and say, "Oh, remember when they provided that to our parents because that historical knowledge is going to be valuable." >> Absolutely. >> Thank you. >> You're welcome. >> We have a question from Vice President Corey. >> Thank you, President Singh. Um, two things from me. The first question is, do we know if any of the teacher interns or any of those applicants uh I'm sorry, let me rephrase that. Do we know if any of the recruitment for this applicants to serve as teacher interns are from Fresno City College or
092any college from our um state center community college district because I believe that they also offer u and I'm going to get this wrong like a teacher program or early education um program that would have in fact some of our own students um taking courses. So, um I think you're asking if if we also or if the Moreno Institute also recruits out of Fresno City College. Is is that correct? >> Right. >> Yes, they he does as well. >> Okay. My second question is um slash comment. Can we ensure that we are collecting feedback from our students and our families if he is providing any free training or or the Moreno Institute is providing any free training to our parents just to be able to better evaluate the effectiveness of the program um and ultimately
093whether it's meeting the needs of our students and our community. >> Absolutely. Um, previous years we've been using our district evaluation um form, but this year we'd like to have an additional survey included. Um, we also collect uh input from our families at the end of our year uh during our migrant meetings and we also have family outreach leaison um reach out to their migrant families and and we do some followup that way. But I really want to tighten that up and I really want to have a survey that's sent out to them. And so, you know, again, we're working to improve to continue to improve our our systems of how we're communicating with our families, how we're collecting feedback, and I'm excited that we're at a point now in our migrant program that we've
094got systems overall larger systems in place. So, now we can really focus on the work. >> Thank you. >> If I can add to that, >> when you Oh, sorry. >> We do have >> when the item is brought back in November, can we have some of that information presented? And a lot of my questions are focused on we know that the federal government um is has canled a lot of funding that would typically support um these communities. And so I want to make sure that we are intentional and effective in how we're using the local money that that we're receiving and in fact that we are utilizing all of the aortionments um that we are receiving. So, I just I want to highlight that because I know I've asked questions before and I'm going
095to be a little bit more critical uh about this program because we need to ensure uh that that we are good stewards of of the funds and the services that we're providing um to this marginalized group. >> Absolutely. Thank you. >> No other questions? Um, I would just uh just want to uh follow up uh Director Grisby if if we could definitely get the uh DSA attached on the on the Friday report and if we could also just see the data from last year. So just that we could kind of see how this uh group as kind of trusty Chavez was saying so we could see that improvement year over year. So if we could actually have the data from last year last years the last two years would be >> the DSAs from the
096la previous two years. Is that what you're asking? >> Thank you so much. >> Of course. >> And do I have a motion on set item? >> So moved. We have a motion by trusty Kuron and a second by uh I heard Trusty Salers first. I'm going to do a roll call vote. Trusty Felix >> I. >> Trusty Gutville >> I. >> Vice President Creo >> I. >> Trusty Chavez >> I. >> Trusty Kond >> I. >> Trusty Kirk >> I. >> Trusty Sers. >> I. >> Trusty Sidu. >> I. >> And uh I also vote I. Uh vote passes unanimously. Thank you. We move on this item uh this evening to approve the usage of Collegiate Stadium by the Emmeritzer Club Fresno. Director Rodriguez. >> Thank you, board president, board of trustees, uh our
097student uh trustees, and superintendent Dr. Marshall. Tonight you are receiving information regarding a facilities usage request that my department has received uh for the use of Darren Collegian Stadium for the uh Emirates Club of Fresno pursuant to board policy 13:30. The Darren Collegian Stadium facility use requests for outside entities are required to go to board for approval. If approved, uh the the club would like to host the 2025 uh Fresno Kabati Club uh cup on October 11th, 2025. Uh administration is recommending approval approval of this item. >> Thank you. First turn to questions or comments from our student trustees. >> No questions at this time. >> Questions or comments from uh the board at large? Jesse Kanton. >> Um, so I had this similar question when uh we first started hearing about uh football um
098because I wasn't familiar with that sport. Uh what is kabadi? >> So in attendance this evening we're uh we have Mr. uh Yadwander Singh uh that can answer that question. Wonder Wander is has been instrumental in uh helping us uh assisting with uh this request. >> So Kabadi is the hello everyone. So good evening is Kabadi is like our like national game from our country from there. So is play by like a one if you group peoples like a like a kind of American football but it's different there if you touch somebody so they can stop you the game of satanth so is the kind of like our culture game or like uh you say the national game is a world famous game >> trust trusty said >> I'll explain it okay so the best
099best way I can explain it is Um it's like a wrestling tag. Um basically one person um is going to go uh from his uh designated spot out to the other side and there's going to be four stoppers. The person going um to tag somebody's called a raider. And basically he has to tag one of the four and come back uh to the designated spot. The ways you can stop them is by doing um there's like safe holds you can do, illegal moves and legal moves you can do to stop somebody. And then that's where the refs come in um to judge that. And then if he makes it back to a spot without getting held um then he gets the point. If he does get held, the um other side gets uh gets the
100point. Uh it's a mix between tag and wrestling, I would say. >> I don't know if you confused him. I'll send you a video. But but but uh in Canada, Trusty Sellers, the the the police and fire department play the teams as well. I saw also a question from >> uh Trusty Chavez. >> Okay. So, I I think that we had spoken about this last time. Um, it's not really about the sport itself. So, I feel I feel pretty solid about that. I mean, that I don't understand it, but I'm good with it that I don't understand it. Um, I'm curious, did we confirm, and I'm assuming this seems really simple, but there was no conflicts with the schedule. We confirmed that, right? Yeah. Okay. That was all that was my question. Trusty uh Geral,
101>> this is going to be um I just want to confirm the safety of the event because recently there was a Kabui tournament in Fremont I think and there was a let's say a violent clash where police were called and I just want to confirm the safety of the event because this is an external source as well. >> That's a good question. So, our board policy dictates that the uh for for the amount of uh participants that'll be at this uh event is about 5,000. So, Fresno Police uh will uh be on, you know, on site and uh with 10 unformed officers. >> Thank you. I'm just asking for the safety of our community. >> Question. >> No other question. Do I have a um a motion on set item? >> A motion to approve.
