Central Unified Board Of Trustees Meeting June 24th, 2025

001[Music] Yes. [Music] Keep [Music] down. [Music] Hey, hey. [Music] Hey, hey, hey. Hey, hey, hey. [Music] Heat. Heat. Hey, hey, hey. Heat. Heat. [Music] Heat. Heat. [Music] Hey, [Music] hey, [Music] Don Doo. Hey. Hey. Hey. Oh, hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] How? [Music] Yes. Hey [Music] Hey, hey, hey. Hey, hey. Hey, hey, hey. Hey, hey, hey. [Music] Hey, hey, hey. Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, [Music] Doo doo doo doo doo. [Music] Hey. Hey. Hey. [Music] Hey. Hey. Hey. [Music] Hey. [Music] Hey. Hey. [Music] Good evening. Welcome Central Unified School District to our regular meeting of the board of trustees. Today is Tuesday, June 24th, 2025. The time is 700 p.m. Um, a few items to report out from close session. On item E2, uh, we

002had a motion by Trusty Creo, second by trustee Sellers. Um, item passed unanimously 70. On item E3, we had a motion by Trusty Creo, second by Trusty Chavez. Item passed unanimously 70. On item E7, the board took action to reject Elizabeth Odana Kadillo's claim unanimously. And with that, I will ask Vice President Korea to lead us in the pledge of allegiance. Father, nation. And with that, may I ask uh Patricia Santiago to uh to join us and share with us our community engagement information. Thank you for joining us. Good evening. If you wish to address the board, 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

003agenda, please do so when the 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. Direct Next we invite to uh also share with us our community engagement information. Fore meeting. Fore extension. Next to begin our presentations, I invite uh interim uh superintendent Dr. O'Brien to share with us some employee recognitions. Thank you, President Singh. At this time, I would like to invite Stephanie Hamlin, our new principal at Roosevelt Elementary School, to uh introduce herself to the board and uh say a few words. Thank you. Thank you. Thank you. Good evening, members of the board, Superintendent O'Brien, Superintendent Marshall, and the Central Unified community. I am Stephanie Hamblin and I'm deeply honored to be stepping into the role of

004principal at Roosevelt Elementary. Uh this is more than just a professional opportunity for me. It's a personal one as well. My daughter attends Roosevelt Elementary. My family and I have called this area home for over 10 years now. And I myself had the privilege of going to a small country school that my mom was also the staff member on. So I know how very special and important both of those things can be. As both a parent and an educator, I already feel a strong connection and sense of belonging to this site and this district that I and I am now thrilled to serve this community. Throughout my 14 years in education, I've always been guided by the belief that schools thrive when they focus on the whole child academically, socially, and emotionally. And what drew

005me to Central Unified and Roosevelt in particular is that clear commitment to this same vision where equity, connection, and opportunity are at the heart of everything we do. I'm especially excited to support Roosevelt's efforts as a community school and to continue to build on its strong foundation and early literacy and whole child focus. I believe in the power of partnerships with families, staff, and the wider community to create spaces where every child can grow, be seen, be loved, and succeed. Thank you so much, Central Unified and Roosevelt Elementary, for welcoming me. I can't wait to get started. [Applause] Principal Handmoon, we're going to ask you to come so we can shake your hand and properly welcome you to the team. Thank you. And with that, we'll turn to our employee association highlights. If we have

006uh our our CUTA president look like she'll be she's here with us today. Or Angie Agiri, our CSEA president. does not look like we have her in attendance as as well. So, next I'll invite up director English to share some updates on ethnic studies. Dr. Dr. English, we have it in front of us as well if that that helps. Um, do you mind if I go get a device so I can look through my notes as well since I don't have it in front of me? Thank you for No problem. Yes. Good evening, um, President Sing Chan, members of the board, and interim um, Superintendent Dr. O'Brien. I'm here to present the um update on our ethnic studies in Central Unified School District. And and just as a reminder um what is ethnic studies? And

007so ethnic studies that in our district will be a semester long course that will explore the foundational disciplines of the African-American, Chuco X, and Latino or Latino X Native American and Asian-American and Pacific Islander studies. And in this course, we'll be highlighting their histories, cultures, struggles, and contributions that are often omitted from the traditional US um history courses. As you recall, this is something that was brought about by the state, and an infographic flyer was put on the website on the educational services at the end of March that just really gave a timeline and frequently asked questions for those who were interested in learning more about ethnic studies. trans pardon one minute so I can transition to the presentation. So once again this is a flyer that was put on the ed services website. Um

008once again that was at the end of March and that was just a timeline as well as some frequently asked questions for the public to get information because at that point in time there hadn't been any information on the website since then. And as a review, the course creation began in February 2024 when Paul Burrell, who was then the um assistant director of educational services, started this project with teachers. The teachers that were selected were the department chairs from the three comprehensive high schools, Central High School, Central East High School, and Justin Garza High School. And they met where he reviewed the state guidelines and the model course curriculum for ethnic studies. From there they met monthly and then it spread the work to elicit um support from other teachers who began building the course

009using the state's model curriculum. From that um we brought that to the board and we took the information from the teachers and started the process of getting at UC approved because this was one of the requirements from the state. And so it was in that process the UC um office of presidency had certain requirements that were um had to be happen for this course to be UC approved. This was first of all to be based on a California state model curriculum. We um approve it was approved as a G college preparatory course in the history social sciences world. As part of the approval process, we had to have a course overview, a summary of each unit, an example of an assignment that may be found in each unit, and then any of the resources or

010materials that could potentially be used to support that work. With that, um, we had the once again the collaboration from all three high schools who were able to provide information that we submitted and then was, um, approved once again on April 30th. one of those units um and I know that was of particular interest deal with the Native American or indigenous peoples. And so in that unit the teachers did um provide information that there was the land acknowledgement. Also one of the projects that had to be um we put in to for further explanation was looking at the indigenous peoples here in our Fresno area. And so one of and this was a project that actually was um started to be utilized in the um world cultures course that's not the ethnic studies course but

011they started started piloting some of these projects and at central high school they did do this activity where the students research one of the six local indigenous groups. They received a rubric from the teacher and the teacher did share that information and he had it translated as well as differentiated for students based on their um language as well as their um their um levels. And so in that the students from that research created a structured essay which was um part of the required guidelines for UC in order for approval because they do want to see that students are writing in a way that is appropriate as a college preparatory course. Um of particular interest was who was teaching these classes. So at that time prior we were not able to identify which teachers based on

012the enrollment. However, we did um the master schedules for all three comprehensive high schools are now built. And so the teachers within the departments worked and um found out who was interested in teaching this course for the 2526 school year. And then um they were able to work on this with their PLC's. Um at Central High School, four teachers will be teaching the course. at Central East three teachers and at Justin Garza also three teachers for um not on this slide but because this will be a state requirement we know that there are are students who are attending non-traditional high schools in our district and so that course is also available for them through the egenuity I was able myself to look at the course and work with um the team to make sure that

