Central Unified Board Of Trustees Meeting August 12th, 2025

001Yes. Lord. [Music] Good evening. Welcome to the regular meeting of the board of trustees for Central Unified School District. The date is August 12th, 2025. The time is 6:00 p.m. As we call the meeting to order, let the attendance show we currently missing Trustee Kirk who will be joining us shortly. Do I have a motion to adopt the agenda. >> So move. >> Have a motion by trustee Kond, second by trustee Sers. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Motion carries. 6. Um, I know we're having some technical difficulties with our with our phone lines. That will be fixed shortly. But do we have any comments from the public on any session? That we don't. We will be return. Okay. So, we wait. It's fixed. But that may

002be something we add in the future. Thank you. It seems to be working. 30 seconds. President, 30 seconds have passed and there's no callers at this time. >> Thank you. And with that, we will go ahead and move to close session and return back to open at 7 p.m. Thank you. Test test. Yes. [Music] Thank you. Heat. [Music] Heat. [Music] Hey, hey. Hey, hey, hey. [Music] Hey, [Music] Yes. Lord. [Music] Heat. Heat. [Music] Hey, [Music] Hey, Heat. Hey, Heat. [Music] Yes. [Music] Hey, hey, hey. Hey, hey. [Music] Good evening. Welcome to the regular meeting of the board of trustees. The time is 700 pm. Today is August 12th, 2025. In our report out from close session, uh Trusty Kirk joined us at 6:36 p.m. On item E1, we had a motion by Trusty Curio, second

003by Trustee Sers. Item On item E2, we had a motion by trusty seller, second by trusty KFON. Item pass 6. And with that, I'll ask Vice President Ko to lead us in the pledge of allegiance. >> Please stand. Thank you. Next, we'll invite Senator Lazo to share with us our community engagement information. >> Good evening. If you wish to address the board, please call 559-2763150 or fill out a request form provided on the table near the entrance and submit it 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 that item is called. If you wish to speak on an item not on the agenda, you may speak during the public comment section of the agenda. The district welcomes other

004language speakers to the board meetings. anyone planning to attend and needing an interpreter for a language other than Spanish to call 559-274-4700 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'll ask to share the information in Punjabi. for meeting. Spanish translator extension. translator. [Music] Next, we begin our presentations. Our first star are being our employee recognition and uh the floor we'll go to assistant superintendent Dr. Childs. >> Thank you. At this time, I'm going to actually ask Dr. Lopez if you want if she would like to introduce our new supervisor for extended learning opportunities. >> Good evening, board president Singh, Vice President Killo, board of trustees, and superintendent Dr. Marshall. It

005is my pleasure to introduce Jennifer Hec Green, our new supervisor of the expanded learning opportunities program. Jennifer is a passionate and result-driven educational leader with expertise in instructional leadership, intervention development, fostering positive relationships, and a positive climate. Most recently, she served as program specialist for the Santa Maria Bonita School District, where she designed, implemented, and oversaw district-wide expanded learning programs. She also has experience as a counselor in prior districts and brings a wealth of knowledge to our district. We are thrilled to welcome Jennifer Hecreen as our supervisor of our extended learning programs. Good evening, President Singh, trustees and members of the central community. My name is Jennifer Green Hec and I'm truly honored to serve as to been selected to serve as the extended learning supervisor for Central Unified School District. In this role, I

006will have the privilege of overseeing the after-school programs, summer and inter session programs as well and programs that I believe will truly provide our students with a safe, engaging, and enriching opportunities beyond the regular school day. In this this role is especially meaningful to me because working at Central Unified is a bit of a homecoming. Um, I grew up here and I'm a proud product of our of our schools, starting at Teague, um, then El Capitan and finally graduating from Central High School. Being able to serve and give back to the community where I was raised, um, that helped shaped me is both a a privilege and a joy. Jennifer, expanded learning. Central High School. to potential. I look forward to collaborating with everyone in this room um as we continue to build our programs

007here in Central Unified for extended learning. Thank you again for this opportunity. >> Did I mention she speaks Spanish? Yeah. Um, Supervisor Greenhead, as is uh kind of uh our general practice meant to shake our hands and we're excited to have you uh on board. >> Awesome. again. Welcome home. Uh next we turn to our employee association highlights and uh it looks like we have uh President Laura Bolton, our president of Central Unified Teachers Association. Good evening everyone. Um I want to um speak on behalf of CUDA and just say that we would like to welcome um all the new staff at the school sites and the district office um from um the the new teachers, the new administrators. I'm sure that there are many new aids and um our classified brothers and sisters as

008well who are joining us and of course all the wonderful people that I'm meeting at the district office. So far, we're off to a really great start, and I'm I'm very excited about working with our new folks. Um, recently, CUDA um attended the New Teacher Institute. That was last Tuesday. Uh, we catered lunch for 53 attendees and shared important information about the benefits and services that are available as a union member. Um, part of that presentation, we also always um share some of the um helpful dos and don'ts um to try to help um our new members to avoid pitfalls um that could cause them to need our services. So um that was also a very welcome message from us. Um so I just wanted to share that with you. It went really well. Um

009there were a lot of really grateful people um in that um new institute meeting and um they reached out afterwards asking for information and joining and so uh it went really well. So that's all I have for you and uh um fingers crossed for a positive first day of school tomorrow. Thank you. Welcome back. Thank you. Uh I know uh Angie Agiri, our CSEA president, shared that she would be unable to attend, but we look forward to hearing from her in the future. Next, we turn to our superintendent board communications. Uh, superintendent Dr. Marshall. >> Okay. Uh, tonight I'm going to um give my report. I first want to start with a shout out uh to the communications office and uh the foundation for Central Schools is executive director, but an awesome back to school

010kickoff. I was a great event. uh the child welfare and attendance team and the human resources department to basically get making sure that we started off school uh fully staffed and ready to go. I wanted to give you an update on my entry plan as far as the different things that are in action as far as the data analysis, communication, relationships, outside expertise, and then meetings with um educational partners. what you have. You should have a copy of my report. Uh what I've done up to this point, looking at our budgeting patterns, looking at the LCAP to make sure that we have more of a formative appro approval process. I've looked at assessment results as far as the meetings, interviews, and community forums and school visits. I listed those items, but I highlight that I

011want to meet more of the um city officials. So, I want to, you know, get that in because I think I've done well in other areas, but I want to focus there. If you see I have an absence on a couple of points because one thing that's important when you have partnerships with partners with labor or just in general how does it benefit central unified now one of the um components of measure C that community forum where we learned that there is a grant for $1.9 million uh for safe routes to school that we're going to be pursuing. Uh I also uh talked to Destiny's from Fresno State and we're looking at a a partnership for our students. So those relationships are key in benefiting our students as a whole. Next, as far as our

012communication with the media, you know, I've met some of the reporters, the publishers, uh we've had some general uh questions that we've answered. And one thing I'm excited about is California Ed Partners. That's how I was first acclimated to Central Unified by, you know, via that relationship. So I'm glad we're continuing that. That's a good way for us as a district to look at our practices uh with the board. We have our workshop on August 16th. That's this coming Saturday. Looking forward to that. I want to remind everyone at the end of this process, you're going to get a summary report and it's going to give the findings, observations, and next steps. And what I'm talking about is that long range plan like for five years. That will be the framework for that document. this

013whole process. One thing I should have talked about is that there there are surveys out there where we getting partner feedback. I was talking to some parents at one of the back to school nights and they've stated that they've given me an earful. We haven't start an you know doing an analysis yet but I've gotten lots of uh feedback. I wanted to close go back to the the last page the followup uh follow up for LA from last meeting about the Fresno calendar of events. There should be some documents in front of you that just gives you information about the city of Fresno as a whole, but also we uh we start to prepare a calendar for our school district. And what's interesting is that what we've learned through that process is that a lot

014of our a lot of times we do things, but if we don't advertise it, you would know uh Beautify Fresno, we have two teams at Central East and uh Justin Garza that participate in that. And also we all have been invited to the uh Island Water Parks Fresno fright night uh this ribbon cutting and we're all invited. So that came out of this process. So I wanted to share that. So I just want to close by saying have a great first day of school. >> Thank you Dr. Marshall. Any other communication from any other board members? >> Trustee uh Kirk. >> Thank you very much. I was uh able to attend the kickoff. This is my first kickoff event. It was outstanding. The energy was so high. Everyone was so excited to be there. I

015want to tell our parents and our communities, our teachers, and our staff are eager to see our kids tomorrow and take them on a fantastic school year. I know we only had one spirit award to give. However, the the effort and the energy that was put in all of the schools, I think I still get to sneak around sometimes. They don't always know who I am. So, I got to just kind of sit and watch and feel the energy and hear the energy. So, uh like all of us here, super excited for the first day of school and thank you for all of our teachers uh classified professionals and administrators who came out to make that an exceptional kickoff event. >> Just want to echo uh Trustee Kirk um had a opportunity to join the

016kickoff. I mean, just to see the spirit and engagement for of all of our employees, it just makes me so excited. I I had a chance to visit some of the back to school nights and you can absolutely see that that excitement is is is really kind of u infectious throughout the entire community. I also wanted to really just kind of uh send a shout out and appreciate the CWA team. Um we are setting our boundaries in a much more uh based on equity, based on opportunity and really kind of center um the needs of all of our students. And I know that they have been inundated. I appreciate the patience of our of our parents as we're uh getting our kind of feet grounded as we get ready to open um tomorrow as the

017first day of school, but really want to appreciate the CWA team for um making sure to be as responsive and just listening to as many parents as possible. So, thank thank you all. Next, we turn to any comments from the public. >> Uh President Singh, I don't have any comments at this time. and PI Burus. Do we have any uh anyone online? >> Board President Singh, there are no callers at this time. >> Then with that, we will move on to the consent agenda. Do I have a motion? >> I move to approve the consent agenda. >> Second. >> We have a motion by Trusty Curio, second by Trustee Kon. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Consent agenda passes. 70. We move on this evening to our