102>> A motion by Trusty Kirk. I heard a second. >> Oh, Trusty Korea or Vice President Korea rather. Thank you. Uh I will do a roll call vote. Trusty Felix. >> Hi. >> Trusty Glitterville. >> I And I look forward to attending. >> Uh Vice President Ko >> I. >> Trusty Chavez. >> I clerk Keron. >> Hi. >> Trusty Kirk. Hi, >> Trusty Sers. >> I >> trusty Sidu >> I. >> and I for myself. So, uh, vote passes unanimously. Thank you. >> We move on this evening to our information items. Our first item is to receive information regarding the governance handbook. Superintendent Marshall. >> Okay. If you recall, we had a workshop on August 16th. Uh, there's a governance a draft of our uh, governance board workshop. Uh, if you I'm going to bring
103it back for approval on the 14th. So if there are any just look through it carefully if there any things omissions because we didn't finish all of everything. So if there any omissions uh things that we uh didn't talk about and such just give me some feedback uh before we go for approval. Thank you. >> Questions or comments from the board? Uh trust uh student trustees. >> No questions. >> Any other questions or comments at this time from the board? Seeker fund. >> Uh I just want to share with the public that uh one of the things we focused on at our governance training uh was our protocols and our behavior norms. We've clarified that the number one priority for this board is to keep the in focus on the interest of students. Uh we
104all share that belief here as does our superintendent Dr. Marshall that we want to be a student first district. Um so that's one of the things we're trying to commit to by putting that in writing uh for our governance book. Thank you. That item over vice president Korea. >> Thank you. Um, one of the things that I would just request and again homework for our student trustees is that they take a look um and consider developing some language for them as well um or some some feedback as to some of the things that that they may want to further highlight or areas that they may want to include and incorporate student board members because as written uh this handbook only references our electeds or appoint appointed trustees and doesn't incorporate our student trustees. That wasn't
105intentional. We didn't exclude you. Um we've just developed this handbook and I will admit I didn't think about um incorporating language that's more inclusive of the composition of our existing board. So I would just ask that you both consider uh providing some feedback as to some of the things that you'd like to see in this handbook. >> Thank you. >> Noted. >> Thank you, Vice President Korea. Uh with that we'll then the item will return in the future on October 14th. We move on to item number two. Receive report on community engagement tool and family engagement tool. Assistant superintendent Dr. Lopez. Good evening board presidency board of trustees and superintendent Dr. Marshall. Tonight I along with Mr. Dr. Eric Renrich will be presenting the community engagement tool and parent engagement presentation for information only. >>
106Good evening, President Singh, board trustees and superintendent Marshall. Um, just by way of acronyms on that first slide so we get that in there. Um, REA stands for research evaluation and assessment and of of which I supervise that department. All right, without further ado, um, as we came out of COVID in the spring of 2021, we started using the Panorama surveys as a replacement for the California Healthy Kids or CHKS surveys. A small group was gathered across ED services and student support services to select topics from Panorama's vetted bank of survey questions based on recommendation from Panorama staff. topics were selected to serve a variety of improvement and reporting needs and to allow us to compare na to Panorama's national norm sample of thousands of schools across the country. So each topic or dimension if
107you prefer were selected and you can see some of the topics listed on the first slide. Um I wanted to oops second. So I wanted to take just a moment to if I could there we um to review the process Panorama uses to establish high quality survey instruments. The following quote comes from their reliability and validity study related to students. They have six key elements in their process including literature reviews and focus groups synthesis of the indicators item question creation expert review cognitive pre-esting and interviewing. Then they put the whole thing out for a large-scale pilot test and do a whole lot of statistical analysis to make sure that they get reliability, structural validity, convergent validity, and discriminative validity. Yep. Since each question contributes to the overall understanding of a topic or dimension, Panorama recommends
108keeping or keeping all the items of questions together from that particular topic. Here you see some of the main topic topics common to the staff and teacher surveys. I'll also point out that due to the nature of the questions, the teacher surveys are really for teachers providing day-to-day instruction to their rostered group of students. So teachers such as RSP teachers, reading intervention teachers, administrators, and other credentialed teachers participate in the staff version of the survey. As I mentioned when we started Panorama surveys, it was right at the time we returned from COVID and getting back to in-personal in-person instruction. As expected, response rates that year were low. Over the next two years of fully implementing the Panorama surveys, response rates were improved, but it also became clear that we needed to shorten the surveys. Alongside
109this understanding, the school board expressed a desire to develop a community engagement tool. This led to the formation of a superintendent's community engagement tool workg group and another use of the panorama survey data. Because panorama survey instruments are used to provide information for a variety of purposes, the recommendation was made to provide data on a subset of questions selected by the work group. The selected questions come from all the surveys except for the SEAL student surveys, the social emotional learning surveys. Tonight, Dr. Lopez is presenting the results from the community engagement tool. And before I hand over the microphone, I'll note in passing that the attachment for the all data leadership view does indeed include all data from Panorama surveys, not just the community engagement tool. Dr. Lopez, >> thank you Mr. Renrich. So as
110discussed, this is the subset of data that is being presented to you tonight as a community engagement tool. As you can see, this is a family survey that was provided out of that subset of questions that were selected by the community engagement committee. Uh you can see that we have provided you with the average for those responses. Now, we see an increase in family engagement, school fit, school climate, school safety, but we did see a decline in barriers to family by 1%. However, we're still above the 82% the 80% mark, so it's still pretty positive. Family school communities, we also saw a decrease of 2% and student needs a decrease of 2%. Uh as a reminder, these are just based on the subset selected for the tool, not the whole pan panorama, which is also
111attached for you. So this is where we review kind of like the highlights based on that data. So we noticed that nearly three out of four families reported that their child's school is a good fit for their child. That was one of the highlights that we noted from that subset of questions. And you can see the increase for those two domains. again family surveys roles and responsibilities is an NA it doesn't follow a liquor scale um so that is why uh however the average is 70% 3% growth barriers to engagement we saw the slight decline however once again we're above 80% so we feel very very good about this subset the highlight is our families report that they experience few barriers to engaging with their child's school safety also increased by 1%. However, once again,
112we're over the 70% mark. That's still a pretty positive outlook. Family school communication, that was another increase of 1%. Uh nearly three out of four families feel comfortable communicating with their child's school. And that was a positive highlight that we noted not noted out of the four questions. there was a 2% decline in student needs. So as you can see the data is reflected here that is the average of the three questions selected by the committee. Uh if you were to look at this domain uh as part of the panorama it would show different data. The one highlight that you will see is that how concerned are you about your child's relationship with the adults? They actually show pretty positive relationship with the adults in our campuses. The uh staff survey for this specific tool
113uh focuses on three domains. The school climate which shows uh no change 64% roles and responsibilities is an NA because it it doesn't follow a liquor scale. Staff leadership relationships a slight decline of 1% 68% based on the five questions selected. So again, this is um the actual questions reflective of the school climate and roles and responsibilities. Staff leadership relationships. There was a highlight that we noted based on these questions. The highest areas of strengths are related to staff feeling confident uh in their leaders and the leaders have the best interest of the school in mind and they feel supported. So those were the top areas that we noted as a highlight from the teacher survey. We also had an saw an increase of 6% in educating uh students. Uh school climate declined by 5%.