013it aligned properly and that it would give students the appropriate um rigor that they could use to obtain their credits necessary for graduation. We know that in this course um in California there is no necessarily like textbook that says ethnic studies because in part of the guidelines they want to make sure that it is true and representative for the different ethnicities that are in each region. We know that teachers need support. So, our supervisor of um library services and our district is working with the teacher librarians and has already started the process at the three comprehensive high schools giving them the information that the course outline and what was submitted to the UC so that they can help support the teachers. And so, some of the things that are being done are creating the online

014research database that actually was provided by the state and as part of the model curriculum. We also have some streaming resources that are provided here as well as literal literature circles that are going to be used for the um in-depth studies of the ethnicities that our students can gain access to. We are planning on having a professional learning for those 10 teachers on August 7th before they actually teach the course. And that's not the only time. I just want to mention that it says that on screen, but this is an ongoing process. We know that you don't just do professional learning one time. I'm sure you heard from the different um presentations that have been provided for us through our ed services department that this is an ongoing presentation and then also in that professional

015learning community work. There are other opportunities such as um conferences sponsored by CTA that teachers can take advantage of that we can provide um them to go and obtain more professional learning in this area. As part of this process um as was also um getting recommendation from the county part of it was to elicit student feedback and while we haven't taught the course in its true nature there were parts that were also taught during the world court classes at Central East Central High and Justin Garza. So, I was able to go in and really just gather some student feedback such as with that Native American project and um for Fresno County just to know which indigenous populations were here and talk to some students about um did they like it number one um what did

016they learn? And then also I know that one of the things was mentioned was the age of the students. Was this something that they were too young to really comprehend and understand? And so I put some selective feedback here on this um slide that some of them was like this information was big for me. That's how the kids talk. I just quoted so this information was big. And I think that what that student was mentioning is just talking about how they never really understood about their own ethnicity and it was big for them knowing that there are pieces that might not be taught in a traditional history course that they can learn about through the class. Um when I talked about specifically about the age level, one of the or actually it was a couple

017of students were like, "No, we can get it." Because I think they were more concerned from getting along perspective that there were some differences that they had with other peers and that if this kind of information could be taught at an earlier age, maybe that would negate some of those controversies and problems that tend to creep up when you are trying to get along with different people. And then finally, um, I talked about, you know, one of the students who mentioned about the project and didn't even know that, you know, number one, Native Americans actually were here in Fresno. I think that when they look at some of the history, they just think of it like in South Dakota and other parts, but just their understanding of being able to contextualize the information here made

018them feel like they were actually learning something that was of value to them. We did host um the community night and this information was sent out on parent square in multiple languages um being translated. um like to thank our communications team for doing that and although um we did promote it through parent square we didn't have the amount of people that I thought we might have but the people that did come I did a presentation just to talk about some of the information as part of had a hyperlink to the model curriculum which is 77 pages on the state website and then um gave them some of the examples of what the units were and each kind of activity that the students students might be participating in. So, we did have a positive understanding. One

019person whose student was not going to be taking that class, though, was already a junior was actually kind of expressed a little like sadness that they wouldn't be able to take that because they were a um a parent and a family from a student that was an ethnicity that would have been probably beneficial to that. So, we are um still looking for feedback and we will use that as we move forward. And so um that concludes my presentation. I'd be happy to answer any questions. Doc, do we have any public comments on on this particular item? Okay. Uh Dr. O'Brien. Um thank you, President Singh. Yes. Um myself and director English were talking about the fact that uh whether it was the night that was in question or uh a lot of other things going

020on at the time, we we did not have you know what we would consider an adequate number of people to provide us with uh community feedback. And so, uh, one of the, uh, things that we're looking at doing now is to put an opportunity on our website for our parents to be able to submit, um, information. We'll put a hyperlink to the curriculum and we'll uh, promote that through parent square so that, you know, we can get the word out there to our community who might not be able to come to the district office to a meeting. And then we can also um promote uh having director English available during uh sometimes over the summer to be able to answer any questions that uh our community might have about the this the course. Thank you,

021Trusty Chavez. Um so I will kind of let Trusty Kirk jump in because this is her area of expertise, but for me um I just have a question and I really appreciate the thoroughess of the presentation. I think the one question that I still have is regarding the minimum qualifications for the instructors for the courses because I see that there was um a request to see if people were interested in teaching. Um I don't know what that means necessarily because interest doesn't necessarily mean expertise. And so I'm coming from the social science world and also the college world. So I understand K12 is different. So I'm going to plead ignorance on this one. that minimum calls are so strict specifically for these subject areas where I come from. So I don't know what the requirements

022are for ethnic studies here. So can you tell me a little more about that? Absolutely. Because the UC approved it as a G for college preparatory course and we are in the history social science world world the teachers to instruct this course must have the history social science credential. So that is I guess the minimum credentiing that they would require. So someone like myself who would have a biology credential would not be able to teach that course. Thank you Trusty Kirk. Thank you very much President Singh. Good evening Director English. You know I had some questions and then you answered them. So my first question was about the offerings at alternative sites. So I'm very glad to hear that our students at our alternative sites will have the opportunity for this also for credit recovery.

023if you are someone who misses this. So, thank you. That is two of my questions. My third was around professional development which you addressed. Uh I do want to keep my eye on support for those teachers throughout the year um and in the coming years as the class grows. Uh so here are my two questions that are left. This will be a fall class offering. No, this will actually be um fall and spring. So the students it's since it's a one semester the students who are taking that class in the fall would migrate to health in the spring and the students who are taking health in the fall would then migrate to ethnic studies in the spring. Thank you Austin that is wonderful and then my last question comes from the feedback from the students

024and your um context for those for that feedback. So, is there an interest or an idea of perhaps developing a second course that a junior or senior could take as an elective in those extra credits that is a more comprehensive year-long class? That's a good question. I didn't actually ask that. So, that will be something I can ask. And especially I know that um with some of our other courses that have been developed like the African-American literature course, something like courses along those lines that could be de developed for upper classmen. Yes. A that's answers all of my questions. Thank you very much. Thank you Trusty Kurfan and Trusty Korea. Uh thank you President Singh. Uh Director English, thank you for your work on this. This is going to be a big boon to uh

025the education of our students. Um my question my first question is as it makes a uh passes the uh G requirement for uh for colleges in California. Isn't the G uh requiring a year of elective credit? Not necessarily for the course. As far as the A3G requirement, you do have to have a certain amount for graduation and then so this course would fulfill that comp part of that component that students could apply to as they are moving to apply for colleges. Okay. So, they don't need the whole year. Apologies. Need the semester. Okay. Great. Thank you, Trusty Crew. Thank you. Most of my questions have also been answered. So, thank you. Um, one comment I just want to pose is as we were talking about getting additional feedback from parents. Um, we're also going to

026have a student trustee, but I hope that we and I would empower you all to also receive and request feedback from our students because they're ultimately the ones that are receiving this education, this instruction. Um, I would also echo what my colleagues have already shared, both Trusty Kirk and Trusty Chavez, to make sure that our principles are providing and our area administrators are providing the necessary support and that our teachers who have the I understand Unlike our community colleges, the basic requirement is a social stud studies credential. But I think it's making sure that these teachers are prepared and understand the sensitivity of the material that they're providing. Um that we continue to support them and that we're not afraid to to step in and provide them additional support where necessary. And I just want