018action items. Our first item is to accept gifts to the district. Assistant Superintendent Nick Ball. >> Good evening. Library Science received a donation of 5,500 from Eric Gart to support the purchase of materials and transportation for athletes as readers and leaders at Central East High School and Justin Garza High School Battle of the Books for all secondary sites and teen authors and artists at Central High School. Administration is recommending the board accept gifts to the district. Questions or comments from the board? If none, we just want to obviously thank the the donors. And do I have a motion? >> So moved. Second. >> We have a motion by Trusty Kon, a second by Trusty Sidu. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Motion carries. 70. We move on

019to item number two. to approve adjusting regular meeting start times. Superintendent Dr. Marshall. >> Okay, this is a returning item. Uh we we talked about uh recommending that the board approve an adjustment to the meeting hours, a 5:30 start for close session and a 6:30 start for open session. Uh the changes being made to accommodate our student um representatives on the school board. >> Questions or comments from the board? >> Trusty Kirk? I guess I will ask, did we ask our students if this is a time that will work well for them? >> Dr. Marshall, is this a have we discussed this with the students? >> And just for clarification, I know some of our students have after school programs and I want to make sure that they're not missing out on anything extracurricular because

020of a decision that we make before they get onto the board. and um verify and see if they would do that. That was amazing. >> Yeah. If I can add, I don't think we did. Our focus was and the discussion has been our meetings have taken a really long time. We're scheduled to begin our close session at 6. So, this is really the intention of moving it to 5:30 is so that our we have more time in close session. I don't believe uh a recommendation is being made um to change the start time for our public meeting time. So, it really is just changing when we're starting our close session, which our student trustees are not permitted to be in our close session. >> Thank you very much for the clarification. And so to that,

021during our last board meeting, I did request that our board bylaw only be changed to reflect uh an earlier start time and that we're not locking ourselves into the 700 p.m. start time for our public session. If the board president or the board as a whole later decides to start earlier, then I would reiterate uh Trusty Kirk's comment of make sure we have this discussion with our students before we're starting earlier. As some of the student board members are messaging me, they're uh they say most after school programs are done by six. Um with that, do I have a motion? >> I will move to approve. >> We have a motion by Trusty Kirk. >> Second by Trustee Sers. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Motion carries

02270. Thank you. We move on to item number three. Elect board uh elect board members to represent the district on the city of Fresno school liaison committee. Superintendent Dr. Marshall. >> Right. The administration is recommending that we elect an indivi individual uh to serve on the city of Fresno uh school leaison committee. We have to select someone. >> What would be the description of the tasks and responsibilities? Yeah. Trusty Korea. >> Um I don't know if Trusty K uh Trustee Kerfon has anything to share, but I served when they first began I want to say Council Member Esparza during his initial election uh to the council began this organization. They typically have a quarterly meeting um and you're there amongst other school leaders and it's just to talk about some of the common issues. When

023I served on the organiza on the committee, one of the main topics of discussion was really our resource officers. Uh, and I think only Fresno Unified and Central Unified were there. I know that they've invited Clovis, but they didn't have a trustee representative. So, the discussion was around how are we negotiating that? What are some of the issues that we're seeing? So, it really looks at what are some of the common issues that our that our districts are experiencing? What support can the city provide? Um, and then they go from there. I don't know if if they even had a meeting while you were elected. Okay. Uh, Trusty Kurfon is shaking his head that he didn't attend a meeting, but that was one or two meetings that I attended when I served on that committee.

024>> Trusty Kurfon. >> Uh, thank you. And I just want to clarify I it's not that I didn't attend the meetings that the meetings were not held. Um, >> but um, yeah. So, very similar um mission statement to what you mentioned. Um I don't imagine it would meet ever more than once a quarter. Probably it'll meet less. Um although I do already have plenty on my plate with the Fresno County Trustee Association, so I'll see these people anyway if someone else wants to surf. >> So at this point, do we have any nominees for this? I am interested in >> Okay. So, we have a nomination of trustee Kirk. >> I second that nomination. >> So, we have a we have a motion by trustee Kirk for herself and we have a second by trustee

025Sidu. Those in favor to uh to have Trusty Kirk serve as our um our liaison uh on the committee, please say I. >> I. >> Those opposed, nay. Those abstaining. >> Do you have a conflict voting for yourself? Well, >> you are you are allowed to vote for yourself. Yes. >> Well, either way, motion carries 601 and Trustee Trustee Kirk, you are now our liaison for the city of Fresno. Thank you. We move on to item number four. Approve ripple effects contract. Assistant Superintendent Dr. Lopez. >> Hello again. This is a returning item. Ripple Effects um is a tier 2 resource that we intend to use with our intervention counseling uh counselors and thinkery staff to provide social emotional supports to students. Uh it is part of our uh shippy grant uh to provide these

026services and it will be paid for by those the grant funds as well. Administration is recommending this item be approved. I'm happy to answer any questions. The data was provided as requested. >> Thank you. Question or comments from the board on this item? Trusty Kuran. >> Uh thank you President Singh. So uh and thank you Dr. Lopez. My my first question is does this uh Ripple program is going to be implemented at all school sites? >> All elementary school sites. Yes. >> Okay. And and what I was reading the document it mentioned that we're also paying for the teen program. So why is it not being implemented at the middle or high schools levels? >> For what program again? Uh we're purchasing the silver package, right? >> Yes. It provides access to different levels of

027lessons that they can access, >> right? So what's the what's the thought process then in not uh bringing this forward to the u middle and high school sites? >> We have um resources at the secondary level that we like sweet 360 is provided at the secondary that we don't have in elementary. So this would provide that extra resource at the elementary that is not provided at the high schools and middle schools. >> Okay, got it. And then um what kind of training um is involved with this uh program? >> So as soon as this is approved, we are going to set up training sessions uh to access the 8week lesson plans uh so our counselors, intervention counselors know how to use them uh for circles or discussions with kids around those um topics. >> Okay,

028thank you. This sounds like a good program and improving social emotional health is really important um to me and I'm sure the rest of the board as well. Um but because that is a nebulous um um topic. So how do we collect data on if the uh um social emotional learning is improving? >> So the our Bates team meet um quite regularly and they gather data on implementation of services they provided to kids in their case loads right that they discuss. So our intervention counselors are provided with a case loads out of that bait team meeting. Uh so what they do usually is discuss progress for each one of those kids at that meeting and they either exit kids out of those less uh eightweek plans or they don't. So we're able to look at

029how many kids were exited, how many kids continue to need services, but I don't know if that's a a good way to say that we are measuring because kids may need supports 10 weeks, perhaps six months, maybe they need them for the whole first year because they're struggling with something tough. You just never know. So we will collect that kind of data. However, if kids need it, we're going to continue to provide those counseling sessions. >> Uh, thank you. And my last question, you mentioned e the uh exiting the program. Um, so what is the criteria for students to enter this program or to u receive receive it? How do they what's the criteria for getting involved? >> So, there's different reasons why they may uh be assigned lessons. So, it could be uh data

030based on certain behaviors um that they're exhibiting. So, perhaps they're having uh there's bullying tendencies. I like to call them tendencies because there it's a bullying behavior is usually a tendency that is built over time, right? So, uh they can work on those kinds of skills with the kids or it could be just perhaps there's triggers in the classroom that they got to work through. So, depending on what it is, they identify them based on uh the data that is being sent to the thinkery staff. It could be discipline referrals going to the office. >> Thank you. And and this last question because you mentioned really interesting point. Um if there are bullying tendencies and the site um believes that this program would reduce those bullying tendencies, is this program then optional or required? >>

031So we usually contact parents, let them know, hey, these are the things that are happening. We would like to provide them these kinds of services. And the parents agree. If we're going to bill for them, we do have a process where parents have to agree and they need to pro provide the information if they don't have medical. So, they would have to consent. >> Okay. All right. Um, thank you. Then I think that concludes my questioning. I just want to point out um that I do have a uh public comment card now for this item. >> I think we have a comment by uh Trusty Chavez and then we'll if no other comments, we'll we'll have the public comment come up. >> Okay. So, I appreciate the detail in this contract, but um I think

032you might know what I'm going to ask because I always seem to ask this question and I think people will get used to it. Um I'm assuming we're soul sourcing >> because I don't I don't see Did we do a competitive bid or >> we did not do a competitive bid. It didn't go over the threshold as we checked. However, we did do research around the types of platforms that are out there that offer these kinds of 8-week plans and they not not all of them offer the flexibility and the different types of tier two lessons to be conducted by professionals like mental health professionals like this one has a 8 to 10 week plan that they can create. So this is what I want in a soul source primarily because I'm not necessarily concerned

033for the threshold because I understand that there's accounting and there's all kinds of reasons why we do that just legally speaking but soul source is really intended for us to have breadcrumbs for us in the future and so say we use this this service year after year I want for us to be able to go back to 2025 and remember why was it that we chose this company and we actually have that narrative language as to what was the logic and what did they provide so that that way if we do have staff turnover in the future or if board members change we can always follow that trail and understand exactly because I think that's a great explanation but if it's just with us and it's not put in paper it didn't happen right so

034I I would like for us to get to that place where we just always soul source and include that even if it doesn't reach the threshold so I mean Dr. Marshall, we can have a conversation about that, but um I know that we're not required to do that. I just think it's good practice for us, you know. Um and then additionally um so going back to the data that you're collecting, what I'm curious about and because ultimately we spend this funding um in order for us to see outcomes. Like I don't want to sound callous because I'm all for socio emotional growth. I mean I was a clinician, anybody who knows me. Um, but I want to really be intentional with how we're going to gather that data. And specifically, I want to look at

035how could this connect to some of our disciplinary referrals. Um, are we going to see a decrease potentially in um, you know, are we going to see an increase in attendance? Are we going to see a decrease in suspensions? Are we going to see a decrease in expulsions? Are we going to see um you know changes in the numbers of students that are um requiring thinkery services, right? Like like we want to really get concrete on the data so we can make a direct connection between we're making this investment, what are our students gaining from it? Because if we go into nebulous and we're too loose and we don't have something to provide at the end, then it's like, yeah, we spent the money for sure. Um and we can provide that report, but I