114Staff family relationships increase of 1%. Staff leadership relationships a decline of 3%. Teacher efficacy 83% so above that 80% which was great. and roles and responsibilities is then again not applicable because it doesn't follow a liquor scale. I do want to note that where you see some of the slight changes um the idea is that we focus is on that one question again this was a subset or those two questions there's a larger component as part of the c uh panorama survey so educating all students that's where we saw the increase of 6% school climate uh decline of 6% and staff family relationships an increase of 1% and these were the questions that are reflective of the tool staff leadership de uh relationships there was that decline of 3% uh for for the subset of
115three of five I'm sorry the highlight is the highest area of strains are related to staff feeling confident about their leaders and respectful relationships they're noted by the 80% and the 72% in those questions teacher efficacy 84% an increase of 1% and that was a highlight uh from these two student feedback survey school climate 47% no change school safety 55% with 1% increase sense of belonging 43% no change teacher student relationships 81% there was no change. So what we've done is we're comparing primary to secondary because I thought that would be helpful for us to see the difference between the sites. Um what you are going to notice is in grades third three to five you see higher percentages depicted in these surveys when compared to the secondary sites. The highlight that we noted was
116that worry about violence decreased as shown by more favor favorable responses among youngest students. And how often students get into physical fights also showed a decrease as shown by more favorable responses. Teacher student relationships we are over the 81% which is a very positive thing to see. Sense of belonging 43% and again you have the uh comparison of the two groups between primary and secondary. Something that was requested last year and I noted was the fact that you guys wanted to see how uh we compare across the groups because we were only focusing on the community engagement tool. These were the only areas that we noted as comparable between subgroups. uh there were questions that were related in each one of those groups. So family uh grades three 3 to five survey as well as
117the grades sec uh 6 through 12. We have the school safety question that was relatable. And as you can see the comparison high school students actually had more favorable responses in that sense compared to the five uh three to five and the parents. the likelihood of a student being bullied. Uh so three to five uh actually had more favorable responses slightly over uh family and uh 6 through 12 had the lowest of favorable responses. If student is bullied, it's easy to find an adult that uh to help. The family actually showed more favorable responses. They felt their students had that um support. 3 to five actually show the second and uh 6 through 12 the least respectful relationships. We also see grades 3 to five at 85% feeling like they have that on campus represented
118in their campus 6 through 12 at 79% that's also pretty positive. Uh and staff uh these were the comparison groups that had that same question in their subgroup at 68%. and hope for the future and we see staff at 61% uh favorable and teachers at 54%. Those were the compare comparable groups. If you want to see the actual survey, the full-on server survey that was provided for Panorama, they're there accessible to you and this is where we now come um with we are going to present all the parent engagement information for you. Not if you would like to join me. I do would like to say thank you to Nora Sebayos. Uh so our goal last year, we came up with a a student engagement baseline. We didn't have a lot of data to be
119able to say this is our baseline. This is where we are as a district. How do we move forward from here? So last year our goal was to collect data. So we were able to create some tools. Thank you to not Sevayo and the FOs along with our state and federal department. So they've created surveys that we were able to use in order for us to collect data at the sites. We also want to say thank you to our leaders because we know that there there it takes time. You got to create QR codes, put them in all your presentations. Our FOs had to invest time in inputting that data uh through data days, data dives. So those numbers that you see there uh it took quite a bit of time just for them to
120put together on an ongoing basis this these reports. Um, so as you can see here, the car categorical meetings are all the meetings that include schoolside councils, English lang language advisory meetings, district English language advisory meetings, title one meetings. So uh the totals that you see at the sites, those were the ones the total of parent engagement that you saw at those meetings at the sites. However, in addition, we had districtwide meetings where we had an additional 701 people that attended 23 additional district level meetings. classes and workshops. We are very proud of the work that many of our FOs and collaboration with their leaders or principles and vice principles are doing to lead some of these meetings. And I'm noticing that as I visited some of the parent uh coffee chats, we're also inviting
121community- based organizations to come and present to our families as part of those. So, you're going to see some of the sites that have very high uh parent engagement for classes and workshops such as parent coffee chats. Um in addition our district provided 80 additional district level classes and workshops with 1,368 people attending. Some of those classes were like P kind of meetings as well as parent university from Fresno State uh Moreno actually Moreno Institute one of those free courses he's helped in some of those as well to provide for our district as well as some of them led for by uh Nora Sevayos and myself school events uh you can see the numbers reflected those are the total number engage of engaged family members or parents that attended these events Uh you can see
122one of the highest right now is Hearn and Barstow with 7,000 people that attended those events. Additional people attended district level events. So that was an additional 2,100. And what we use is data from the T community resource center. How we collaborate in some of those and some of those were ELO provided kind of events. Parent engagement for the total year of 2425 and 20 2425 academic year we recorded 55,230 caring adult interactions on our school sites as well as our district office thanks to the collection of this data you saw two forms attached and I kind of wanted to say a little something earlier when somebody mentioned a survey to to be able to get get feedback from families of how effective that professional development was. We actually do have a tool. We just
123created it. So, we are going to present it uh to our principles and our state and federal department to get some feedback. Uh but that is coming up as well because we know that we want to val we want to value the feedback from our uh families and see how effective the PD is and providing them supports. If you would like to see the two tools we're using, one of them uh is attached to um to the presentation, the new parent service tracking form and the new parent engagement attendance form. uh that is being used at all our sites to be able to collect more ongoing data. Now our families just scan a QR code and is able to tell us five of five family members came with me to this event instead of putting
124so much on the effort on the FO to come and do data days where they have to enter all this information in themselves. I know that they attach the form. So this is an example of a community resource referral. I mentioned in past uh past board um presentations that we used we went from two to three community partners that we used to work with with now clearly almost 80 or so. So it's exciting to have built all those connections to thanks to the support of our FOs uh not community partners that we're working with right now. However, now we want to track how many of those parents and families are referred to those services and did they did they get the resources that they needed. So, this uh community resource referral tracker is going to
125be completed by our community uh coordinators as well as our um FOSs and our staff. Um so, when anytime we refer a family to any of these entities, then we're going to be able to um track where the parent came from, what school, what support they were provided, and uh how many individuals received the support, like did they need clothing for three of their kiddos, and did they receive those services? and then the feedback as well, just like a follow-through. Did you get what you needed? So, we're excited to see that because this will be the baseline year to collect this kind of data. So, we're excited to see the return on investment. I know we've had those discussions. Uh, and this is the school event attendance. We wanted to keep it super simple, so
126we don't make it super hard on families when they're attending the event to scan the QR code. And we do have alternative ways to collect this data as well. We know some schools sell wristbands for events, right? So that's an easy way for us to collect feedback on or the numbers that they're actually selling that will be attending the event. So we have an additional way that we're collecting that data as well. Do you guys have any questions? We're happy to answer any of them. >> Thank you so much. I'm sure we're going to have a lot of questions. I'll first turn to uh our student trustees um uh Felix and Gervo if they have any questions first. >> No questions. >> Um thank you for all this data. I appreciate it. But moving to
127the family survey, um I want to focus more on not just how how we're getting that data and what we're doing, but I want to focus on more what we're doing with it, like how we're implementing it, cuz that's that's how I see data being useful if we're implementing changes to it. And being a student representative, um going to family communication and student needs, I saw there's a decrease, but congratulations on the family engagement, everything like that for that increase. But for that decrease right there, are are are we implementing any resources or do you have any ideas to get that back up for this upcoming school year like in the future? >> Yes. So this is a collaboration between educational services, my department, HR, right, and leaders and sites. There is no site one-sizefits-all.