027to empower all of our students who are going to be taking these courses to speak up and advocate for their own interest as well and to ensure that we're providing them the best education and that we are in fact providing the curriculum that the law is intending and and um the purpose of developing this uh requirement in the first place. So thank you. Thank you. Absolutely. And part of that professional learning will be on that cultural responsiveness to make sure that the teachers are able to handle these sensitive topics and that's a passion of mine as well like Trusty Kirk. So I'm excited to do that work for us trusty KO. Thank you President Singh. One other one additional comment I while I'm very I'm very interested in the idea of having this as a

028uh year-long elective as well for upper classmen. Uh my thought is that as we create more opportunities for students uh with this elect with this elective or others such as you know African-American literature or other great or or theater other electives that meet these A3G requirements, we're going to have students start to feel the pressure of that six block schedule and start getting more uh FOMO, fear of missing out. So, it may behoove us in the future as we create more opportunities for students to uh maybe re reconsider and take a look at our our block schedule. May I just um I'm not sure to talk about the schedule, but just as we progress for the course, I do understand that um we will be offering this course in summer school as well, so for

029original credit eventually so that students can open up a schedule in their um school year. So, and director English just uh just so I understand so obviously as you shared we we have not implemented the full course yet we've sort sort of incre introduced uh some of the elements of it in in world geography as I as and a colleague pointed this out to me as we um as required by ed code we do have to have a public hearing at at at the board when would that be when we are implementing the course is that is that would be the appropriate time when that would actually um be required heard of us. I'm going to defer to I I will we will um uh get accurate information about the requirement on that President Singh

030and make sure that we have that done in plenty of time. Thank thank you and thank you for your report. And with that we turn uh now to board superintendent communications. Well, thank you President Singh and good evening members of the board. Uh at this time I'm about to give you my last uh uh superintendent report after uh three really wonderful months here in Central Unified. I came in three months ago really not knowing uh what was ahead of me and uh it truly has been a gift to be here to get to know you all. I've learned so much from the board, from our team. We have an amazing team out there. Um, I was able to get out and visit every single school in the district. Truly, that was actually the probably one

031of the most important things that I was able to do because I was able to witness firsthand all the great work that's going on out in our school sites, but also have those, you know, courageous conversations with our team about the challenges that we are experiencing. and uh it definitely informs us here at the district office about um you know decisions that we're making and things that we're bringing to you as a governing board. So um I want to thank you for putting your trust in me and for asking me to be here. It really has been a great honor. So with that um I have uh two main things I want to talk about this evening. The first I want to give you some updates about uh some of our seniors. Um, I just

032want to mention that we have nearly 70 of our 12th graders enrolled. They what they did was they they have been enrolled in special education classes. They completed a dual enrollment course uh called transition to college course. And so they completed a total of 18 lessons. The students were able to get priority enrollment. They engaged in seven college visits and they got assigned to their counselors in advance which of course is a great advantage for our students. So we would really like to extend a debt of gratitude to Mr. Rodney Fontis for leading this program along with the workabil workability program which I think everybody knows is a great program for um our students with disabilities. We would also like to thank Mrs. Crystal Yim at Central East for teaching the dual enrollment course for

033our students. This program allows our students to feel comfortable in joining the Fresno City College community coming this fall. And additionally, we'd like to recognize that a total of 13 students from our special education programs enrolled in workability courses completed the workability program which led them to obtain a job. And thank you Mr. Fontis and happy retirement because he is actually retiring from us this year. And then also something that uh uh trustee Coreo had uh re had uh prompted us to uh think about was the Chicago Latin Latino Youth Leadership Project. So I wanted to report back that students enrolled at Justin Garza Central and Central East high schools had the opportunity to apply to attend the Chicago Latino Youth Project in either Sacramento or Fresno State University. The primary purpose of this project

034was to prepare students to participate in California's economic, social, and political development. CLP is guided by the overall theme, California's future leaders, and the programs emphasize the the importance of the four C's: culture, community, college, and careers. So, we're proud to announce that nine students out of that 20 that applied were able to be accepted. Seven attended the three-day conference at Fresno State this last weekend and two were accepted into the state conference being held in Sacramento in July. As participants of this project, our students will now have access to apply for upcoming scholarships for college and continue to engage in opportunities provided by the CLP. So, we're really excited to report that back and um for the remainder of my presentation, you know, I think as we come to the end of the year,

035it's so important for us to take a moment to look at our results. And I know that our team will be having, you know, an academic achievement workshop at some point, but what a great way to end our year to look at some of the great things that have been happening out in our district. And um as you've heard me say before um uh what I'll say is that reading at an early age the literacy uh for our our students in grades TK through third grade is very critical. I personally believe and I think many of my team believe that if our students are not reading by third grade, it's like they play catchup for the rest of their educational career. And uh students who aren't proficient in reading by third grade, they tend to

036you know engage in uh behaviors that uh uh are uh reflective of their frustration. uh very often students don't want to come to school and uh later on engage in you know or suffer from anxiety and depression and often can't access many of the great programs that we have whether it's CTE programs or some of the dual uh enrollment programs that we offer here at Central Unified. So with that said, there's been a huge push in Central Unified before I came. I'm not taking any credit for this to really engage in uh attacking that area of our educational program. And so uh about three years ago, Central Unified uh embarked on uh a journey of training our uh primary teachers in the letters uh um program. It's essentially the back to basics phonics approach as

037many of us would know it by. It's often called now the science of reading. Regardless what you call it, it is actually a method that I used as a teacher for 20 years with great success. And as myself and members of the board were out and about in the school district, we witnessed uh many of our teachers engaging in uh teaching our students reading through the letters approach. So with that in mind, I asked Ying Lee, our uh one of our directors of curriculum, to help me prepare just a couple, this is just a little snapshot for our board and our community about uh h how that has impacted uh literacy in Central Unified. So uh Kale, if you could put up the first slide. So if you look districtwide, uh we do have our

038scores in from ESPback now. uh and we can see that um from 2023 to 2024 I mean 23 24 to 2425 this past year we have gone up uh we're now at 44 3% I think it is my eyesight I thought thank you Jess and so that we have grown overall in the district by 2.5% in ELA I'm only looking at ELA tonight um but what's really interesting is if you look on the right there you can see that the students in third grade, I'm focusing just in third grade alone, who were in the classrooms of teachers who um were trained in letters. And I just want to add that half of our third grade teachers are trained in letters and the other half are in a cohort to be trained for letters. So, um

039you can see that now this is not apples to apples because they're two different groups of kids. I just want to be careful to say that. Last year's cohort of students who were uh in letters training were at 27% proficiency. This year that it's gone up to 44%. It's been a growth of 17%. I just want to say I've been looking at data for a long time. That is unprecedented growth. That's significant. Um you can see also below, it's probably not as clear to you from here, but we often look at the distance from the standard. So in 23 24 our third graders were about 55 points from the standard but they've gone up to only being 19 points from the standard. So we look at data in a number of ways. And Kayla if