036want to see how do we connect this to outcomes. So maybe you already had that Well, in your mind and I just want so I guess I want to reiterate this is part of the shippy grant to meet mental health needs. So I do want us to remember that every need that goes into that room with that counselor may be very different. So that's why I said it'll be uh based on that student what was the need and whether they made progress enough to be exited out of the 10 week plans because every kid may have a different need. For one kid, it could be right like mental stress. >> Agreed. But we are an educational institution. >> They can get CL they can get counseling outside of school. >> We're providing the mental health

037support because we're investing that funding as an educational institution to see outcomes. >> So I mean I don't want to sound cold because I ultimately was a clinician. I understand the benefits, but we aren't a social service agency. >> We are an educational institution. So if we need to be broad in how we gather that data like maybe we have a whole wide array and I understand there individual treatment plans for all these individual young people >> but let's just really be thoughtful about all the ways that we could see the academic benefits because we need to see it on the other side putting in the investment what's going to be the outcome. >> Okay. The other measurement that I am going to keep is the amount of reimbursement that we get because this is

038the reason why we're doing it. We need to be able to invest in our counselors in the future. So, we're hoping that this is going to help us recoup that funding so we can continue paying for intervention counselors as well. >> Thank you, Trusty Sellers. >> Does this program integrate into the uh programs and services offered at secondary sites? >> So, Sweet 360 is one of the closest things we have in secondary to provide lessons to kids. Um, but can you clarify the question? >> I'm I'm just thinking if I was a sixth grader and I start receiving these supports that work for me when I move into secondary classes, is it going to continue off of the success and continuity of care or do I start over with a whole new program? >> If

039that's the case, are we going to look at re-evaluating >> sticking with this program districtwide? I'm just wondering what the future vision is. >> I don't want to. So, I want to be very specific. We provided this program to counselors because they were struggling with resources on how to provide lessons to kids that were dealing with mental stressors. We are building capacity and that was part of the grant. We need to build capacity and our counselors to feel comfortable to have tough conversations with kids when they don't feel they have a repertoire of techniques, I guess, right? So the idea is that we don't have this available forever. The idea is right now we're in stage one, year one of the Shibby grant implementation. The deadline for using those funds is in a year. If

040we don't spend them, they're gone. And their only implementation grant is for us to build capacity in our leaders or in our counselors. So having said that, my intention is that we use it for this year. Build capacity. We understand how to run circles. We understand how to have a those tough conversations. we know how to create an eight-week plan and we're done with the ripple effects because the idea is that they are able to provide services. >> Okay. So followup then is it the district's intent to have that coaching with the counselors intervention counselors at the secondary site so that everybody is on the same page playing from the same sheet of music. >> That is correct. Uh-huh. So then once we um understand how to meet those needs at the primary level with

041our intervention counselors, the shippy grant is going to help us with the whole billing, provide these services, they feel competent and they feel like they understand how to run a a circle, a tough discussion with the kid around whatever tough topic it is. Uh then we're going to start taking those services away, allowing them to do it on their own. Um and then be able to replicate that in middle schools and then in high schools. >> Okay? And this is just a single year contract. >> Singlear contract. Uhuh. >> Thank you. >> You're welcome. >> Trusty Chavez. >> So, one last thing just to piggyback on Trusty Sellers since this is a one-year program and I I think it's wonderful. So, first of all, I don't want to sound negative about it. I think this

042is a unique opportunity for us to capture that data because let's just say it works out wonderfully and we can see that there's a possibility of us pursuing additional funding scaling in some way you know growing those data points are going to be essential if we're going to pursue that funding in the future. >> So definitely after this meeting I'll be meeting with our TOSAs and our intervention counselors to figure out what that would look like. >> Thank you Trusty Chavez. Oh, sorry. Choice Korea. >> So, I'm wondering if the purpose of this contract is to build capacity, so said differently, to train our counselors to be better equipped to handle >> the situations that they are faced with. >> Would it be better to incorporate some sort of evaluation from the counselors to see

043how effective this training is? Because my recollection is we already have pilot programs, right? like we have a some elementary schools that are using this service. >> Yes, we have we had three for two months they used it and that's where I was able to pull some of that data. >> Yeah, that's my recollection and because they they felt like it was helping them. We're now entering into this contract so that we're focused on evaluating the effectiveness of the contract versus the result to the students since that's going to vary. I think getting some testimonials would be helpful for our purposes, but I think a better evaluation may be getting feedback directly from the adults that were training. I mean, I'm assuming they're all adults, >> from our employees that we're training. >> Um, and

044that's what this contract is intended to do. >> Yes. So, uh, I was able to get some narratives from the three intervention counselors that led the program as well as our district kind of just feedback and what we noticed. We noticed that the three sites were doing using it slightly different like one of them also involved the administration team which was great to hear um to provide the lessons. One of them utilized a self-guided portion of it versus the other two sites that focused on uh reflective and u facilitated meetings with the intervention counselors and think staff. Uh so we are now reaching out to ripple effect. So they provide the training around the 8 to 10 week plans because that's what our focus wants to be just a thought. >> Yeah. >> So I

045agree with that. >> Trusty Chavez and Trusty Sellers. >> So I will agree with that. I will say though my concern. Um I've seen too many contracts like this in my lifetime and it basically becomes people going through the motions and I'm going to get this training. Maybe I'll give a couple good anecdotal stories about I did this with this student. We wrap up the funding and we just keep moving forward. I think this is a unique opportunity. And when I say I'm not going to dictate what data you rather, but I want for you to look at it and maybe if it is three counselors, I think it would be even interesting just to see from their perspective, what progress are they seeing? Because somebody could have had more benefit as a professional and

046what did they do and what did that tie to the outcomes, right? Because we have to quantify everything needs to be measured. I'm I'm of the mind. There's always some way to measure whether we have to be very thoughtful about it, but there's always some way to measure. So I do agree that we need to evaluate our staff, but the way we evaluate our staff is through the progress of our students. So ultimately, we could take, yeah, this was helpful to me. This enriched me as a professional, I was able to do all those things, but ultimately I want to see how did they take this information and benefit the student. So for me as a board member, I'm not going to tell you like this is what you should do. I'm just saying let's

047have those conversations because I'm not the expert in this and I hope your staff can be very thoughtful and then bring something forward to the board. I hope that that's how it comes across. >> I think when I speak to the intervention counselors, we'll be able to do that and I'm a little biased. I'll be honest. I utilize this program at for uh to hippity and that is how I was able to see the decline in suspensions and what we measured through our TST meetings which are our bait meetings here in our district where the fact that those students that were receiving um those 8week plans were exiting out of those services because they they were no longer engaging in behaviors or they were no longer going to the center over um triggers. So that

048is how we measured growth. That's why I said that data that's collected through the bay team is going to be critical. Uh however, I do want to speak to our intervention counselors to gather that. >> Trusty Sers, >> I wanted to clarify something said during the pilot program, campuses are utilizing the program differently. Is the intent moving forward that every campus will utilize it in the same capacity? >> Yes and no. And I'll explain why. So the intent of these two months was for them to dig in, learn the program, see what aspects of the program they liked, and be able to tell us this is how it went, this is what we didn't like, what didn't work for us. Um, so it served its purpose because then I was able to identify that the

049the best practice that was used was a facilitated practice. So we are going to focus on the 8week plans. So it becomes more of a facilitated process with the kids rather than a sit down and here's a laptop. So it's more of a mental health support and facilitated process. >> So all the campuses will be utilizing it in the same capacity. >> So the intervention counselors will be using it that way. that thinkory staff may have the option to do the more of the self-guided options because if it's a kid that's being triggered and we the intent is to get them right back to class and thinkory then a self-guided one is fine as long as they check in with a child. >> Thank you. >> I know we had some comments from the public

050uh clerk Kuron. >> Thank you President Singh. Our first comment is from Laura Bolton and Miss Bolton you will have three minutes. Um, I actually really like being able to um ask my questions or to make my statements after I've heard what you guys say because it um sometimes answers the questions um that uh that I have. Um anyway, um but I I wanted to say that um I I actually think this sounds like a really good thing. Um, and I agree that data is important. Um, I think that the data will probably need to look different depending on the child. I don't think that a standard set of data will give you the the full range of the success or or not success, right? And, you know, uh, from from the overall program, if

051you don't look at each individual child and the changes that happened or didn't happen, um, they're not apples to apples. So comparing one child to another is not going to necessarily give us true information. Um it really needs to be that child and how they they changed each child individually. That's my my opinion. I also want to ask um and if you can answer this I just want to verify because members have reached out to me that there will be no um classroom involvement for this program. So that's a question and then also a comment that think staff are not certificated. So we need to think about that they they are certificated subs but they are not teachers and so uh and they're not counselors. Um so they don't have the same level of training

052and background in education. Um and so I I would be very cautious ask a lot of questions honestly about how that rolls out in the thinker setting because it's not the same as the classroom or with the counselor. >> Thank you. Any other comment? >> Good evening, board trustees. Um, I'm Dilj Singry. Most of you already know me and district administration. Um, I just have a concern and if the student board members were here, they probably would have echoed it as well. Um, this is a program for elementary and middle school students, correct? Is it is it for all school sites? Okay. Elementary. Okay. Um and and a concern that I had was I know that the district is spending money, but is there a way to actually spend it in a more creative manner?