128Every school is different. So what we do is we collaborate with leaders to analyze their data and uh I know they work very closely with area admin as well as all the resources that you just heard from tonight and they create plans of action right you heard two presentations today from El Capitan right and Soroan and that's an example of how they use all the resources that we have in our district to create a plan of attack like even the rubber duckies right like that's actually creating a positive a positive incentive to come to school right like that could be the one thing that they are looking forward to So that is how we um basically target the needs of the site in collaboration with site leadership and with our departments and resources that we
129have available. >> Thank you for that and thank you for everything you do. >> Um next we'll invite questions from the board. I have Trusty Sers and then Trusty Chavez. You >> Dr. Lopez. Um, when it comes to the family survey data, it's it's great to see that there was an increase in participants, um, are we collecting data on what school sites those parents are, uh, representing? >> Yes. So, the breakdown in the bar graphs shows you what schools are attending and what events they were. The ones for the district level, we also collect. Correct. So, as far as the uh panorama survey, um that's included. >> Yes. So, that was attached to uh the board item, the panoramic data for by site. >> I I must have missed that. Uh was it certain school
130sites or was it kind of across the board everybody seeing small gains? >> No. So, some school I saw large gains on different domains if we're focusing on the panoramic data. However, this engagement tool was only it's only done for the district level kind of view. Ju just to add uh trusty sellers like although tonight it's just a information item the the supporting document the one that Panorama central unified all data uh all data leadership that one has it by site and it shows significant differences on >> I'm looking at that I just uh I was wanted to clarify and confirm that if certain school sites are doing something different than others and they're seeing those gains how are we capturing that and trying to promote that throughout the district. >> That is actually a
131discussion that we were having earlier today as well between our two departments. So, we do have our area admin that work closely with leaders at the site on area capstones and site capstones. They identify problems of practice to be able to figure out how do I use the resources that I have to be able to support. However, as district leadership ourselves, like we want to figure out how to better align our professional development for leaders to build capacity and leaders uh and provide additional resources if needed. So, that is something we're exploring. I know that we're in the in the process of finalizing our five district goals as well that will be coming to you soon. Uh we gathered uh feedback. So the idea is why not moving forward do we align those district goals
132to our professional in-depth APLs to make sure that even those capstones happening at the site level are aligned to those goals and that's where we are able to get more feedback from leaders about what they need. >> Okay. Um I want to be specific as far as the family survey that's as a parent I'm taking the survey on my phone. Is that correct or my digital device? >> It is. It's either on the phone or uh it could be a tablet. And what we really push our FOs to do as parents are coming to the office when we know it's that window the windows open, we try to get every parent that comes through that door to complete it because the more people that participate in the survey, the better data, the more reflective of
133the of the views of the community. >> Okay. Are we doing other ideas and concepts to promote it? because I know as a parent I was at the kids's elementary school a lot more often than I am at their high school campus. Uh so you may not be capturing and promoting the same manner but I don't want to focus efforts on one grade level or school site and completely alienate and miss out on opportunities. >> I know we're also sending information through parents where so all of that goes out to our families. Um correct maybe you can answer parent square uh as well as uh I believe they get a text communication that this is coming through parent square and on top of that we also follow up with sites um so we can explore
134other options as well. This that's something that we still need to discuss. >> Okay I see the 1892 uh participants that's great uh that's still just a fraction of our families in the district. >> Yes. So that is something we're really trying to um increase this year. So good for baseline data, but baseline is baseline. How do we increase it? Now >> um as far as the the grade or excuse me, students that participated is that all grade level uh was it kind of every other year, third, fifth? >> I think Eric can answer more questions. >> Sure. You'll saw on the two instruments that we presented, one on top of the other stack, there's a three through fifth grade instrument which has slightly different language than the sixth through 12th grade does. So all
135students from grades 3 through 12 participate in the student service. >> Okay. Um when I look at the questions, do we select and write those questions and opport the answers to select or is that just pulled from a generic form? >> Panorama develops through their six-step process the questions that are used. They vet those both in terms of cognitive content and statistical reliability and validity. So we pick from among the questions that are presented and they have an extensive bank um that also roll up into the topics that are presented. >> Do we have the opportunity to improve those uh answers? Because when I I look at some of them that the answer is slightly somewhat quite that's kind of um open to interpretation. What does that mean? It's not a definitive yes no. Uh
136is there opportunity to improve that? >> So Panorama is also currently in the process of de developing or they've just launched a new way of looking at it as the favorable close to favorable and then the unfavorable. So some of those in that are middling will go toward the um looking at it as as its own category, its own standalone category because that's been something of it. The other question that comes up is about the language with that and so we have the opportunity to look at the revised language which revised just in 2024. But because of the timing of the surveys, we elected to keep the language the same at least for the last survey so that we had the comparability that we're able to provide to you from one year to the next.
137Okay. Um >> the idea is that the more we change the survey that you you can't it's hard to compare right so what we wanted is last year was the first kind of true subset of these kinds of responses that had not changed from my understanding and two years ago and then last year was a comparable data >> so now that we've gone through that and we see data and we saw whether we increase decrease we can examine more questions. The other reason why we choose to select panoramic data from our conversation is that we are able to look at data from other districts surrounding districts that have selected those same data platforms and as well as uh questions and compare ourselves to other districts. >> Okay. So just to remind you uh Trusty Sers,
138we had a small subcommittee that that chose some of the questions. Okay. >> Which was you, myself and at that time Trusty Soliss. Yeah. So, so we picked some some of them but to their point uh I never know how to pronounce it liquor or lyker like that that scale is like you said is it sort of >> at that time the answers were confusing and I was told that we couldn't change it. I want to know if that in its own has changed that the questions and answers can be a little more customized or are we still utilizing the same uh templates? Yeah, we can definitely uh committee sounds like a something we can possibly put together for something like that. >> Okay. Um when it came to the uh categorical meetings and the
139data for uh other engagements that are duplicated numbers, do we have the ability to break that down even more into unduplicated? >> Are you able to? Well, what happens is that a lot of families come to the same meetings um over and over again. We can go back to the data and take a look at that information and see which ones came um usually to the same meetings and which ones were kind of new. So that's how we can come up with that information if you need it. >> Okay. I was just trying to get an idea if we are actually growing or if it's the same 15 families that are highly active or just participating even more. >> No, we are growing and um I will need to go back and I will need
140to talk to um uh Miss Grisby to go back and see the data from that year uh before 2425. So that way you can see the comparation if that's something that you would like to take a look at. Okay. Um, apologize guys. I have lots of questions. But, uh, when I looked at the se second page here with the, uh, Panorama survey results for each school site, uh, one of the first things that jumped out at me was there's kind of a discrepancy between parent survey answers and student survey answers. We have, uh, any kind of idea what's causing that? that it looks like let's say I use school climate for example parents and families seem to say school climate school safety is scoring pretty well I look at the student side of it it's
141not >> so a lot of time it comes back to experiences so what we notice is sometimes like the younger ages tend to rate bullying sometimes higher than middle schoolers because middle schoolers have more of an understanding of a bullying tendencies are. Um, so there's some of that. However, uh, we clearly see uh a need like our 60% 40% that's that's something we need to work on. So we're not saying that just a perception is something that that is bad. It's it's actually work that we have to do. We have to figure out how to address those needs. >> Okay. um me break it down by grade levels. One of the things that uh looking at it seems like our and this is the same for I believe the staff as well uh our middle
142schools and high schools don't seem to look so hot. uh and as we're analyzing this data and comparing overall districtwide and identifying focused or areas that we need to focus on, what specifically are we doing to address that? >> So again, that was our discussion from today about how do we collaborate with educational services in our departments because we can say we have intervention meetings and bait processes that we target in my department, right? We train our staff every month. We go over best practices. We we try to provide tools for intervention counselors to target student needs. However, we know that climate perception uh safety perception is not just about the bait team and the the intervention counselor, right? This is a team effort that we all have to kind of come in and problem