040you could go on to the next slide. Um I want to show that you can see that when you see look at all our different cohorts three four five six seven eight and 11. the growth in our third graders is you know much higher than the rest of our um grade levels. So for example uh third grade has grown from the prior year 8.1% but all of our other grade levels are significantly lower. Also if you look on the right and when we're talking about standards not met one of the things we like to look at is how are we closing the achievement gap? How are we um reducing the number of students who are not making a standard meeting standard? And you can see that in third grade that it's a significantly greater number

041of students who are um coming out of the not met category. And then obviously third grade we look at that because that's for the first time that we actually um test our students on state metrics. But of course it behooves us to look at the other grades prior to third grade uh because that too tells a story. And if Kayla will go on to the next slide, we took a little look at first through third grade. And this is what we call our eye ready data which is one of the other metrics that we use. We have several metrics. Uh but if you can see there that the students from 23 24 to 24 25 at on or above grade level has increased overall in in central unified by 3.2. 52%. But when you extrapolate

042from that and look at all our students in grades first, second, and third grade who are in the classrooms of teachers who are trained in letters, you can see that in actual fact they went up by 7.6%. It seemed to me on every metric that I discussed with Ying Lee, our students who were in the classrooms of of letters trained teachers uh scored at double the rate double the rate of others. Um if you look down below, you can see that the students in the non-letters classes went up by only 1.4%. Um uh so one more metric I wanted to mention was or item I wanted to mention is that we have in TK we have 86% of our teachers either trained or in the middle of their training. It's a two-year training. Uh 67%

043of our kindergarten teachers, 90% of our first grade teachers, 80% of our uh second grade teachers and right now uh 50% of our third grade teachers. So what this tells us and like I said this is just a snapshot. What this tells us is that Central Unified is about to experience this wave of success as our students in grades TK through third grade are getting a very firm foundation in literacy. And I use my words carefully. Literacy encompasses not just reading but it encompasses um uh listening and writing and comprehension all the skills that are necessary so that they can be successful as they move into upper grades and on through the rest of our system. So I'm very encouraged by what I see and I want to thank all our teachers because we had

04484 teachers. We graduated this year and it's quite a commitment. They came in on Saturdays. They worked on projects all year long. they engage in a lot of um homework so to speak and observations. So um honestly I I'm not sure if there's any other district in the county that is this far ahead. I know Sanger has been working on this also and maybe a year ahead of us but in actual fact uh we're doing very well even compared to Sanger. And finally I just wanted to mention a couple of other academic highlights from each of our three areas. uh the central high area. I wanted to mention that um our Persian pathway students were the academic decathlon champions for division 4. And I also want to mention that these kind of programs help engage

045our students at this school. We had uh suspensions down significantly this year and it contributed to we had 53 graduates this year which was particularly uh uh good. Also, many of us know, and I just want, it's worth mentioning again that we had 11 students graduating from Central High School with their AA degrees. And in the spirit of third grade, I just want to mention a couple of things. Madison Elementary, their third graders went up 6%, but they also as a state distinguished school, you remember, they had they finished the year with zero suspensions and overall went up 11% in ELA. Um, and Hton Karnney, another school in the Central High School area, their third graders went up 11%. You'll see a common theme in these statistics. Out at Central East area, couple of uh

046little highlights here. Rio Vista Middle School, they had the district's highest reclassification rate of almost 30%, which is very significant. Our Central Online Home School, they had a 26% increase in math. And then again looking at third grade, Steinbeck, they had a 16% increase in third grade uh ELA and Riverbluff had a 14% increase in ELA. Steinbeck is at 39% proficient and uh Riverbluff at 52%. And finally looking at the Garza area, I wanted to mention that all Justin Garza elementary schools grew in math this year on the ESPback. And all the Garza elementary schools and Glacier Point grew in the sci in the science test, the California science test. And one last mention, Roosefeld uh elementary, Roosevelt Elementary, their third graders grew a whopping 18%. I'm sure Principal Hamlin's going to be very happy

047about that. And all of these schools are starting to experience these great growth spurts as a result of the work that's been going on in the last three years. So, I just wanted to finish by mentioning some of these results. I think results play a big part in uh in reminding us that the student outcomes are where we are. um if we if we're not getting the outcomes then um then we would we have to you know evaluate our work. So uh it's it's great to see that we're getting some great results in Central Unified. Thank you Trusty Kon. Uh thank you President Singh. Uh last last meeting I had a full update but on the 10th I was invited alongside others in the business community and in central unified leadership to visit an AP

048US history class and uh give mock interview and resume feedback to students who want to pursue our career after graduation. Uh so I interviewed a couple students that have been watching our board meetings and maybe one day uh we'll replace me or others on this board. Uh so I want to thank uh uh Mr. Beijian for always finding new innovative opportunities to teach his students. Uh and finally, uh Dr. O'Brien, thank you again for uh coming to Central Unified and uh supporting us throughout this semester. Feel like we've been able to do a lot of great things and I got to join you at about 60% of those site visits and uh the way you've kind of opened our eyes to a lot of the not just the uh the challenges we're facing, but also

049the successes we're having is really appreciated and thank you for that. I I also have a few comments. One is um I I mean just uh what what Dr. O'Brien shared actually talks about sort of the um the profound focus the the profound um engagement really that our teachers have had kind of throughout the year. I I want to appreciate sort of the the leadership and and actually the board because there was a lot of conversations here about really us shifting away from an older LLI approach to to this sort of science of reading and and it was that sort of like um advocacy at multiple different levels within the organization from the board and really from the parents and the community that uh were looking for a phonetics based approach and and the the

050um results coming from the letters program is nothing short of remarkable. One announcement I definitely want to make uh at the front end, although we probably remind at the uh back end, is really just to invite our whole community out to the Justan Kalera um uh ribbon cutting happening this Thursday at 9:00 a.m. at the school at Shields in Broly. I I want to um really extend that to to the entire central unified community and really appreciate Ole Pio Burrough's um director Rodriguez uh area administrator Mark Mark Fowler principal new principal soon to be principal Diaz and of course uh Dr. O'Brien really just laying a foundation making sure that everything is going to be perfect and and something that we can actually enjoy and really be proud about that that day. I also had

051a few sort of remarks that I also wanted to share during this communications at the at the um at the latter end. Tonight is a moment both uh filled with deep gratitude and and a bit uh bittersweet reflection. Tonight, as as we have been reminded, is our final board meeting with interim superintendent uh Dr. O'Brien. And we're closing not just a chapter, but really trying to honor a brief um but still enduring legacy that's left an indelible mark on our schools, on our students, on this board, on our staff, and ultimately in our hearts. Dr. O'Brien joined us uh really waiting into uncertain waters when she stepped into this role. What we needed at that time, the community needed steadiness, our educators needed clarity, and our students needed hope. She brought that quiet strength, that