053Um I'll actually let you know of something that we implemented at Justin Garza High School and it was something called wellness Wednesdays. We wanted to make sure that we actually brought back the social part of social emotional learning into the everyday setting where students are actually there, right? And so we were trying to create this sort of um activity for students so that they have an avenue to look to for for for that social aspect. Another thing I want to mention is that I know that data is very important and and this is a great way for the district to actually collect that data. Um, but is there a way that this money can actually be spent on focusing on the social part of social emotional learning? because I personally think at least what we've

054gathered from our wellness Wednesdays and I've done an internship with Jakar movement for mental health youth advocates um and and we've seen that it actually helps a lot more socially talking to the student rather than clicking buttons on a computer screen. Um another question that I actually have is are the intervention counselors being used as like school psychologists in this manner? Um I I just don't know what the intervention counselors are supposed to be at an elementary site. Uh they could be potentially school psychologist. I don't know. Um but I just want clarification on that if if possible. Uh and to tell you the truth, I haven't done a single sweet 360 lesson in all of my years of being in Central Unified. Uh I don't think it's a helpful program. me personally that's my

055personal opinion uh and and I believe that the social aspect needs to come back to social emotional learning. Thank you so much President Singh. I have no other comment cards at this time. >> So we have a we've raised a number of questions. There's a contract pending. Do I have a motion on said item? >> I'll move to approve the ripple effects contract. >> A second. >> We have a motion by trustee CO. We have a second by Trustee Kirk. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Motion carries 70. >> Thank you. We move on to item then number five. Approve authorization to file notice of completion for Tilly Elementary green space. Director Rodriguez. Thank you, board president, board of trustees, and uh superintendent Dr. Marshall. Uh for

056your approval tonight is the board authorization to file the notice of completion for Tilly Elementary School's green pace uh green space project. Uh the notice of completion is a document that establishes the official date that a construction project is considered complete. Uh this is standard industry practice for public record. Staff has reviewed and recommends approval of this item. and I'll be happy to answer any questions you may have. Any questions or comments from the board? >> If not, do I have a motion? >> So moved. >> Motion by Trusty Kon. We have a second by Trustee CO. >> Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. >> Motion carry 70. Thank you, director Rodriguez. >> Thank you. Next we move on to approve compensation modifications for unrepresentative employees management

057supervis supervisory and confidential MSSE assistant superintendent Dr. Childs. >> Thank you. Attach for review are recommended modification for central unifi's unrepresented employees including management supervisory and confidential. We call it the acronym MSC. Uh management and supervisory 1.5 increase to base salary retroactive to July 1st 2024. Confidential 1.5 increase to base salary retroactive to July 1st 2024. Administration is recommending the board approve compensation modifications for unrepresented employees management supervisory and confidential. Questions or comments from the board? >> Do I have a motion on set item? >> So moved. >> Second. >> We have a motion by trustee Ser. Second by trusty Kurond. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. Motion carries 70. We will move on to this evening to our information items. Our first item, receive information regarding

058project stealth mentoring contracts. Area administrative Garrett. >> All right. Good evening, President Singh, members of the board, and superintendent Dr. Marshall. Tonight, I am pleased to provide information for the project stealth contract for mentorship services supporting students at Persian Continuation High School and Pathway Community Day School for the 2526 school year. This partnership will provide targeted guidance, academic encouragement, and personal development support to help students reach their educational and career goals. Project Stealth, which stands for Stop Teen Exploitation and Liberate Through Hope, is an outreach initiative designed to support struggling youth in Fresno. The program provides mentorship, counseling, and intervention services aimed at preventing harmful behaviors. It is my privilege to share with you tonight the impact of our partnership with Project Stealth during the three and a halfmonth pilot held the spring semester of

059the 24-25 school year. Over this period, 35 students in grades 6 through 12 participated in the program. Among them, 10 participating seniors graduated and one junior graduated early. The data collected during this pilot clearly demonstrates that the guidance of our two dedicated mentors together with the strength of the project stealth partnership had a measurable and positive impact on our students. As I review those details, please refer to the program outcome survey sheet that was provided. The stealth cohort averaged 17.5 students per mentor while families and community members participated through dedicated restoration sessions and schoolwide events. Academic transformation students recovered a total of 997.5 credits, an average of 33 credits per student, enabling many to get back on track for graduation. One student alone achieved a remarkable 84.5 credit gain. The average grade point average rose

060from 1.97 to 2.33 with individual standout leaps such as a 1.86 to a 3.7, a 1.5 to 3.2, 2 and a6 to a 2.33 demonstrating that academic potential flourishes with focused support for goal achievement. Nearly 100% of onboarded students achieved or made significant progress toward their personal goals underscored by regular mentor monitoring and adaptive strategies. And in family engagement, the program convened three family restoration sessions, 13 individual family meetings, and a schoolwide family event. Attendance and perseverance. Now, though overall attendance did dip by 5% and this was largely due to a couple of uniquely challenging cases in the cohort, we still had 14 individual students notably improve their attendance. Two, for example, saw attendance rates climb from 78 to 91% and from 66 to 82%. And this proves that dedicated support pays off even amidst

061some broader challenges. We are eager to see the full positive of the impact that Project Stealth can have over the course of an entire school year. The data that was shared this evening represents our progress from February 28th through June 12th. This is important to note that during that time that we had in February was largely dedicated to the student onboarding process. And we need to remember that much of the success stealth fosters is rooted in building trust with students and their families, a process that takes time. While the data is encouraging, the most powerful insights come from the stories of transformation and connection. And to share more about these personal impacts, I'd like to invite Jill Young, principal of Persian and Pathway to speak with us. Good evening. I'm excited to be here and

062share what we saw with the stealth mentors. Um I want to be very clear that students and staff were very clear with us that they would like this program to continue. Um we saw changes in every student that they worked with. Um and they what they did is they set goals. When the student met the goal, there was a celebration and then they set the next goal. Um, we had a student whose goal was to come to first period every day. He did make it. Okay. Um, they also did open house in a different way than we've done it before. They had um a passport system where and they had um vendors there with services for families and the families all had to get a stamp. So, they had to talk to the vendors because

063we've had vendors there before, but it's hard to get people to go talk. They got them up there talking, listening, hearing what services are out there. Um, you know, and honestly, one of the things that I heard a lot from the kids was that when Stealth sat down with me, they pulled out a notepad and they took notes. They really care what I'm going to tell them. It's a different program, but it has a parent component. It has a family component. I had a parent and a daughter having a fight in the Persian office. Stealth came in. Somebody they're working with on their case load. They separated both and they brokered an agreement for the weekend. The disagreement was over what was going to happen this weekend. I had a student who graduated 100% because

064Stealth helped us figure out why we couldn't get them to school. Um, and that changed spring school. They even though it wasn't one of their family events, they brought activities and different things to get our students to show up. And I know that at least five students graduated because they came for five days and worked for six hours on their credits that they needed to make up. Um we just we saw a lot of progress. It's a lot of money. I understand that. But it is worth it. I know that as a board you feel very um concerned about the expulsion process and if you send a student under expulsion to pathway you know what what support are they giving this gives us a whole another layer it's a different layer and one of the

065things that they have that I can't replicate is that they have a program in town so my students can sign on and work with them after they graduate. And um today I brought two students and a parent um to tell you what it meant to them. And I want you to know that I saw some very amazing changes in the two students that are sitting here and I know the parent felt it too. Um, and so I'm going to start with Jacob Barbosa and he is actually one of our A and ASB officers at for this year. >> Um, good evening everyone. Um, I just want to talk about how um how stealth helped me improve my uh like my attendance my attendance my um just my overall behavior and like the drive to come

066to school every day. Um when I first started coming to Persing I felt that like um like oh it's just another like just another school. But then I started talking to more people around the school and I started talking to more people who were there to help me and um like I felt that they were actually there to help and they were actually there to uh to like they actually cared about the students there. They didn't they didn't just like put on a front to um like get you through the day, but they they set milestones for everyone like for certain students they worked with. And if you um if you achieve the uh the goals that they set, they um they gave you like rewards for it. And I felt like that helped me

067um in many ways as well because I felt like there was actually motivation to go. there was actually motivation to work and um I felt that that I could actually achieve the goals because it wasn't it wasn't like goals that were like way out of way out of my area but like actually in front of me that I I open my eyes and I seen that oh it's actually I can actually do it is actually there and um I feel like it's it's a good program for students around uh Persing and Pathway because I feel like they actually care they actually um they actually are are there to help. Um, and now I'd like to call up a Persian graduate Brandon Almarez. Good evening everyone. Um, well, let me just start off with I'm g

068be honest. I was one of the kids at that school that never showed up. I I mean, I would show up, but I was always late. I'm going to be honest. I think I had the most tardies out of everyone at the school. Um, but then Stealth came in and um, you know, they chose me. I was chosen. They uh, talked to me. They're like, "Okay, we're going to meet you at this time. we're going to talk to you guys. A couple different people and I was one of them. And you know, like Miss uh Miss Young said, they uh they talked to me. They brought out a notebook and started taking notes. And you know, I don't really see that. You know, I've sat down with a lot of people and uh they haven't

069they haven't really done that. They haven't taken notes like how they did. They didn't pay attention. They really they said what they uh you know, they told me they were going to do. Um, so I told them my goals. Uh, I wanted to graduate, uh, fix my tardies and go to college. And, um, little, you know, it was really hard for me to fix the problem with tardies. But, you know, they encouraged me. They said, uh, you know, they were like, do this and we'll reward you. Uh, just try. You know, we just want you to try. And, you know, I tried, you know, and it really did help out. I started showing up a lot uh you know a lot earlier on time. Um and then not even just that they helped me with

070the college. Uh they guided me you know they uh they did a lot for me in school and outside of school cuz uh you know they have a program outside of school too and they uh they helped me there. um you know they I the the spring school that you know that really helped out a lot and I feel like a lot of students showed up to the spring school because of them. uh they really encouraged a lot of the students there at Persing or um to show up uh well they encouraged me to go to college but they said you know there was other girls for the I don't know what the other students had but you know I seen a lot of improvement uh but yeah now um I wasn't planning on going

071to college to be honest uh I didn't have any plans to go to college but they really uh encouraged me they guided me through the whole process they made it easier for me. Um, you know, now I'm in college. I'm in I'm enrolled in uh three classes at Fresno City. Um, you know, and I'm chasing a business degree. I hope, you know, it's because of them. And well, yeah, I feel like they could help out a lot of the other students that are uh attending now this school. [Applause] And um now I'd like to call up La Seora Gutierrez and um Mr. Lazo is going to translate for her. Brandon, Foreignech. Foreign orient. [Applause] I'd like to thank our guests for being here tonight and sharing the impact that Project Stealth and the mentors and

072our partnership with them had uh this past spring semester. I'd also like to thank Matt and Vanessa Mararyian who facilitate uh and direct Project Stealth. They are with us tonight in the audience and I thank them for being here. Administration is recommending this item be placed on the August 26th agenda for action and I'm happy to answer any questions. Trusty Kirk. >> Thank you. Thank you, Mr. Garrett. That was outstanding. Brandon, I'm on campus Tuesdays and Wednesdays. If you need to come by, have snacks in my office. Um, I am glad to hear how well this program has served. So, I really just have one question as I'm looking at the contract. This is a much more um inclusive contract than we saw the first time. We have to pay the setup fee again. There

073is still the $50,000 setup fee which we paid last year. So is that $50,000 is that something every year we have to pay for the initial setup, initial resources and that type of thing? >> Yes, the the setup fee would go towards uh the activities, the family restoration meetings, the family restoration sessions, any of the whole school events. If we have this contract for the entirety of the school year, we would be doing more all school events. uh and the costs that those would incur. Those could be visits to the zoo, things at the park. Um so those funds would go for those types of activities. >> Trusty Korea, >> I just want to thank the students and and the mother for coming out and and expressing uh the support that the program has given.