143solve around. So, that is where we discuss every site is different. The as you can see the data is different at every site. So, how do we create plans of attack and uh how do we ensure that we provide the resources that our leaders need as well as the professional development needed to figure out how do we use all these resources and create an active plan for their school sites to target our problems of practice? Have we uh thought of having a follow-up survey to specifically target those campuses and uh groups that are ranking things very low, find out why. >> Yes. So the one thing we have noticed is some school sites are um sending a second survey to their kids and they're able to ask questions around what is um why do we
144perceive our school this way? So I've noticed that in a couple sites at least based on conversations with our TOSAs and with uh our private private uh prior climate supervisor. Um however we haven't sent one to leaders and that is something that I think we need to look into. >> Okay. Um see I had one more question here. I'll pass it on so I can come back to my question after. Trusty Chavez. Thank you, Trusty Sellers. I think I think you got a lot of it for me. Um, but I Okay, so I'm gonna be honest. I I'm a social scientist by trade. That's my expertise. So data is really like one of the things that I'm big on. Um, so I don't want to take away from anything that the FLS have done. So
145family outreach liaison, I know how hard it is to conduct surveys, gathering this research, establishing a baseline, extremely challenging. The thing I don't ever want to see is a duplicated count. And I'm going to tell you why. Because that would be considered in in my world of what I do dirty dirty numbers, dirty data. Because what that means is you could be counting the same person repeatedly. So, we can um speculate that we've seen growth, but you can't demonstrate growth unless you're isolating unduplicated count because we want to see one family and we want to see how many I don't care how many meetings they've come to and maybe you decide you want to do a duplicated count, but I should always see an unduplicated count. So, I should never see duplicated only presented by
146itself. So you could do both, but I just I don't ever want to see unduplicated that's not presented. Does that make sense? >> We can definitely refine as stated last year was our first year kind of trying to get a feel for it. Well, because what this does is it bloats the numbers. And I know that's very appealing when we're doing data collection because it looks really impressive like we've had all these contacts and we've had all this, you know, we've done all these great things. But when we're actually letting the numbers guide us, you never want to lead the data somewhere, right? We need to just look at the numbers as they are concretely. And the way we do that is by looking at the numbers and letting them speak for themselves. So I
147think what I would ask moving forward is that we don't try to put a positive spin on it like we are where we are. Data is data it's fine and this is a baseline so we can always use it as a comparison to grow. So I would just caution us moving forward that we don't do that. Um, the other thing that I would say that I'm the only thing I will say that I'm really like concerned about across the board is I see the engagement on all the different sites and it's great, but consistently across all of the contacts and all of the things, Persing Pathway is the lowest engagement level. Not surprising and definitely not a knock against Persing Pathway. But if this is data that we're going to be using to inform our
148LCAP and knowing the purpose of the LCAP and the vulnerable students that that's supposed to serve, those school sites represent our most vulnerable students. So if we know that the data is pointing us to the fact that that has low engagement, to me, that's like red flag number one. That's where we got to go first, right? So, it's nothing that you don't know, but I'm just saying like this bears out some of the things that we already know. So, it's a good baseline. But I think that those were just the two comments. And I don't think that it'd be wise for me to come in and and do too much the first time because it's our first time. >> But like I say, if if you guys could come back with the unduplicated count, that's
149all that I would ask for the current moment. >> Yeah, of course. And I I do agree with you on the fact that we do need unduplicated accounts for like this here, classes and workshops. I would love to see which ones are the parents and I think we're able to disagregate it that way. My worry is in all honesty is school events. We have some events like color run, right? We sell bracelets and we're able to count. Harvest had 700 in one event. Like there's no way we're going to be able to write every single person's down and scan, right? So for those events, the fact that 700 students and parents showed up or family members, that's great data to me to say like your your event was successful and pulling parents in. >> And
150I think that's more about the event than the parents. >> Yes, I agree. >> So that's how that's that's how we let the data lead us, right? Like so we start to see like certain things engage our families most, >> but then we can actually isolate, hey, these particular sites we need to work on engagement. we have zero unduplicated count, right? But on this site, we have, >> you know, 100, 200 duplicated count. Why are so many parents coming back to so many consistent events? That's a great sign. >> So, that's just the difference between unduplicated and duplicated. So, we just need to discern as best we can >> just so we can start to really have a clean baseline. >> So, we'll provide you this data here as well as the categorical unduplicated and
151the Friday report. However, this one is going to be hard. So, just know that that one will continue to show uh the unduplicated >> whenever it's not possible. Just note that. >> Yeah, >> it's okay. >> We can do that. >> Thank you, >> Trusty Sellers. >> Thank you. I remember the questions. uh looking at the data also when you have the uh general overview of everything if you're including the uh online home school and some of the other campuses into that data it does skew that for example if you look at the uh school climate school safety you know if I'm a homeschool student I really would hope that my school setting my bedroom or whatever is safe but that does impact the uh the overall score when they are the highest rated. So
152moving forward when we analyze the data and start making some of these decisions uh I would really advise focusing on the actual numbers not just a overview. Um, other question I was going to ask is when we start seeing campuses that are doing really well and trying to find out through our collective efforts, what are you doing? That sort of thing. How are we as a district ensuring that we're implementing that across the board? Because right now and in past meetings, it seems like I can give you great advice. I can show you the way. I can point the way to you, but you can still at the end of the day say, "I don't want to do that." Uh, and some of our schools, I've said it before, operate like independent islands. And if
153you have somebody who's already invented the wheel, we don't need to reinvent it over here. We can just >> copy and paste. >> So, I know that's something that we collaborated with uh last year was the integration of area capstones. So, by our area admin, I know that is something that I collaborated with with Tammy as well. Uh, boatright. So the idea of how do we identify a problem of practice and problem solve as principles together and share ideas is something that was new last year as across a area and they did amazing work in targeting some of those area capstones. The idea is different districts do different things. We have a new team with us. I'm excited to collaborate with our new team because like I said one intervention counselor is not going to
154answer your question. One FO will not. It's a team of people and how you use those resources around a problem of practice. However, we understand we need to create the space for our leaders to do that in ideas. Uh other districts provide something called a pack team. So, it's principal advisory communities. So, then they visit each other. They share their their area capstone or their capstone and they're able to walk classrooms and say, "Hey, this is what I'm doing for incentives. This is what I'm doing for P my PBIS matrix looks this way." Right? uh and when they share those ideas, it becomes more valuable than us telling them what to do. At the end of the day, their leaders, they're already applying that in their schools. So, we are looking forward to collaborating across
155our departments to figure out how do we create opportunities for our leaders to exchange ideas, but also resources if they're needed and professional development. >> Okay. So moving forward now that we have a feeder school concept uh as our neighboring campuses are seeing gains and that information is being shared across the board. If those campuses continue to show low scores either academically or in surveys, uh do we as a district have any ability to start implementing and saying it's no longer up to you. We're going to start doing it this way. >> Yes. So this is how uh if you would like to answer some of that. So if I may, the um data is used by the supervisors of the site principles because there is an accountability measure to an expectation that you will
156continue to improve um that no matter where you start, you move. Um so part of the panorama data is included in the evaluation for those principles and the area administrators have been great about sitting down with principles and looking at the areas that they need coaching or support or professional development. So that's kind of how we've been moving that and holding the accountability component to it as well. >> Thank you. Those are all my questions. Vice President Korea able to join us? She signaled to me she had a question. >> Can you hear me? >> Now we can. Yes. >> Okay. Awesome. Thanks. I was just talking to no one in the hallway. Um, I was I was just saying 30 seconds or less for my comments. I know that Trusty Cellers's comments and questions
157are are well intended and they come from a good place, but I I do want to just reiterate as I have in the past that I want to be careful and and I want to make clear that I do not support making decisions to say this works at Liddell. All elementary schools should follow should follow this because what works at Liddell may not work at Tilly or and may not work at TE and we've had previous administration that believed in that model and it really is a disadvantage to our students and our families because each community may have something different. I I agree and support having these discussions and figuring out what works and trying different things. Um, but I I just want to make clear that if we're going to start using this data