052thoughtful guidance, that unwavering dedication, and that's really just the tip of the iceberg. She brought stability to our day-to-day operations at a collective sense of purpose. As her and I often discuss, excellence is a matter of expectations. This board, it's we always have believed and she echoed that we have a duty and a sacred responsibility for every single child that walks through our doors. We are an emboldened community. She's helped us uh vision what is possible, when collaboration is real, when accountability is shared, and a focus on students is unified. We're going to miss your wisdom, your presence, and your dedication. And as she passes the baton to Dr. Marshall, who we eagerly await, we want to thank you for anchoring us. We want to thank you for supporting us, and ultimately want to thank

053you for believing in us. And so with full hearts, we um as as president and I think I speak for the entire board really want to thank you for your service [Applause] and with that we will turn to comments from the public. Thank you President Singh. Our first comment is from Alli Barty and you'll have uh three minutes. Make sure you press the button to speak. Hello everyone. My name is Alli Barti and I am the student body treasurer at Te Elementary. During the last week of school, Anna Lisa Perah donated 30 yearbooks to sixth graders who did not have one. Thank you council member for the yearbooks. some of the sixth graders who could not get their hands on yearbooks or only have one to look back at memories of their final year of

054elementary school. We are all thankful for what you have done. It was considerate and a great example of giving back. Thank you. [Applause] Thank you, Miss Party. And thank you, Council Member uh PA. believe that is all the comments we have on our consent agenda or rather comments from the public. We're going to move to our consent agenda. Right. So So we are going to um remove item L6 uh for for for uh further deliberation. Do I have a motion on uh consent agendums uh items 1 through 5 and 7 through 13? So moved. We have a motion by trustee Keron. We have a second by trustee Sellers. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries. 70. On consent agenda item L6, approve student and family services program manager

055job description. If I can ask um Dr. Lopez to share a little bit more context. Good evening, board president sing, trustee, board of trustees, and interim super uh superintendent uh Dr. O'Brien. Um, so the reason why I would like to pull this item to discuss prior to um, voting on it is because I noticed that uh, where it states educational experience, we noted bachelor's degree from an accredited college or univers university with major coursework work in education. For this management position, what we need um, we would appreciate somebody with that background. However, most of those individuals are um pursuing a teaching credential and many of the management positions that we see in ELOP programs are more related to clerical, business, uh communications. Uh but as long as during the interview process, they're able to express

056that they've done work associated to to that field. Um so we would like to eliminate with major coursework in education or related field. So it allows us to pursue the appropriate candidate for the position. administration is recommending that we approve the job description with that amendment. So, um I just want to make sure then so the uh what the administration is asking us to do is remove specific clause just to increase the sort of candidate pool. So, and also so we're in compliance with what are the requirements. I saw Trusty Kon and I'll take it to Trusty Korea. Uh thank you, President Singh. Dr. Dr. Lopez, could you speak again as to why we are removing that uh a with that amendment? Why we're removing that language from the job description? Yes. So, if we

057only focus in education, many of the individuals that have a bachelor's in education, we all know are in their process of pursuing a teaching credential. uh when you look at ELOP programs, our management roles are focused on compliance, on grants, on making sure that we are uh following attendance guidelines and leading others into meeting those criterias. Uh the role of the manager is to be able to build relationships with the community, being able to create pro uh not create the programs, to be able to look at the compliance components. Um the individuals that really need to have the educational background should be the supervisor of ELOP programs and the site leads because they're leading those programs. These positions make sure that we're following compliance. When we look at other job descriptions for other districts with

058managers, uh many times they have backgrounds on human relations on um one of the other ones we notice is communications. Um so we just want to broaden our agenda. we have to post these positions this summer and I don't want to be short on individuals that that may apply. Thank you. And then um can you speak to can you speak as well to the need for these positions with our district? So these are growth or reclassifying. So both we're reclassifying the position because we currently have a manager for uh campus connect. As we know the program isn't um is no longer part of our district. uh that job position does not apply to many of the things we have to comply with for ELOP programs. However, as you guys uh may be aware, we are

059trying to pursue um the 21st century grants and um being able to obtain those grants from county in the future. uh this would be a step towards that because all the accountability pieces with attendance uh according to the grant uh parent involvement um and other components they have positions in Fresno County that account for all of that data and manage the day-to-day um so these individuals will be able to provide the supports we currently only have one staff members believe it or not a lot of people think we have multiple staff members helping in my office one person in LOP April Lee That's not enough for this district and I you guys have seen the programs. It takes a lot of work. So, we're trying to have one per region starting the next year. Okay.

060So, previously we only had one person overseeing the ELOP program. Yes. And we have used uh our supervisor of community schools to help with that. However, as you guys know, we already hired all our positions for those uh for her department. So she's starting the work now with community schools, RFOs, community schools, parent engagement. Uh and that needs to be her focus since she was hired to do that work. Okay. My understanding is that there's a lot of crossover between uh ELOP and community schools at least within Central Unified. That is one uh pillar. So what we're doing is through but it has to be done through the committee. So any anything that we do with the community school funds related to expanded learning they have to meet as a committee make those decisions and

061we've done a couple actually through Teague Elementary so thank you to Artosa uh they were able to approve use of expanded learning funds through the community school committee but yes that is one component one pillar okay thank you I think they answered my questions trusty Korea so why require a bachelor's if I mean putting it simply we don't really care if they have one or not. So sometimes when we pursue a bachelor's degree, it teaches us a lot about communicating, right? Uh there's communication components. There's A throughG requirements that we have to take as part of that coursework. So there's a deep understanding about our community. There may be cultural classes that they took that uh align to uh the demographics in our community. So we feel like that is uh something that we would

062like to continue to keep but we added the word and or because if they have four years of experience already doing the work and they have an AA why not right to me experience is equivalent to a bachelor's degree. So we did add the language and or or four years of experience. Okay. And so the language you're requesting to remove is with major course work and education or a related field required. Yes. Okay. I'll move to approve the job description as amended. Second. We have a motion by trustee uh CO on item M6 uh of with regards to the amended L6. Sorry, L6. My apologies, not L M. L6. And we have a second by Trustee Kirk. Those in favor, please say I. I. I. Those opposed, nay. Those abstaining. Motion carries. 70. We next

063turn to our action items. Um we first begin with our student discipline cases. Do I have a motion? So moved. Second. We have a motion by trustee Kurfon. We have a second by trustee Sidu. Those in favor please say I. I. I. Those opposed? Nay. Those abstaining. Motion carries. 70. We next turn to our uh to accept gifts to the district. Assistant superintendent Nick. Evening. We have quite a few gifts. Um, we start with the Central Elementary School received a donation of $1,000 from Central Youth Cali League for the student athletes. Central High School received a couple of gifts. $85 received from Carla Naples for the yearbook. $85 received from Elizabeth Herd Burgger for the yearbook. $100 received from Russell and Charlene Gunland for the FFA scholarship. $50 received from the Marian Bronze for the

064FFA scholarship account. $85 from Samantha Cheryl for the yearbook. $10 receipt from Chris Williams for the FCCLA club. 85 $85 received from Taylor Yates for the yearbook. $400 from Janice Jackson for the athletic program. El Captain Middle School received $1,000 from St. Joseph Foundation for the PEP and chair team. Uh and finally, this is a late edition. Teague Elementary received 85year book valued at $1,200 from Fresno City Council member Miss Analyst Superior's office. Uh administration is recommending the board accept gifts to the district. Thank you, Assistant Superintendent Nikk. Uh Trusty Kon. Uh thank you, President Singh. Um uh assistant Superintendent uh we received a public comment tonight about another uh donation. Are we expecting that one uh to come on this item at a later meeting or should it be amended to this one now?