074Um I had no doubt that the program is providing the necessary support. One of the questions now for me is separate and apart from stealth is really how do we make it sustainable so that the school is also providing and what role are the administrators and the staff members um at our school playing in building those relationships because I I am a firm believer that students will perform better if they feel like there is someone on campus that cares about them and that's clear that stealth is providing them that support. I think what I'd like to see is how do we build that capacity with our workforce? Um, so thank you. Gracias. Uh, and so thank you for putting a lot of effort and bringing in these testimonials to really demonstrate to us the benefit

075that it's providing to to the school. But as I said, I think there's just kind of that lingering uh question of of how do we make it sustainable moving forward. >> Trust Kund. >> Thank you, President Singh. Uh and as Trusty Curo said, thank you to those who uh came out and gave comment on this item tonight. Um very glad to see that you know this program has helped you in your uh high school career and congratulations on graduating. That's a huge achievement. You must uh we're very proud of you. Um, I was always confident that this program was going to be a benefit for our students. Um, and I do like hearing that there are also, you know, opportunities outside of the school setting because one thing that I I want us to, you

076know, maybe one day get in the mindset thinking is that, you know, we're not just educating students now. We're preparing them for career and life. And so making sure that we have partnerships and opportunities postgraduation is very important to me. Um I have one question on the program. Uh and that is um since you guys are you know touting the success of the program, why are we only bringing it forward for one semester and not the whole school year? >> The contract this year is for the whole school year. uh the data that we shared was for the pilot which was exclusive to the second semester. >> Okay, thank you for clarifying. I was like what why are we only doing it for one semester? But yeah, that would that'd be great. Um yeah, no

077further questions. >> Trusty Chavez. >> So I think the most powerful thing is always going to be from hearing from students. Um and thank you so much and families. So I appreciate you guys so much and your efforts. So thank you. Um, I don't want to diminish what you've done here because I do think that obviously that speaks for itself. Like I will always be a person who is moved by the testimonials of our students and reports like this I've seen so many times. So I really appreciate you going the extra mile to bring our students to speak. Um, I think I'm going to find myself back in the same place where I was at the very beginning of this. Um, I still feel like it should have been a competitive bid process. I still

078feel like we're being pushed into using one provider. I'm not necessarily convinced that this is the most cost-effective provider even though they have had success. We have to consider that we have limited financial resources at this stage of the game. And we also have to consider how we are investing in our own professional development for our staff. I'm always going to get concerned when we're using outside contractors. um we need to really consider how can we integrate these services, how can we leverage resources that we have internally and how can we make it sustainable. When I look at the cost and I do the breakdown of 5 months of work billing us at $11,000 a month and to have 35 participants compete complete in 5 months, it's not sufficient. It just isn't. I I do

079agree quality over quantity, but we really need to look at this closer um in the future and I myself personally need to see competitive bids because I know they exist. We have many qualified providers if we're going to go externally and we need to have more internal conversations about how we can maximize our own resources and our own staff before we contract an outside entity. >> Thank you. If no other questions, I'll just give more time to review. Then we'll have this return under action. Thank you. We move on to item number two. Receive information regarding California Education Partners collaboration. Are administrator Garrett? >> All right. Good evening again. Tonight I am bringing for information a contract with California Ed Partners. The contract specifically through the ontrack collaboration is a three-year network commitment running till

080June 2028. This collaboration focuses on helping districts improve student outcomes by supporting students to be on and stay on track for A to G graduation requirements. Key features of the on-track collaboration include customized coaching by California Ed partner staff to exchange ideas, develop solutions, and push thinking, establishing site-based monitoring teams to identify and address challenge areas, formally meeting three times per year to collaborate with other districts, and improving the data analysis capacity within the site. Ed Partners works through a continuous improvement approach, building capacity within a staff over time and providing opportunities to collaborate with other districts, especially those with similar demographics. Ed Partners assigns each district a program manager who acts as a coach throughout the three years, attending team meetings and helping build a culture of continuous improvement and equity. The approach involves

081identifying next steps related to instructional and grading practices and analyzing the impact of these on a TOG course completion, graduation rates, the successful transition and the successful transition from grades 8 to 9. The impact of this work can also impact district policies as was achieved through the collaboration around board policy 5121 around grades and evaluation of student achievement including retake policies. The previous cohort involved four participating sites that saw DF rates decrease by spring of 2025 to 15.7% combined with some schools achieving even lower rates such as 13.2% at Central High School and 9.9% at El Capitan Middle School while maintaining high expectations and rigor. The new cohort will expand to include all six comprehensive secondary sites including ELA teachers, site administrators, and educational services staff. administration is recommending this item be placed on the

082August 26th agenda for action and I am happy to answer any questions. >> Trusty Sers, >> thank you. Can you provide a little bit more indepth description how this is going to help benefit the students? >> I'll use the previous cohort as an example because we've gone through a whole three-year uh process. Um so the team started by identifying um uh something that needed to be attended to of why students were not progressing through their A to G focusing specifically on 8th to 9th grade math. And so we looked at math one as an example and students not passing math one. Realizing that the pass rate was not where we wanted to be, we started to brainstorm on different solutions that we could pose to that to that uh challenge. Um each of the four

083sites attacked it a little differently. high schools attacking it a little differently than middle schools. Some uh classrooms and teams looked at uh tutorials at lunch. Some sites looked at tutorials on Saturdays. Held some of those opportunities, brought the data back. We looked at participation, student growth, all those factors. Was it effective? Was it not? Found that it was not as effective as we wanted it to be for various reasons. So then we pivoted and we said, "Okay, what are we going to try next?" Ultimately, the team led themselves in the direction of looking at their instructional practices within the classroom and really honing in on that retach, reassess cycle so that we got to that place where we live with our board policy update from about a year ago where our schools were practicing

084not so much what was happening outside of the school day or coming back outside of the school day, but what are we doing within the 50 or 40 minute block that we have with students? how are we going to change our instruction to provide that opportunity for retach, reassess and have students u make academic gains that way. Um through the course of that we saw a decrease in our DF rates. Um that also started to uh kind of permeate out to other departments uh at Central High School. It led to an early finals that they actually do finals the week before have students have the opportunity to reteach and then they take that reassessment during those two regular final days at the end of the semester. Um, so it really led to a lower part

085uh DF uh rate, but that's why I mentioned the the same expectation of rigor because they weren't not meeting the standards. They just had various opportunities in different ways than before to master the content and demonstrate that. >> Okay. Um, is this primary focus? I'm going to compare this to like a PLC. Is this primarily for teachers and administrators or is it all staff members including academic counselors that again everybody is all on the same page? How what's the who who gets to participate? >> Sure. >> So the the 12 the the 12 that are part of the convening team. That's the team that will travel to three convenings the first year to the second to the third. That 12 is made up of six teachers, one from each site within the discipline. So it's

086a predominantly teacherheavy group which it should be. um an administrator from four of the sites. In this case, we would select two that were not part of the original cohort who had not gone through the the the process as well as two who were hired midcycle of that first cohort so that they can complete that full three-year process. And then there's two district administrators and the first cohort was myself as I facilitated the group and then we have another team member from ED services um that also is a thought partner in the process. What that team then does is in between convenings, we do meet as a group and we do increase the number of participants within the ELA department who can also be part of that of counseling. We have invited academic counselors in

087the past and they've been a part of that. Um, and so those larger groups live in between the traveling convenings, but the traveling convenings are made up of those 12. >> Okay. the uh the information that the group brings back, how is that disseminated and provided to the rest of the district? >> Great question. So, from a district level standpoint, we're providing updates uh to our uh cabinet team uh within different appropriate meetings that we have where where we would be discussing the the progress of the group. when we're looking at the site base and what's happening at the site, all of our teams uh have opportunities at site level professional development meetings to present information. One of the projects the last previous cohort did is we actually built um two different for year two

088and year three slide deck presentations in which all of the four sites presented basically what the team as a whole had been doing. So, if I was a teacher at Justin Garza, I was uh sharing what I was doing within this team and what our department was doing, but also what the other three schools were doing so that all of the in uh the um certificated staff in those PDs can can hear not just what we're what's working or what we're finding out as as a team at Garza, but also what the other three participating sites. So definitely continuing to make sure that we provide opportunities working with our site leadership to have that presentation time within um within the site professional development meetings. also a lot of side conversations. A lot of that work

089is organic. And so a conversation within a PLC that you mentioned, if I'm meeting with my math department, I'm sharing my test data. If my my students performed well, that's a natural conversation. What did what did you do differently that I could do? And then if part of it is connected to, well, I do this retach reassess or I check for understanding this way or I have exit tickets. That's the organic growth of the work that happens within the ontrack group and permeates out within that uh department PLC as well. Okay. So the uh you know I I see when you highlight results there is an incentive for hey maybe I can try that but it's optional right it's not district motivated hey we are all going to try this different method uh it's up