158to say, well, everyone must have the same services or the same incentives, I'm I'm going to be very vocal about opposing those kinds of practices. Um, and so I just I just wanted to share that. The the one question I have is Dr. Lopez, what is the purpose of the Panorama survey results? What do we use this data for? >> It for various purposes. So again, this is a collaboration between educational services and our departments from student and family services. Uh educational services oversee the oversight of Panorama. However, they also support leaders at each one of our school sites, right? So at the end of the day, our leaders make decisions for their school sites. We want to support them in making the decisions that will help them and wherever uh they identify areas of
159potential growth. Uh our resources are there to provide that support at the site. However, we understand that as we collaborate this year, we need to be intentional about the purpose of our professional development for leaders. Um, so the panoramic data is able to provide us with guidance on how do we lead professional development for our FOs around parent engagement. Even the data around parent engagement, right? Uh, the unduplicated council now that guides my discussion. We actually have an FO meeting tomorrow where we're going to target that. Now, um, additionally, it helps us guide discussions with leaders and problem solving, right? Being able to come up with a problem of practice from our area admin down to our department, parent engagement, and how do we uh target needs by site. We notice one of the sites
160or a few of the sites have a lot of workshops for parents, but we're noticed others are struggling. So, how do we come in and support our leaders at those sites on parent engagement or parent coffee chats? perhaps they need more resources to be able to hold them. So, it just helps us think about what is happening at some sites and how do we support our leaders at those sites. >> Thank you. I think what would be helpful for me um moving forward is when this item is presented is that we also get concrete information as to what we're going to be doing with it. So, if it's going to be a matter of this is how we're going to improve. um because otherwise we have a lot of questions and thoughts and quite frankly
161our data has not looked good for the past few years and so it would just be more helpful for me as a trustee and probably my colleagues as well to know okay great we've collected all of this now tell me concretely what are we going to do with it >> and and I think for our students as well to know this is where we're moving from >> I think what we can do also is provide you an update and one of the Friday reports because we are excited about finalizing the five district goals for the next few years and that is what's going to help us guide our professional development to target some of these areas. >> Trusty Gutterville, >> um I want to ask going off what Phil and my fellow trustees also said
162before from the student/parent perspective, are we making aware of parents and students that this is what we use the data for? this is how your data influences your school or your students or because speaking from a student perspective, I know many of my peers when we get sent surveys, we mindlessly fill them out because we don't know what they're used for. We don't know why they're important or even for parents, like many of our parents don't know why they're filling out the survey or they don't want to fill out the survey because they don't know what what it is for. So, are we raising that awareness for our community? >> That is a very good question. You've been on a roll tonight. I just have to say that. So um yes, we we currently do
163not know that but we are extending a survey to leaders now uh based on feedback and I think we're going to add that question. Are we making our parents and family well our parents we can figure out a way to do that but are we asking our kids or are we letting them know? Yeah, we can ask that question. Thank you >> Trusty Sers. I just wanted to clarify with the trustee Curo that I agree. I don't think there is a one-sizefits-all that encompasses everything, but and I think Trusty Curio would probably agree with me that we as a board and as a school district cannot be acceptable of continuing to fail because we're unwilling or unable to change. >> I agree. >> We agree on that sentiment. So, so I just have um two
164just quick quick comments. Um one is uh were things that I was really excited to see uh things that actually surprised me that um uh parents felt that uh are we are providing a safe environment um against drugs maybe in certain ways in a much more confidence than sometimes even I have. So I was really excited to hear that see that parent parents are feeling that way. Another one was to see uh the rising confidence in our uh teachers and support staff with oftentimes their uh site administrators. So those those were for me fantastic things to to see increases. Of course there's some variance and um specific sites I don't need to name them that had huge drop offs that we clearly need to have some internal conversations at very specific to those sites. I
165think two things though that were kind of most alarming and part of kind had come up this conversation was clearly we have a disconnect uh most actually with our students that I think the adults whether our our our families and our our our teachers our side administrators are feeling good about the direction we're going the students it's a much more sort of mixed bag and I think um I have a special sort of like I guess requests especially for our student trustees. Sometimes I one of the ones that really um uh makes me pause is especially at the secondary site where you you guys are like the high school level how disconnected our our students do feel to like what's happening on campus. Sometimes I don't think adults even know what connection looks like. So
166maybe there's a place in the future like in one of our when we do board reports could just be informally just asking students if I can ask you for that homework just what what would connect what would make you feel more connected what does even connection look like for for because sometimes I don't know if we even know what that word means or what that connection means and what I'm definitely going to ask because I saw this um for potentially uh for an information or a presentation uh for a future board meeting if we can make note but clearly our families and our students students feel that there's a disconnect when bullying happens of actually how to report that like both of them had uh quite a bit where there was where they felt uh
167either slight there were some there was uh and the families uh feeling of not reporting things because they felt retaliation could happen to their child but both parents and students felt that um at a high level that uh uh they did not know how to report or to whom to report or that that was going to be so I would love if we could do have a presentation potentially for our community, for the board, uh so that when uh bullying does occur that uh students and families both know that um h how to report that and uh if there are loose ends within our system that we need to tighten up that that we're having that conversation. >> Yeah, we can get that presentation ready. >> Thank Thank you so much for for this presentation
168this evening. >> Thank you. >> We next move on to our uh Thank you all. Uh we next move on to our next information item for this evening. Number three, receive information regarding professional architectural services for softball upgrades at Central East High School. Director Rodriguez. >> Thank you. Uh board president, board of trustees, our student uh trustees, and superintendent Dr. Marshall. Attached for your information uh tonight is a proposal from Gonzalez Architects for the Central East High School softball upgrades project. The proposal amount is in the amount of 320,000 for architectural engineering services. Gonzalez Architects has provided comprehensive architectural planning and interior design services for school districts in the Fresno area. Administration is recommending that this item be placed on the October 14th, 2025 uh board agenda for action. Be happy to answer any questions
169you may have. >> Questions or comments from our student trustees? >> No questions. questions, >> questions or comments from our board. Trusty Kodon. >> Uh thank you, President Singh. Uh Mr. Rodriguez, on the uh on the sketch, it mentions that it's uh these are relocated. Are the uh fields planning on being moved as far as space on regard on campus or are they just being remodeled? >> No, you're you're you're correct. It they're going to be moved and and pushed out. I'm having trouble visualizing where on central uh east campus that would be. >> It's just north of the uh athletic uh pool complex. >> Okay, got it. Thank you. >> Across from the fire lane. >> Okay, thank you. That's it. Appreciate the project. Have a good >> welcome. >> No other questions. We'll
170have this returned under consent at our next meeting. I didn't say it out loud for item number one for the receive information regarding governance board. We'll have that return under action. Thank you. Thank you, Director Rodriguez. We move on to item number four. Receive information regarding middle school assistant athletic director stipens. Assistant superintendent Dr. Lopez. >> Hello again. So I am very excited to announce that based on negotiations last year uh we created some new stipens for assistant athletic directors. So the job descriptions you see in front of you uh were created in collaboration with our uh CUDA partners. uh our director of athletics as well. I collaborated with our uh athletic directors at the middle school as well as um other uh district athletic directors to create the the job description in collaboration with
171HR. Um and uh what we had to do is also revamp or revise the athletic director stipen to show that there's an assistant now there. I'm happy to answer any questions. >> Questions from our student trustees. No questions. >> No questions. >> Questions or comments from our board? >> If none at this time, we'll have this return under consent. >> Thank you. >> We move on to item number five. Receive information regarding revised job descriptions for special education. Assistant Superintendent Dr. Lopez. >> Hello. So to ensure alignment between the job descriptions that we had for functional life skills as well as RSP uh in alignment to the certification that is needed by the state of California, we had to uh revise two of the job descriptions that was our FLS functional life skills as well
172as RSP resource uh specialist job descriptions. And I am very excited to share that our collaboration with CUDA and other uh union partners was really effective uh as well as in collaboration with HR. we were able to revamp those two job descriptions effectively. Uh I do want to call out specific individuals that really invested a lot of their time uh including Zoom meetings. Uh Megan Barentos, Andrea Chase, Isabel Ortega, April Cotton, Kelsey Bergendall, and Serena Mendes are special education teachers that really supported in the revision of these job descriptions. Uh and they're now in front of you. There is one last revision that you don't see in the red line and that is a driver license and use of personal vehicle may be required for multi-sight assignments. So we are asking to just revise that.