065That that was a that was the T yearbook. That was the T yearbook. Yes. Okay. I see. Thank you. If if no other questions, I just want to obviously thank all the donors and then because it wasn't appropriate during public comment, we I definitely and probably on behalf of the board just want to thank um uh Assembly or sorry, council member uh Perea uh for for for the gift from her office. And with that, I will motion to accept. Second. Second by trusty CO. Those in favor please a motion by myself. Second by trusty CO. Those in favor please say I. I. I those those opposed nay. Those abstaining. Motion carries 70. We next move on to item number three. Adopt the 2025 2026 local control and accountability plan or otherwise known as the LCAP.

066Director Griggsby. Good evening. I think I have a PowerPoint. Click. Just click. Magic. Okay. Good evening. uh board of super board of su student start over board members and interim superintendent O'Brien. Uh it's my pleasure to bring to you tonight um our LCAP plan for the 2526 school year. I'll give you some background information and then be happy to answer any additional questions you might have. Some of these first slides are just review of things that we've discussed throughout the year. But what is the control local control accountability plan? We are in year two of a three-year plan. This is the 2526 update year. It is a three-year plan that provides our district the opportunity to talk about comprehensive support programs for all of our students in our district and how we le leverage and

067braid uh state and federal funding in order to support their learning outcomes. The plan itself is broken into about three components. You'll see the budget portion at the beginning. That's a summary of the uh more in-depth budget figures you're going to see from Mr. Ikbal later. Uh then the summary documents that update our reflections. Uh gives an overview of our district, reflections on our our challenges and also our successes. And then the third part talks about um the goals and actions of the actual implementation of the strategies that'll support um student learning, student wellness, and um outcomes for our district. The input process is proceeding. We are now past the point of March where we're um compiling the surveys. We've done the draft process. We've done the public hearing and we're now entering into the

068final technical edits as we call it with Fresno County Office of Ed where they're giving us input on technical language adjustments um where they want to see them and then also input on the final budget approval process that goes handinhand with our budget approval. We have added an equity multiplier school this year. If you'll remember, those first debuted last year. These are schools that qualify for additional supplemental funding from the state of California. It's based on their non-stability rate and low income percentage at the school site. So, added to our previous four equity multiplier schools, you'll now see Madison Elementary there. And so, they have added a goal to our LCAP. That goal will be echoed in their school plan for student achievement that you'll see in August when we return. so that they'll have

069a board approved plan when they start their school year. This is a summary. I apologize for the small font, but this is a summary of the overview of our overarching trends that we saw as far as community partner input throughout the engagement process. Um, we heard loud and clear that our community partners did not um particularly enjoy the survey techniques that we were using through thought exchange. And so um we have gone to another vendor that they seem to really like. It's called Parseek. And Parseek is a survey tool that simplifies feedback for the educational partners. It's a live link that goes to them. It's open-ended questions and it kind of allows us to tailor the question to the audience that we're intending to um solicit information from. Um, the good news is it does

070automatic translations on the fly and and converts it back to a language that that the um staff here at the district office can utilize and and work into um reports. Um, it also allows for a video or just an audio function. So, if the kid or the parent doesn't want to type something in or they can use their phone or they can just video chat themselves, which the kids really seem to enjoy. So, they can do any of those things. um when we uh engaged with our community partners at like town halls or parent events, we provided um iPads for the parents so that if they didn't want to use their phone and just scan the QR code, we already had it as a link on the iPad already translated and everything so they could

071just touch the screen and then they could go in and do their feedback. if they were um hesitant about how to use it or whatever, we had a family outreach liaison that was sitting with them that could guide them through the process in a language that they could understand. So, one of the requirements if you'll look in I think it's around page 20ish in the plan, you'll see the the template that has um where we call out as a district where did all that input land in our plan. And we always tell our our community partners, we can do some things, but we cannot do all things. But we want to hear all of those things so that if we do have to pivot or we have alternative means of funding a a specific need,

072we can do that in real time. So when we um look at our stakeholder feedback or community partnering feedback, that's what we're always prioritizing. We're looking at number of mentions. We're tying that to data analysis to see that we're hitting where we can get the most effectiveness for for the strategy that we're employing. So you see summaries here. The one of the major input areas was parents and community partners wanted to make sure that we were strengthening academic supports specifically ELA and math. So Dr. O'Brien um gave us a great overview of some of the the strategies that we've employed as far as uh literacy. Um and so th though there you will find it in the plans in action uh one um specifically action three and four have the um multi-tered systems of support

073for academics. Um five and six talk about professional learning communities and the support of the at the elbow instructional coaches. Um action 13 in goal one is um where we talk about sight specific. Those are required actions by the state of California based on individual site performance that have student groups that are per performing below other student groups. And then action 12 is specific again a sightspecific ELA that has required actions by specific school sites. Uh, one of the supports that we were that was requested loud and clear was social, emotional and mental health services. Um, we direct our community's attention to actions three and four in goal two tiered emotional social emotional support and behavioral supports in action six as well as PBIS intervention and professional development for classroom teachers and administration in um,

074action five. Safe, inclusive, and positive school environments also came through loud and clear. Um, they want to make sure their kids are happy at school. They want students to be engaged. Students voiced this quite a bit as much as well. They wanted to make sure that they felt valued by their teachers, that they felt heard, um, that they were respected by their classmates and that they had a positive learning experience and that when they did have an issue, it's not that they didn't expect to have issues, but when they did, they wanted to be heard and have have a fair outcome. So, we heard that loud and clear. Um you'll see most of this in action two or excuse me goal two action five and six again the PBIS and the supervisors um that's where

075we fund the behavior intervention support supervisors and the added um workers in that area and then 1.7 specifically goal one action 7 funds welcoming school environments um school site activities multicultural events and those are funneled down to the school site so their school site councils their their leadership teams and their elacs decide how to use that money and you'll see that money when their SIPs come. So, it'll be in their school plan. Um, we also had a a strong desire for enhanced support for English learner students. Um, these actions live in goal one. Goal nine is basic English learner program investments, language development, training, newcomer teachers, and in-class coaching. We did add an FTE, a full-time employee for another instructional support coach to target secondary. Um, and then we also added another full-time newcomer teacher

076to work with teachers that are um onboarding students new to the state or country. You'll see a sight specific um action there too on 1.14 and those are um school elementary school sites um and I think one high school no just yeah Justin Garza one high school that have um been identified on the dashboard as needing additional support. Finally there was a um voice that advocated for needing greater staffing resources and training to support classroom instruction. Again, you see that in 1.6 where we talk about instructional support coaching and culturally relevant teaching um for um classroom teachers without the elbow coaching. Site allocations are in there. Um academic support and then an o overarching is um goal two action two which is investing in appropriately credentialed teachers. Communication and alignment with shared ownership is also