090to individual teachers >> it is we we don't want to take the autonomy away from our classrooms uh because what may what may work for one teacher in one classroom may be different than what works with a different group of students in another classroom at the same time we want to have a level of consistency and I think that's where and I appreciate and thank the board again for the approval of the 5121 board policy update where we actually established a one retake policy for all students districtwide with a minimum of 80% and the collaboration that we had with with teachers throughout our district our bargaining unit members um as we came to that draft that was presented that the board approved um that is all a result of this work. So, while we want

091to maintain some of that autonomy, we very much though want to have a consistent um minimum baseline that every single student in Central Unified is going to have access to. So, it's a little of both. >> Okay. My last question is then how how do you anticipate from sight to sight? I understand some people may have success with this and others, you know, this doesn't work for me. I want to do something different. How do we anticipate uh the results across the district? Is that going to be sight to sight? Some will have gains like we've seen with other programs and others stay status quo or are we anticipating seeing gains across the board? >> So, I know I highlighted two of the four sites. The other two sites also did have a decrease in

092DF rates as well. We also find it in different student group pockets. Um what I would say is the beauty in the work is just what you described. Um I can't force you to believe But I through PLC I through what I'm seeing as success in my students what maybe a department is seeing I can plant the seed and maybe I start thinking about gosh would this how could this work in my classroom too. So you're right there's going to be some people that are going to jump on board right away and that that's great. There's going to be some people who are going to put a little foot in the water and then take it out maybe not sure and then there's going to be folks who are like nah this isn't going to

093work. Well, beauty is um that collaboration around that and that process so that individual certificated members find a belief in the work that they're doing to foster a better success rate for their students within the 50-minute block of time that they have them during the day. Ultimately, that's the goal, which is why it can look a little different, but we got to have those consistent baselines across our organization like the um the AR that was approved about a year ago. That's all I've got right now. Thank you, >> Trusty Creo. And then >> so in its simplest form, what is this contract going to do that we aren't doing or that we're not capable of doing within our system? So I would say the number one thing it allows us to do that we can't

094do within the system is allows us to go and convene with other like districts and share what is working to collaborate with them. Um same makeup of teams district office staff certificated staff site administration staff. There's a lot of collaboration. There's a lot of reporting out. There's a lot of time dedicated to districtto district shareout opportunities. That's one one support piece that um our team really appreciated through the process was getting those three opportunities the first year and then the other two the subsequent years um to have that um those districts also with demographics similar to ours in a lot of cases are facing similar cha uh challenges as we are. Um so that's one thing. The other thing that it helps do is really provides that outside lens. And so I know uh the

095person that um supported us uh through the three-year process came to all of our in between convening meetings as well. Tremendous thought partner. Really was a great lens to share what he brought to the table and could see things that maybe the group was was maybe missing or was talking around but just didn't quite hit it. Um having that outside piece is very valuable at times as well. I would say those are two things through this process that that were valuable to us. Thank you. I I'm struggling with that being worth $109,000 given the the goal of the work. And quite frankly, I don't remember this contract three years ago. Um, and I'm I'm surprised that you reference it and in crediting it um to our board policy in the grading. Um because I I

096know that some of us and I in particular spend quite some time on that board policy. Um so I I think it's it's helpful moving forward that when we have these types of collaborations or not even collaborations when we're paying organizations to facilitate that that's clear to us because I I don't I don't remember. So I'll go back and look at it. Um, one of the things that this contract provides is that the goal is to create to build the internal capacity >> both human and system. So why have we not been able to build that from the initial cohort? And and part of why I'm struggling with this as well is um you were part of our leadership. I think you might have been a principal then, but we had an evaluation that was

097conducted. did I think in 2019 between 2019 and 2021 where they essentially told us >> TNTP >> yes the TNTP they told us what needed to be done and it feels like this is also just reiterating that we need to change our practices specifically to ensure that yes they have academic freedom but the academic freedom doesn't mean that they don't have to teach at grade level and ensure that every student in the classroom is receiving the appropriate education at that grade level. Not because I think that Yinia needs to learn um at a different level or her capacity is at a different level, I'm going to lower that educational um u material being given. So, I I'm just I'm really struggling with seeing the benefit with this contract. Um, so I'm I'm just going to

098have to really dig in a little bit deeper. I I just I have and I have a number of concerns. I mean, if they're helping us create a process to support A through course placement, what are our counselors doing? And maybe I'm ignorant as to what the role of our counselors are, but I know that at least this board and some existing board members. We've heard a lot of complaints about our counselors aren't doing enough. Um, and so if you mentioned that we invite our counselors to be part of this collaboration and this discussion and so then who's responsible ultim and you don't have to answer this. I think my overall questions are just who's then responsible for A throughG course placement. At what point do we reach a point in which we've built capacity

099and systems to be sustainable? Because this could be a 100,000 that we could use to better serve our students. And I and I'm just I'm missing how we're serving them and and the connection to really improve the classroom. and improve the opportunities that our students are having. So, I have more questions and comments really than than probably you can answer. Um, but ju just kind of overall and I I think there's a theme amongst all of us that we're just being really critical. We've given a lot of leeway. I know that we've had a lot of change in our administration, but at some point we have to start seeing that return in our investment and the things that aren't working, we have to change. And I think we're going to be the first on this

100board to be able to support and say we're willing to spend 100,000, but we want it to work, even if it takes three years. Here we are three years later, and I I don't I haven't received any data to see that this is working. some of the things that you're sharing. I thought we were doing and some of us on the board did. So, I I'm just I'm struggling. That's all I have. >> Thank you, Trusty Kirk. >> Thank you so much. Am I the only one feeling the shaking? Okay, it's just me. Never mind. I was shaking over here. That's okay. Probably a dinosaur walked by. I just have a couple of questions. Thank you, Trusty Curio. You had my first question with if this is our second cohort, why didn't we have things

101to implement from our first cohort? If it's three years to teach us what we need to do and we're here, we should know what to do before we do another three years to show us what we need to do. So, that was my first kind of concern. My second kind of concern is I as I grow more in my understanding of our budget is if it comes back that we need 15 more counselors at each high school, well, where is that supposed to come from? How are we supposed to manage that if their answer is you just need more counselors to get this done? So that's a second concern I have. My third concern is this and it's for me making college access a reality for all students. Not all of our students are on

102college track and I don't want to ignore what our career technical students are doing who are not this career ready for our students who are not that track. Um, so that's a concern for me too that we're pushing and pushing and pushing students to go to college when college may not meet their academic journey. >> Those are my three concerns. And I can answer uh briefly um the reason the second cohort would be an ELA focus. The first cohort was strictly a math focus um and within our math departments. So this would broaden that that reach uh into our ELA departments with our ELA staff. >> Okay. So >> maybe that's A and B. So the rest of the A through G are we going to have to do these one at a time for

103the A B CDE EFG? >> No, you can. But um you know as the question that member Curio had as well um we are also at the same time none of these things in isolation are working by themselves. So we are looking at how do we extend that into our elementary schools and actually bring alignment grades 58. That's internal work being done. Um I have work to start the process of um building capacity in our social studies and science program 712. That work's being done. Um when we're looking at math and ELA um this would give us an additional opportunity to take a group of educators through the process very subject specific focus. um and give them that same lens and that same ability to go through what the math team went through that did

104see some good results from that work. Um but we are doing internal building and capacity building at the same time. This was an opportunity to take another group of educators, ELA focus this time through that same experience and we found a great benefit from the math team that had and with that partnership and then ELA and math going through it, how that will even more strongly allow us to grow internally as we build social science, science electives to your pathways. um because we we didn't necessarily we were looking at math 1 and in the same way we would look at ELA 9 10 11 and 12 um they do fall under A to G >> um but not excluding students who may be CTE pathway um and um more career oriented >> as opposed to

105postsecary >> the idea is that now that we've done math and then we're going to do ELA that those two will permeate out to the other requirements that we won't need to come back in three years for social science. >> The goal is to be able to build it internally and disseminate it out to the other departments and this is just this gives us another bookend cornerstone. So, correct. >> Okay. Thank you, >> Trusty Chavez. >> Okay. Um I just I think I'm just so confused by the focus of their work. These four bullets at the very beginning just confuse me altogether because they don't seem to go together. I mean, they seem like independent focus. So mitigate the disruption that occurs for students as they transition from middle to high school. That sounds socioeotional

106to me. Are we talking about academically the transition? I'm confused. And then create processes to support A throughG course placement and success for 9th grade students. Then you keep going down and it just feels I guess I'm just coming back to the same thing. Why are we choosing these partners? Where is this funding coming from? I mean, is there a certain grant that we got that we're paying this through? Because I guess I'm just confused. Why are we doing this? It's not a value judgment. I I'm literally just asking the question because I'm concerned that this seems outdated to me. I'm going to tell you the truth because in the world of education, A throughG is not the brass ring. Four-year college is not what we should be promoting to for all of our students.