173Currently it states a valid California driver's license requirement. However, based on feedback from our board uh preparation um we uh collaborated with lawyers just to make sure like if the driver's license is not required, it's not required. However, if they have multiple sites and they may need to be at that site assignment right away, perhaps a driver's license may be required. I'm happy to answer any questions you may have. >> Thank you. Uh questions or comments from our student trustees? >> No questions. >> Comments or questions on set item from our board? Thank you for catching that um and and for continuously revising and for all the teamwork that went into creating these positions. We'll have this return under consent. Uh with the revision um noted, we turn to item number six. Receive information regarding
174job description for school safety dispatcher. Director Quer, >> Dr. Marshall would like to make a quick comment. >> Okay, real quick. Uh this is a followup. At the last board meeting we got a comment about like what are we doing about safety? So this is ties right into that. >> Thank you Dr. Marshall and good evening president Singh and board members. Um this evening um we are uh attaching for review a new job description called the school safety dispatcher. This position will enhance safety across the high school campuses through real time monitoring of ex existing security system. The district is proposing uh to staff this position with three full or to staff this position with three full-time 10-month classified employees, one position at each high school campus. Cost of salary with health and welfare benefits
175for all three full-time 10-month classified school safety dispatch dispatchers are listed below. Um the uh CSA classified bargaining unit salary schedule be range 20 and administration is recommending this item be placed on the October 14th 2025 board agenda for action. >> Be happy to answer any questions. >> Thank you director. Questions or comments on set item from our student trustees? >> No questions. >> Questions or comments from our board? Trusty Sers, >> do you know who monitors the cameras now? >> Well, the cameras currently are um in the location of the SRO right now. And so last year, we had a couple of events that warranted a discussion with two campuses regarding our reaction. And when I went around looked at the campuses, I realized that along with our team that we have these cameras,
176a lot of them, a lot. and they're really postforensics analysis. And so even though they're in an SRO office, the reality is is that they're being used for post effect. And so what we're trying to do is increase our our response time. It's not going to be perfect, but I know that we're trying to increase our safety. So yes, they are in the SRO. They administrators do have access to it, but the reality is is uh there's no real time monitoring going on. So I'm just going to be very transparent. >> So we're looking at creating a position to be more proactive instead of reactive >> proactive but at the at the same time we have a lot of work to do in regards to training in regards to um improving that response time. Um,
177we've done I've done some research on it and the reality is there's tons of stuff out there, but there's really not like how do I say the 100% formula, but I know that with right monitoring and training and reaching out to companies that have provided this type of training, we can increase that that efficacy and that response time, but it's going to come down to measuring the outcomes. Um, yeah, we can put somebody in there and yeah, it looks really good, but the reality is we want data to show that it's increasing response times and maybe perhaps it's going to have an impact on decreasing the type of events that we have. Um, and I know without that data, we're not going to be able to measure whether or not we're being effective, but I
178know we need to do something. >> Um, reading through the job description here, how does this position differ from that of a student liaison? Um so in regards to student leaison um first and foremost obviously they're they're out and about on campus and supervising physically the campus. The student lison's never really engage with the camera system and a lot of times their reaction is based on what radio messages are communicated um over the radio. Um, and so what we're trying to do with this camera system, because when you look at the number of cameras that are installed, we have about 120 at Central East High School. We have 80 at Central High School approximately and approximately 125 at Justin Garza High School. Um what we're hoping is that with that information with the training that
179we will receive for this person we'll be able to provide a quicker response time to our student lison um whenever they are viewing or observing any type of behavior that could warrant student lison to get involved. Now this position will obviously be at a be at a lower uh pay rate than the student lison and the head student lison. Um but at the same time I think it's really going to be about triaging between the lead student lay well the administration lead student lays on student leison and this person including the law enforcement officer in regards to monitoring and providing reaction time to any potential threats on campus. Um but the main difference will be that they're going to be um more involved with the sophisticated part of the camera system. um involve more clerical
180type of data input and whereas the student lison aren't involved in any of that stuff. Um they will have a radio with them. Um they will be trained in how they're going to communicate any type of safety threats that they deemed uh is necessary to communicate. they will be trained with Catapult and when we do eventually get uh the person here at the district office who will you know fulfill the role that Cassie Smith was in the previous campus culture and safety then that these people will be overseen by that person and trained and provided that type of support. Um, is the, uh, the intent that this position will be in front of the cameras the entire school day or are they going to be utilized to go out and monitor uh, a gate or
181a hallway restroom? >> I think that our vision right now, which will, you know, it could change is right now that they're going to be engaged in the monitoring system, learning the system, and knowing how to react. The reality is, and I've done the research, is that when you're looking at so many cameras, your effectiveness will decrease over a period of time. So, we've got to be able to think outside the box in regards to what we're going to do to help increase that response time. There's technology out there, and I, you know, I I don't want to spend the time talking about that, but there's technology out there that will assist with that type of response time, and we're exploring that right now. but they're also going to be used if needed out there
182to support. But our main goal is that we're not going to be putting ourselves in a situation where we're hiring these people and we don't have them there in front of the cameras. So, we we need them there. At the same time, it isn't just going to be sitting at a desk and looking at it. It we're going to require some data. We're going to require some some proactive solutions and we're going to require administrators to be engaged with that. not just like there they are, you know, let us know when you see a problem. We're going to have to really invent this process and and really push ourselves to uh be effective in this this process. And we have to be able to be willing to think outside the box and use modern technology.