077very important to our educational partners. Again, we see that in 1.511, which is the um needs assessment for foster youth students with disabilities and homeless students in 1.1. So action 11 in goal one that is uh differentiated in differentiated assistance as identified from the state for the district. So, that's a district-wide action. We added counseling hours in action two, um, excuse me, goal one, action two, and then the you'll see the college career indicator supports in goal one, action 8, and 15. Um, as mentioned earlier tonight, literacy training is ongoing. You can see the numbers there for the amount of teachers that have gone through the training and we have 31 signed up for the fall. That includes the UFI foundations training with phonics instruction coming up for next year. We are moving towards the

078ERWC um expository reading and writing curriculum for the high school students. That'll occur the training will occur over the summer. The course will begin in the fall. um reading intervention, professional development and conven so that they can come together and collaborate on alignment and instruction. Math training is ongoing. This includes the DMTI training and the cognitive uh CGI training. Um students continue to be held to the high standards. The the cohorts are continuing with ongoing support from Mr. Chaparian and his team. We have um branched that out not just for general ed teachers but with English learner teachers and special ed teachers. And then on track is continuing um to help with the improvement and focus those practices so that the continuity continues and aligns with our secondary next steps. We're here we have information

079public hearing and we're now at the approval process with the budget. After that, we will um submit it to Fresno County Superintendent of Schools on or before June 30th so that we can have a district and county approved plan on or before July 1st too far questions. Myself and Dr. Lopez are always available. Um I do have additional information about stakeholder and or excuse me community partner. Um some of our members had asked for additional information about community engagement. So I can tell you that um we have ongoing evaluation for LCAP embedded in our um yearly annual um parent engagement evaluation form. So that means at every school site council, ELAC, DAC, and parent advisory committee meeting, there are three questions embedded in our electronic evaluation tool that ask them to kind of rate their

080ongoing um evaluation of how well the LCAP actions are serving the needs of their students or their child's classroom teacher. Um, to date we have 1,237 overall respondents throughout the end of the school year on just that survey alone. During LCAP town halls, um, we had 60 parents that actually signed in and over 56 students that came. Survey responses were above 300 based on those meetings alone. We invited our community partners to the town halls. I know I saw Ry's Closet, PG Genie, Marjgery Mason, Centerlaf Familia, Highway City Commission, and the others that are listed in the plan. There were too many to note, but those folks were consistently there with tables at the back. And the idea was to have them there so that they could meet our parents face to face and our

081parents could get to know them face to face um and start that dialogue. So if in fact the parent did need assistance from one of those community partners, they were familiar with the people. They had the brochures and the handout and they knew what number to call. Um we additionally surveyed all teachers. We had over 105 submissions on parseek reels for that. We engaged with our bargaining partners both CUDA and CSEA. CUDA have had over 114 submissions. We do meet with them individually. So they have their own individual meeting. Um CSEA had a little bit less um engagement. We only got seven responses back from them. So, I'll be talking with Angie and I will work on getting that um getting them more excited to take our survey and give us their input. Classified and

082other personnel um responded 119 uh surveys to us. Student surveys, we were really excited. We have over 561 surveys that were sent to our unduplicated or underrepresented student groups. And in the others, we had just 25. But I was really excited because usually it's the reverse of that. I get a lot of information from the all survey and not a lot from our duplicated kids. So I was happy to see that equity multipliers. We got um engagement by school site. Um central online homeschool had 55 respondents. Pathway Persing um struggled to get people to respond. Um and of course due to the nature of their their campus, that's not something that's unexpected. So our next layer was to have our family outreach liaison make personal phone calls and we learned that parents weren't exceptionally excited

083to come out for that. So um what we did was pivot then and we met with this uh the site learning team the teachers and staff there and did some empathy interviews with students to find out what their input might be to use those equity multiplier funds. And then at finally at class we had 82 respondents to our survey for parent and community engagement. We also had um input from DAC parent advisory committee. Those were at second quarter meetings and our migrant pack. Um their session was scheduled for early February and I don't know if you remember early February but there's a lot of unrest and and kind of uneasiness about public meetings. And so after personally calling our um executive committee and the migrant parent advisory committee members, they elected to come to our

084town halls which they felt was a bigger organization and they were more comfortable doing that. We provided transportation and interpretation for them to go to those meetings. Um, I can give you more in-depth surveys, but there's more there's more than 15 of them on the parseek reels, and they they sort them individually. So, the trends that you saw on that slide were the overall trends that we uh were able to put together. Um, but if you want more details on individual surveys, I can get that information for you at a later date. Dr. Lopez, I would like to add thank you for collaborating with our departments. This year it was exciting to include Nora Sevayos, our coordinator for parent engagement, Christina Rodriguez, our supervisor of community schools. So with that partnership, we created bus routes

085for parents uh just to make sure everyone had access to the town halls. We also uh provided the opportunity for Ry's closet for uh food distribution to happen during those times. So, our families that arrived were able to receive assistance as well if needed. Um, so it was great to partner with you guys this year and we were able to qualify some local vendors for food trucks to come. Yes. Diverse diverse. They were really excited about that. So, what I do want to add is I think we learned from that. We we met and learned a little bit about uh we are offering all these great services. What we want to do is be able to put it in our platforms more openly so people know that we they have access to these town halls.

086Uh we also want to take uh take a little moment to say thank you to our technology department because we tested something new this year which was our uh Zoom kind of meeting uh at the same time and I think that that helped many of our parents log in and have access especially during these times. Yeah, there there were we had participation online and Kayla and team back there got to take advantage of our food trucks as well. So they were we were happy to see them and they were happy to see us. Jesse Chavez. So, I was one of the questions today. So, thank you for gathering that additional information. Okay. So, this is my first time, so I'm going to plead naive here. Um, I won't be able to do that for long,

087but I'm going to continue as a new board member. Um, so I really appreciate uh the time frames uh where you actually got to lay out throughout the year all the benchmarks that you hit and and the engagement and all of that. So my questions um I appreciate all the detail that you put there and I think where I'm maybe confused so please correct me if I'm missing it. I really appreciated all that detail but I don't see that captured here. So, I think I'm kind of confused as far as in the plan. Yeah. Oh, I used to put it in there all the time. And with the new evolution of the current template, why you're doing that to me? Um, we're we're not supposed to put the detail in the plan. Okay. We're supposed

088to just summarize it, the action, the interaction, and and then the outcomes as I listed it by site. So you'll see a section in the plan where it says this was our these were our top tier um items that resonated with everybody as far as input and here's where you can find it in the plan. So it's a structure of the template. Yeah. Um so I see on page 13 um that's the particularly the matrix that I'm interested in. Um, and what I was curious about because I can appreciate that. Believe me, I've had word counts and matrix and templates to work with, but for me with the district, especially if we're in the second year of our third year, by the time we get to this next year and we're going to be approving