107Ultimately, that is a very middle class idea that does not promote equity amongst all of our students. The idea that we're all going to end up in a four-year college is not reality for a lot of our students. We need to introduce them to a broad range of options. And if this partner is really focusing specifically on A throughG and to be college ready in that traditional sense, I'm concerned just for a lot of reasons. That's that's a whole cultural shift we'll have to have a conversation about because I think that young people need to be introduced. Those are critical years. I agree. 8th and 9th grade are transition years. But we can't just put people into boxes in the way that we've done in the past because every learner is different and we need

108to have variety. So number one, why did we choose this partner? Did we do an open bid? Why are we soul sourcing if we didn't do an open bid? And again, I don't understand where this funding is coming from for us to pay for this. >> So, the funding uh for the contract is title two. The funding for convenings is through the A to G grant. And so, that would cover the convenings uh and that those those one two three seven convenings over the three years. Um when we're looking at the A to G, I I don't want it to be boxed in that that's its sole focus. uh very much the group um recognizes that we need to prepare our students for college and career um and not a one-sizefits-all. Um the reason for

109the transition from middle school to high school is the recognition that students um who fail courses their freshman year um have a have a much more difficult uh hill to climb to reach graduation. And we do have a high number of students that have struggled in math 1, also with biology, and in our some of our ELA classes. So, in wanting to set our students up to not have to have a smaller hill to climb to get to graduation, really impacting that transition from 8 to 9, um that does include and can include A to G course placement. It can include looking at our students placed in proper classes. are we doing um uh are we utilizing proper assessment data as we're placing students in classes for their freshman year and I think that's where

110where the umbrella of the A to G world lives um and it is in no way excluding any of the CTE the pathways or the students who are going to industry um but we also want them to end four years with a diploma as well and they need to pass math one English nine to be able to do that and that 8th to 9th grade transition and lack of success that we've seen over the years is the reason for that focus and that bullet in the contract >> so that sounds good but it's not reflected here so I would need to see some more of that reflected here in that language. >> Thank you, Trusty Korea. >> Thank you. Because that segus to another question that I thought about um during Trusty Kirk's questioning. Um

111so the contract doesn't reflect. Is there any support, experience, inclusion that would help support our multilanguage learners or our English learners as are commonly referred referred >> not called out in the contract but definitely part of the collaboration. Uh what students in our classes classrooms are successful? Are we seeing a trend where our English learners are underperforming other students in our classroom? If so, what are we going to do to change that? How are we going to teach differently? How are we going to give them different supports? Are we using appropriate strategies and scaffolds? That all is generated from that collaboration and that work when we've worked on uh identifying the the problem of practice and then what are we going to do to attack it. Um the other piece is within the data that

112we receive. We have it's called the making the grade data platform. Our area system will talk and that's embedded in this contract as well. um that platform receives uh academic data by grading period from Aries and so we we use that data in a variety of ways. It gives us it gives us that's where I got the percentage I shared earlier but we've also um can request different student groups data be specifically provided for us on that platform. So currently we're able to see the school as a whole but then we're also able to see our English learners specifically our African-American student group specifically. Um, we can see students just in ELA, just in math, just in biology. And so we can see how students by period. You can just aggregate the data. And then

113the sites are using that as they're having conversations with departments, with teachers to further that conversation of are students successful or not, and why or why not? And what can we do to help you make sure that they are successful when uh through your instruction um that you're provided in the classroom? That's another aspect of this contract that's also included. How do we measure the effectiveness? And and you don't have to like give me all the details, but just just like the the 5-second, 10-second elevator pitch. How do we measure the effectiveness of this contract if some of the things that we're concerned about that both Trusty Chavez and I are mentioning and and Trusty Kirk mentioned are not necessarily reflected in this contract. So, we went through the cohort, we liked it. What does

114that mean? And why is this being recommended? Again, um if you don't have a quick 10-second elevator pitch >> in order for me to support this, if I if I do at all, I need to see that data because I'm not convinced. And quite frankly, putting it more simply, my expectation is that the district employees that we have should be doing a lot of this. And if and if we don't have the resources to do this, then we need to have that conversation because we just went through a three-year cohort and what is the result of that? >> Um so I can say in terms of the cohort, I'm leading the other groups that I described earlier, elementary across the other departments. in terms of um the contract and the pitch. This is going to

115give us a broad enough umbrella for us as a a as as a school district through the process to identify what that challenge is that we are going to attack and try to resolve. What we can do communicating through Dr. Marshall is provide what that is at the conclusion of our convening what our target is and then we can provide updates as data points are met throughout the year to give updates on that work. We'll have DF rate data. We can have other data that um can also demonstrate that and we could provide that through Dr. Marshall to the board. >> Thank thank you. I think we have some uh comments from the public. Kirk uh clerk Keron >> thank you president. We do. Uh, first up, I'm sorry if I can't get the last

116name right. Liz Garnney Gomez. Thank Thank you. And you'll have three minutes. >> Thank you. First of all, um, good evening to all. I'm just I'm going to be really quick. I'm sitting back there just shaking because, um, I so appreciate the questions that you're asking because they're like right on. I retired a year ago, so I can't speak as as of last school year, but the year my last year at El Capitan, I saw this not working. PLC's were not working at the school that I was at at the middle school. Okay, that math was not being shared with other teachers. You can speak to teachers, they will tell you PLC's are not happening. This is not being shared. Um, students are struggling. I was the intervention teacher for reading. I was trying to

117help them with the math because they've got teachers that are not on board that don't know their standards. We need to go back to math standards. Do they know them? Do they know what they're supposed to be teaching? And yes, do force. Stop looking out the window and look in the mirror. What is not working in your classroom? Teachers need support. They need training. All that you're saying is right on. Before any money is spent, we need to start with what we have here and the skills of the teachers we have here. We are not doing vertical PLC's al also we were presented once a a presentation on this math cohort and it left everybody confused. All right. And and math teachers were like doing this because it was not coming to them. It was

118not being shared in PLC's. So yes, does this need to be looked into? Absolutely. Does there need to be accountability? Absolutely. What are those principles doing when they're going out there with these teachers also because they're gone like three or four days. All right. And we don't hear much from them or or from this particular teacher at the school I or principal that I was at. So, how is that information coming back? All right. So, thank you for your questions. You're right on on what you're asking. And yes, more needs to be h more of whoever's in these cohorts need to be uh held accountable and more questions need to be asked. And then where's the data for the subgroups? Exactly. I would want to know from the e department how did our e students

119that were in these classrooms do? Because there were teachers struggling teaching those strategies for e students and specialed students. specialed eel students were struggling like you wouldn't believe and I couldn't help them as a reading intervention teacher because I was a reading intervention teacher not a math and we couldn't even get teachers to support them after school. We could not get the teachers for tutorial. Thank you very much and thank you for your questions. >> Thank you Miss Gamus. Our next uh public comment is from dojo sing. >> Thank you. Um, I wasn't planning on being this vocal today. However, I guess I just am. Um, so I just want to highlight some of the concerns that have come up. Um, as a student, as I've seen this, well, now an alums, but um, I

120just want to talk about the fact that I know area admin mentioned the fact that there is a board policy and I've seen the board policy. I've read it uh, and it says that you are able to take up to 80%. But one thing that area admin mentioned was that this was actually the pilot school was Central High School if I'm not mistaken. Um that school as as I've talked to students that I know actually has a 100% retake policy. So that's actually going to offset your data right there. Another thing that area admin um actually mentioned was finals. Finals and I've been advocating for this for most of my life. Um, finals are taken on the last two days of each semester. Why is that? You need to make sure you actually change this

121system. And and area admin mentioned a good point where the school actually took uh finals a week before the last weeks of the semester so that those students actually have time to retake the test if they failed, right? uh so it doesn't affect their semester grade which is going to go on their transcript eventually it's going to affect their validictorian uh criteria as well. Um, another thing that that I uh thought about while I was sitting here, this contract mentions 8th grade through 9th grade, but I just want to point out that 8th grade only actually has one A throughG course that can be offered, which is math 1CC. And I would know this as a student. If I took math enhanced in seventh grade and then took math 1 CC in 8th grade, then

122I would actually be able to qualify for that A throughG credit for high school besides whatever class the student takes within their 8th grade year during their summer. So, I don't know what exactly this contract is talking about and and obviously I'm not an administrator or a teacher, but these are just some things that came up as I was sitting here as a as an alums of Garza. So, thank you. >> Thank you. And our final comment is from Laura Bolton. Um, I wanted to point out that I um was a member of the group of people who uh helped to rewrite the grading policy um that has been mentioned and um this ontrack um work was um mentioned very very often and brought to um that group of people as um as as a

123a way for us to move forward and try to do something good. And I don't disagree with that. Um it was rolled out in math because math is um one of the easier areas to do this kind of work um because of the nature of the concepts building on one another. Um and the the math department explained to me how they were able to manage the the teach retach retest um process in a way that made it not so cumbersome and help the students to be very successful. Um my my concern is that um English does not function like math that way. um it takes a long time to build concepts in English and we are also already paying for a solution tree contract for next year um for the middle schools. And so these

124eighth grade teachers are supposed to do solution tree work which is supposed to be on collaborative teaching and working together and building lessons and improving practice and all of the things that this is supposed to do. So I'm curious as to how they're supposed to do both. I'm not sure that that's doable and I think that it might push a few of our English teachers in eighth grade over the edge honestly because they were already feeling overwhelmed with solution tree. So I I have extreme concern over this especially with the English focus. Um that's that's my point. Thank you. Uh, President Singh, I have no other comment cards at this time, although I do have one quick question. Um, based on one of the public comments and that's um, do we no longer offer Spanish

125one in 8th grade because that was another A3G course that Central. >> What just for that, why don't we have Dr. Marshall follow up with that in terms of our Friday report? >> Sure. And just so we're sticking to that. So um clearly uh the staff has uh sorry the the trustees have brought up a lot of a lot of questions. Thank you administrator Garrett for for responding and providing as much information. I think I too tend to sort of kind of feel that uh we need to prioritize staff development um uh in in this in this district just as a sort of a gen general comment that it's not always prioritized and I'm actually always hearing from staff that we want to do more. We can do more just provide us the the the

126tools that we need. So, and before you guys start looking outside, so just because of the number of concerns, I'm going to probably have this returned uh as an information item still be because it doesn't seem it's um quite quite ready yet for us to be able to take action yet. So, uh we will we will follow up uh and um and thank thank you again. >> I would just want to advise the first convening is is the first week in September. So, we would not be able to start at the start of the cohort if we did not have approval at the next board meeting. But again, that's the perview of the board. I just wanted them to have that information. >> Noted and appreciate that. We'll we'll I'll talk a little bit more

127to the uh board and and uh during agenda prep, we'll figure out where it's a best fit. Thank you. >> We >> Yes. Trusty Chavez, >> I just want to make it clear. We we've been in this position before as a board. We get things at the last minute and then we're kind of asked to approve things right away. Like it's not okay. We've mentioned it multiple times. We find ourselves in this position again and I I just have to make it clear. I don't appreciate it. So, we can't be in this position again. >> Understood. Trusty Griffin. >> Uh thank you, President Singh. Uh and great echoing uh trustee um uh trustes comments the we I think we pretty earlier this year we did also ask for like a month buffer for contract so