183>> Um have we considered making this a liaison job duty? >> Yeah, that's been discussed. So my my concerns are when this person is on vacation or calls in sick, who's going to take over that workload? >> Yeah, actually it's a great >> I I really appreciate the fact that we the district is considering this and looking into it to be proactive, but there's a reason why the fire department and police department are staffed 365 days a year because we don't know when that incident. >> No. So to prioritize this and say we want to be proactive, but we're also going to move this person over here and give them other assignments and never make it universal that uh somebody is capable of being in that position all the time. Uh I'm I'm curious how
184this is going to work. >> First of all, thank you for bringing that up. We we did discuss that. Um it was one of the issues where when this person goes to lunch, what are we going to do? Or this person's sick, what are we going to do? So we are willing to explore what the board recommends um this position. If we decide to name it something like a student lison, then it's going to require us to change the job description for the student lison and which then we will have to negotiate with C CSEA in light of the the job study and see whether or not we could implement new language for student lison which would then have to be negotiated with them and they would have to meet with their their persons or
185the people in those positions to see if they're willing to look at that. But I I think you make a good point. Thank you, Trusty Kuron. >> Thank you, President Singh. Um, Trusty Sellers, uh, you mentioned uh, not knowing what we what we're doing currently, in the spring, I visited about twothirds of our school sites and, uh, you in many of these instances, the principal's office has a uh, multi-creen setup where they can see what's going on the different cameras. However, you know, they have many responsibilities that we expect of them to do. So they cannot be monitoring it all the time but when they're things are a bit slower they have the ability to watch it currently. Uh my question for this role um as described would that include uh overseeing the sites during
186the summer months in case there are uh trespassers when we're not fully uh using the site. >> So the answer is no based on the fact that these are 10-month positions. >> I see. It doesn't mean that we can't again think outside the box and say, "Well, how can we use that for summer school, >> right? >> And provide a kind of like what we do with summer school positions, >> right?" Yeah. I'm just interested in how we're going to make sure our sites are still secure um when school is not in session. >> No, I think that's a really good point and it's it's something that we need to put on the table because I agree. If you're going to do it for 10 months, you should do it for the summer school. >>
187Okay. Thank you. >> No other questions. We'll go ahead and return this under consent if anyone has. >> Okay. We'll have it under action then. >> Thank you. >> We move on to item number seven. Receive information regarding district football equipment repairs and reconditioning. Director High Tower. >> Good evening. The National Athletic Equipment Reconditioners Association and the National Operating Committee on Standards of Athletic Equipment and Helmet Manufacturers require the reconditioning and reertification for football helmets and shoulder pads each season. Uh reconditioning is the process of making our equipment safe and new again through careful cleaning, inspection, and hardware replacement. Uh Continental Athletic Supply will inspect all of our equipment for our entire district, reertify every football helmet or shoulder pad, and then students will receive helmets and shoulder pads that are certified uh before the
188next season. The estimated cost is $109,11.75 paid with uh from the general fund. Administration is recommending this item be placed on the October 14th uh board agenda for action. Happy to answer any questions you may have. >> Trusty Sers or sorry, first questions from student trustees Gville or Felix. >> No questions, no questions. >> Trusty Sers, >> did we purchase new equipment recently for uh Central High School's athletic programs? >> Yes. Will will this equipment is is that some of the same stuff that's going to be inspected right now or? >> Yes. All helmets and shoulder pads have to be inspected every year after the season is over. >> Okay. Even though it's brand new, it still be inspected. >> Yes. >> Okay. >> Yeah. Perfect. >> And any equipment that is not used don't
189have to be uh inspected, but any any equipment that was used have to be inspected every year. >> Thank you. If >> no other questions, we'll have this return under consent. We move on to item number eight. Uh receive information regarding annual resolution 2526-10 authorizing to purchase via piggyback contracts and other cooperative purchasing agreements. >> Thank you Dr. Ingram. >> Good evening. Thank you President Sing board of trustees and superintendent Dr. Marshall. Tonight I bring information regarding annual resolution number 2526-10 authorizing to purchase via piggyback contracts and other cooperative purchasing agreements. Administration is recommending this item be placed on um October 14th board meeting for action. I'd be happy to answer any questions. >> Questions from our student trustees. Another question. >> Um, just to clarify, what exactly does it mean by piggyback contracts and
190cooperative purchasing agreements? Just for the lang like >> Oh, no. That's a good question. So, there's companies that go out to bid um and they have massive contracts and um they put a piggyback clause in there and so districts and other companies can piggyback off of their contract to get better pricing. Thank you. >> You're welcome, >> Trusty Kon. >> Uh, thanks, President. So, for example, let's say, uh, Fresno Unified has a contract for pest control at their sites. Instead of us going out to bid uh for a contract for that same service uh, for Central Unified, we can just piggyback off of their bid so that, you know, we get a cheaper price and they're servicing both districts. That's just an example hypothetical, but we can do that for a variety of different types
191of contracts. >> Thank you. >> If no other questions, we'll have this run uh we'll have this returned under consent. >> Thank you. >> Uh last item this evening, receive information regarding change order for Justin Garza High School athletic complex increment number two project. Director Rodriguez. Thank you, board president, board of trustees and uh student our student uh trustees and superintendent Dr. Marshall. Uh for your information tonight is one change order for the concrete bid package that is associated with the Justin Garza athletic complex increment number two for the project for your review. uh staff has reviewed uh with the district's construction manager and recommends that this item uh return to the board on October 14th, 2025 uh agenda for for action. I'll be happy to answer any questions uh you may have on this
192item. Trusty Kon or sorry first uh questions from our student trustees. >> No questions. Trusty Kon >> President. Thank you, President Singh. Uh so why do we have this change order here tonight? >> We're bringing this change order. Uh >> what was the issue with the original uh schematic? >> So these uh were not called out in the the drawings. that were just not shown on our drawings except for one item that was uh an additional concrete walkway to access our V varsity baseball field. So, initially uh we directed the contractor to pour this ramp so that way uh we can have opening season uh for the varsity baseball uh opening season. and that wasn't due to actually be poured until the interior finishes of of the uh building was to be completed. >> So,
193at what point in the process did we make this request uh for the ramp? Because I >> Before the season started. Okay. >> Because $26,000 feels like a lot to me. >> Yeah. I'm sorry. So, so if you look on your attachment, uh you have you have uh the architect and engineer inadvertently errored or omitted the scope of work. That's not the one I'm talking about. I'm talking about the one that says item number five, concrete to accommodate baseball season. So, that's just one item. The rest of them, as I mentioned, uh there there is either a discrepancy in the drawings or not shown on the drawings. Just flat out. Curb wasn't shown there. Uh piece of concrete that should have been there is not wasn't shown. So, it's a change. It's a change to
194to the construction documents. >> So, aside from number five, the rest were uh are here because of errors. >> Correct. >> Okay. Thank you. >> You're welcome. >> Thank you. If no other questions, we'll have this return under consent. Thank you. Thank you. um advanced planning. >> Uh we're trying to get a a work study set up uh on special education. I think I've mentioned that. And uh once we confirm a date, I think there's a conflict with the dinner that the uh trustees go to. So we have to come look at a date. >> So we'll uh so obviously we have this state of the district, but we're going to have some conversation. So we'll be stay tuned about that. Any additional information or closing comments? Trusty Chavez. Um I've shared this with um
195uh Dr. Marshall as well as President um Singh that I am uh formally requesting that we have a monthly report from our Central Unified Foundation um just so that that way we can keep consistent tabs on our fundraising efforts given the fiscal climate and our need for any kind of alternative funding to fill any kind of future shortfall that we may have because of public funding that may be taken away. Um, I'd like for us to get in the practice of us consistently monitoring any kind of competitive grants we're seeking as well as any other corporate sponsorships or private um investment that we might be pursuing as a district. So, I'm requesting a formal monthly report from our foundation. So, thank you. >> I'll I'll follow up on that. Thank you. Uh, Trusty Sers. >>
196Um, >> uh, Trusty Kund. Uh yeah, just clarifying uh the uh the scheduling conflict. Uh that was because that evening we also have the Fresno County Trustee Association, the uh you know group of you know not just our US elected here but trustees of all the school districts in Fresno County meeting. Um I think Sanger Unified is hosting this one. I know last year we hosted it at Justin Garza if for those who are on the board at that time recall. Um, and there's going to be a few couple things that trustees will be voting on, including the uh school district uh reorganization committee, uh, which handles things like, uh, boundaries between certain school districts. It doesn't meet, that committee doesn't meet often, but, uh, it is a pretty important niche role in our community.
197Uh, that was in the news, I think, this previous year. Uh, so we'll be voting on that as well as I think a couple other, uh, things. It's also a great time, so I encourage you all to attend. >> Uh, thank you. And just a a reminder on a few other items, if we could have on the Friday report the DSA from the migrants, the data for the past two years, and then potentially bring back a bullying report in the future just for for our for our community and family to to be able to hear. Thank you. And with that, uh, a reminder, our next meeting, our next regular board meeting will be held here on Tuesday, October 14th, 2025, uh, at 5:30 p.m. for close session, 7 p.m. for public session in the Central
198Unified School District District Office, room 13. Um, do I have a motion to adjurnn? >> We have a motion by Trustee Sers. We have a second by Trustee Kirk. Roll call vote. Trustee Felix. Trusty Gervo. >> I trust uh Vice President Ko. >> Hi. And good night. >> Trusty Chavez. >> I >> uh clerk Kon >> I. >> Trusty Kirk >> I. >> Trusty Sers. >> Trusty Sidleroo. >> And also I also vote I. So we adjourn at 9:44 p.m. >> Thank you everybody. Have a good evening.