128we don't have that kind of lapse in services >> we well no duly noted thank you both for bringing that up we move on to item number four on our information items this or item number three on our information items this evening receive information regarding approval of 2025 2026 school plans for student achieve Achievement SPSA uh director Griggsby >> Good evening President Singh trustees and superintendent Marshall. Tonight we're presenting the school plans for student achievement or SIPASS for your review and eventual approval. These plans are a requirement for schools receiving title one funding and serve as each site's guiding document for improving student outcomes. Developed using the California Department of Education's template, they are the result of a thorough needs assessment, in-depth review of student achievement data, and meaningful input from parents, staff, students, school

129site councils, and English learner advisory committees. Each SIPA outlines the goals, actions, and the use of their categorical funds to address the specific needs of students. We monitor progress for the actions, and we adjust accordingly throughout the school year. Board approval of these plans is required in order for us to receive the federal funding allocation intended to directed be directed to the needs of these students. After answering any questions you might have, administration is recommending moving forward with this item for approval at the next board meeting. >> I'll probably have this return under action, but definitely just to give more time for review, but if there are specific questions, yeah, please. Uh, Trusty Sers. >> Thanks. Um, the first question is where do these plans go once they're approved? >> They're posted on the school

130sites web page and they are to be meant to be a living document where they revisit those um strategies that are approved in their plan. It's approved by both their school site council, their ELAC and this board. And so they're actionable. So they revisit those actions and their spending in conjunction with the budget um when they do those quarterly meetings with their school committees. Um and we're really building the principal's capacity to also include that information when they're talking to their SLTs, their site leadership teams and everything because it it's meant to be a transparent document and it's a living document. It shouldn't just go up on a shelf somewhere. >> Okay. Uh my next question is when uh these reports or plans are comp uh compiled where does the data come from uh and

131who's responsible for compiling it? >> So the data tables that you see at the beginning of the plan those are downloaded directly from CDE. Um the data in the back where you see the annual measurable objectives those are baselines and intended outcomes that are set we set them internally but they're based on the California dashboard growth model. >> Okay. Um who who uh in the district reviews the plans and ensures that all the information and data is correct? >> Uh it begins at the site. When when that information is downloaded into the plans, we ask the principles to look it over and compare it with their internal data that they are working under. And if they send up a red flag or something, then we go through the process of looking at our data system

132and seeing if there was an error. >> Okay. So, there's multiple people looking at it, reviewing the data. >> Yes. At their school site. So, because it goes through an entire draft process throughout the entire spring. >> Okay. My concern is that when I look at this, there's some data that clearly looks inaccurate to me. Um, so I I'll connect with you guys offline so you guys can review that. >> We can include that in the Friday report. I know there was one issue with Central High. Are you looking at West Campus? >> Yes, there's another. >> Okay. Let us know which one it is because we were working on some of them. So, what I would like to see and discuss is a better system of checks and balances before this data and reports

133plans make its way all the way to the board >> that you know potentially we're approving this next week and the information in it is inaccurate. Um, we we have to do better. >> Some of that is not editable on our end. So, if it is a problem downloading from CDE, we have to go through it's like a reverse cycle to do it. But but we'll do the very best we can to make sure it's accurate. >> If if that's the case, the that information that's uploaded to their system has to come from somewhere assuming >> it's a it's a it comes from our ARIES system to CalPADS and then Calpads turns around after they sorted it at CDE and then it and it's approved and certified as they call it up there and then

134it's downloaded back into um into our templates by the dock tracking template. Um the instance I mentioned that we were aware of at West um went back to the data years where East and West were under the same CDS code and so it was very misleading. It was like populating for those school sites twice for like student enrollment or or demographic groups, things like that. >> Um last question I guess is who who's uploading that information to CalPADS? Um, our ARIRES coordinator currently uh is Chad Godfernon and he um handles the oversight of uploading those into the Calpad system at the state level. >> Is there a checks and balance to ensure that information? >> There's lots of there's error reports that come down. >> Okay. >> I I don't even pretend to understand all

135of the intricacies. I try not to actually because you can only >> I think it might hurt my brain. But yes, there is a checks and balances and there is a certification process that they go through. Okay. But I would love to hear whatever concerns you have. Just highlight them or circle them in the PDF and make sure that Dr. Marshall has them. We're happy to to take a look at them. >> That's uh that's all my questions for now, but if the information I'd like to know where it's inaccurate and where the discrepancy is coming from and then how we can appropriately address that. >> Yeah, we can we can backtrack it for you. >> Trusty Creo. I mean, my question is for Trusty Sellers, just high level, where what information is incorrect? >>

136No. No. We're like, what? >> Um, when I look at some of the high school campuses, it appears that they have the exact same numbers and that's a red flag to me >> in those front in those front data tables, the enrollment tables. >> When we talk about the student demographics and that >> like pages 10, 11, 12, 5, six, seven, eight. >> I'll have to pull it back up and show you guys. Okay. Thank you. >> I appreciate it. Thank you. Uh we will have this uh return uh for action at the future um at the at the next board meeting, but hopefully we'll have some of these things corrected in the meantime. We move on to item number four. Receive information and give notice of public hearing regarding the 2024 2025 contract openers

137for labor negotiations between Central Unified School Districts, CUD, and California School Employees Associations, Chapter 474. Assistant Superintendent Dr. Childs. >> Uh thank you. So, in compliance with government code section 3547, a public hearing will be held prior to adopting the initial proposal from CSEA chapter 474 and Central Unified School District, affording an opportunity for the public to be informed and provide input input. Both CUSD and CSEA look forward to successful labor negotiations and working together on ongoing labor matters in an effort to support students in our district. Right now there is no financial impact associated with this item and administration is recommending this item be placed on the August 26 2025 board agenda for public hearing and action. Those articles that has been presented by central unified is article six pay and allowance. Article 10

138leaves and article 18 professional growth. And the articles presented by CSEA chapter 474. Um article six paying allowance. Article 7 health and welfare benefits and article 10 leaves. Thank you. Questions or comments from the board? Then it'll return at the next meeting for public hearing and action. Thank you. We move on to item number five. Receive information regarding labor compliance services for Justin Garza High School athletics complex increment 3 project 2324-103. Director Rodriguez. >> Thank you again board president and board of trustees and superintendent Dr. Marshall. For your information tonight is the the district has received a proposal from QK Engineering for labor compliance services for the uh athletic complex increment 3 project in California. Anyone working on public works project must be paid prevailing wages as determined by the department of industrial relations. It

139is estimated that there will be 10 prime contractors and 26 subcontractors for the duration of the project. Uh QK will uh review uh certified payroll uh payrolls for compliance with state and federal labor laws including apprentichip requirements uh for each uh contractor working on this project. UK will monitor and and enforce prevailing wage requirements on this project as described in labor code 1771. Administration's recommending that this item be placed on the August 26, 2025 board agenda for action. I'll be happy to answer any questions you may have. Questions or comments from the board on this item? We'll have it returned under consent at the next meeting. We move on to item number six, receipt. Thank you. Item number six, receive information regarding replacement of classroom carpet at Liddell Elementary. Director Bach. >> Good evening, board

140president Singh, Superintendent Dr. Marshall, and board members. Um, as you might remember, uh, back on June 10th, 2025, I presented a deferred maintenance plan for the upcoming school year. Part of that plan was to do carpet replacement at Liddell Elementary. Um, attached is the CAMASS contract number 424051000 through RJ Flooring, which will be used to procure and install the carpet. Uh, the total cost of the project will be $62,714.56 and paid out of the deferred maintenance budget. Administration is recommending this item be placed on the August 26, 2025 board agenda for action after I answer any questions the board may have. >> Questions or comments from the board? Trusty Korea, >> when do we intend to change the carpet? When is this work going to be done? >> So, we'll start working with the school

141site. We've been working with R.J. Fulling for about the last 5 years to do our carpet. We're actually able to do it after hours. And so, they'll usually do one classroom and we'll work with the site to move the class if we can, if not weekends. But, we want to start this project and get it done hopefully before Thanksgiving, if not during Thanksgiving. >> Okay. Um, and so there will be no disruption to the classroom. >> The the contractor will actually move the furniture and replace it all in the same day or same night. >> Okay. Um, how frequently are we replacing the carpet? What's the lifespan? >> Lifespan, um, it's about 12 to I'll say 18 years. Um, it just depends on the use. Kindergarten classrooms will not really make it that much. So,

142it depends on the grade level. Um, and you know, carpet has changed quite a bit or not quite a bit, but slightly from like I'll say early 90s to some of what Liddell still currently has is when they were built and going into later tighter loom just a little bit better. It's a little more stain resistant and we're going to a darker color so that way the stains and dust don't show. >> In the future, if possible, can we start seeing these proposals in like May, June so that we can hopefully try to get it done over the summer? Not a criticism, just I'm sure there's some reasons >> um that that's not happening. No, that didn't happen. >> I tried to with my deferred plan bringing it in June. >> Okay. >> U thinking

143I might be able to get it over summer. It just too much going on. So actually my plan now for next year is seeing the deferred maintenance for 26 27 probably in like April and possibly March. So that way we're ready to go, bids going out and and stuff like that for the other projects that we have coming up. Okay. Thank you. >> If no other question, we'll have this returned under consent. >> Yes, please. >> Thank you. We move on to advanced planning. >> Yeah. Then uh and any additional information and closing comments? And with that, a reminder for our next meeting. The governance workshop for all of us will be held this Saturday, August 16th, at 9:00 a.m. for public session in the Central Unified School District office here in room 13. As

144well as a reminder that the next regular board meeting will be held on Tuesday, August 2026 at 6 p.m. for close session and 7 p.m. for public session here at the Central Unified School District Office, room 13. And with that, um, I, uh, >> I move to adjourn. We we have a motion by trustee Creo, >> second by trustee Kirk. Those in favor, please say I. >> I. >> Those opposed, nay. Those abstaining. >> Motion carry 70. We adjourn at 9:01 p.m.