089this again next year, all that detail will be lost on us if it isn't captured. If it's not in writing, it didn't happen, right? So, I don't need to know about I mean, I love all that about the food trucks and the transportation, all that. That's all wonderful. What I'm looking at is something quantifiable. So, for instance, um when I'm looking at parents and other educational partners on the matrix where it says process for engagement September 1st through March 5th and it says Google form survey questions administered, can we put just number of responses received? Can we just add that little bit so we can actually put What page are you looking at? I'm sorry. I'm just I'm on page 13 of 191. Um, so what I'm looking for is just some spec specificity around

090these particular mechanisms that you used for the engagement. And my purpose with that is that when we do find ourselves in year three and we're looking back on year two, because you'll have to recapture 25 26, we're going to want to see, okay, so we engaged this many parents in this way and we had this many people show up on town halls. So it'll be like a snapshot for us to quickly see like okay you know we were short with our SULPA we didn't have as much with our bargaining unit our parents weren't so that that way year after year we have something quantifiable and something very quick reference that we can actually see. Does that make sense? Yeah, I see what you're saying. Will that be allowable within the template? I think so. But

091I will run it by our our leads at Fresno County and I I can get back to you. If not, I'll let you know. if I'll I'll put it in because I think for us like it's I I think we're doing ourselves a disservice by not capturing all of the work that you guys are doing and like let's make sure that it's reflected here because when we find ourselves at this point next year, let's have all of that, you know, um archived for us to be able to refer back to and then we have something to measure, right? So, so that's that's really big for me. Um and and I appreciate you being open to doing that. So, um, additionally, I'm curious about our partners. So, you named specific partners. Um, and I guess I'm

092just curious, and maybe this is just uh a question that I don't know if we could capture here, but those particular relationships with the partners that provided input, um, I mean, is there something more concrete around like our long-term relationships and how they'll be integrated into our plan? I'm just curious. So just to clarify, I come in into this presentation for the parent engagement and support to the department. So this is under educational services, but I can speak to you about the long-term relationships with the CBOS that we partner with because that came from our community schools uh supervisor. So uh Ry's Closet has an ongoing relationship with our district and we've actually reached out quite a bit to them for support with some of our families uh as well as schools that are in

093need. Uh we have connections with the food bank. So all these individuals that you saw and and different different uh community based organizations were at different events. It was whoever was able to match their schedule, right? Uh all these organizations currently have a relationship with us. If we need something, we reach out to them. Our FOs have list of those CBOS that we reach out to. Uh and I believe we were able to increase because last year you only had one. So it was nice to be able to partner with a lot more than one because of the work of community schools. In the past, we usually only had one that regular showed up. Censor left Amelia. We have tried surveying them remotely, like reaching out via email or telephone interviews. Haven't got a lot

094of really good rich information. But I think them seeing our families, like the first night, they kind of just sat at their tables and they were a little bit hesitant. By the third time we did it, they were out walking around. They were shaking hands. They knew staff. They were they were really excited about it. So, I'm hoping that'll catch fire word of mouth, too. like as they talk to each other and they realize this is a really good opportunity to actually meet families, shake hands um and make connections so that um we always talk about the first time you see a family in need is not the first time you want to meet them. You want to know and already have a relationship with them. And so I think we made some inroads on

095that, but we're always open and looking for ways to expand. And yeah, they were not just there to provide feedback. What I liked was they set up a whole booth for the families. So that's what I was looking at. So like when you're talking about relationships, I'm all about us establishing these long-term strong relationships because we can't go to organizations when we need things and need feedback. We need to have and what I'd like eventually is to have a long-term and maybe not formalized. It doesn't have to be contractual. We don't need to have things in writing all the time, but we need to have some sort of again um concrete archive of like so we can measure year after year. How are we growing in those areas? And I don't really see that here.

096And I guess I'm just kind of confused. My department has that. So we have a list of all the new organizations we were part we were able to partner with this year, which is pretty extensive compared we we started with one. So then my question would be is there a way for us to capture this in the plan before we finalized the draft? So like is there a way that we could say for instance these are the names of the partners and just a little brief little something about what we're doing with them so we can again reference it next year specific partners again I will ask but I've been um it's a it's a pushpull between number of pages and drilling down too much and having you know too much information in there versus

097trying to capture a true snapshot of the work that's ongoing but um Maline and I will will just try and find a way to put that and if it's not poss possible. Okay. So, like I want to give you options if it's not possible because I don't want to be unreasonable. Perhaps what we need to do for us, maybe it's not even necessarily captured just in this plan. What I would be interested in, and I'm going to look at you guys cuz I'm the new board member, so I don't want to ask for something that's unreasonable, but I would like to, you know, how we have that time frame of benchmarks that we have to hit throughout the year. Maybe we have check-ins at those points around reporting out what have we done with these

098organizations up until this point. So even if it's not formalized here in writing that we throughout the year are like saying okay every quarter we're doing a check-in. What have we done with Central La Familia? What have we done with you know Highway City? Like what have what have we done? Right. So um I'm glad you brought that up because MTSS workshop that's opening up at the beginning of the year. One of the components, one of the slides is for the community school coordinator or supervisor which has the list and all of that will be attached to the her slide. So we have the l and this is the same list that our foss are getting trained on monthtomonth we're talking to them about resources in our community and whoever is added to those lists

099so we can provide that during that workshop. Okay. Yeah. And um so for my fellow board members, if you guys could help me like how do I ask for that? Like how could we integrate that into I I I'm going to follow up because what you're asking for is a report. So it doesn't require a formal vote that it just I will I will follow up with the superintendent to make sure that we incorporate and I'll follow up with you to get a little bit more clarification. Okay. And one last question for me and I don't know if other people feel this way. I'd like an ELCAP training myself personally because I read it for the first time and I did it a few times and I taught myself here. So I really would like

100to know that I'm understanding it before I am trying to ask questions and make recommendations because I want to be asking informed questions. So if we could do that at some point that'd be great. Thank you. I appreciate your comments and uh one thing that occurred to me as I was listening to the dialogue coming back and forth, if I can't put it in the ED partners section, I might be able to well not might I can I'll figure out a way to put it in the analysis part of goal three where we talk about community engagement. I think we could include a couple of sentences that it might at least capture the essence of that so that the language is there and when we reactivate early next spring to start analyzing effectiveness, what we

101do is look at what we said last year, right? And then moving forward, we say, "Oh, oh, by the way, we saw that we interacted with these 18 community- based organizations. How many are we interacting with now?" And I could put that into that evidence of effectiveness essentially. So, is that kind of more what you're asking for to drill down? Okay. Okay. I'll look into that. Thank you. Thank you. I think we have a public comment. Clerk peront. Yes, we do. Presencing uh Elizabeth GZ Luna and uh you will have three minutes to speak on this item. Uh if you can please come to the uh front. We can hear you. Good evening board and um superintendent. Superintendent. Um, okay. So, I just want to make a a really quick comment. I'm here for I'm

102a a community member and I'm just want to say that I'm glad to see that the voice of the parents is there on the LCAP. LCAP is a very important process and and um and we should be making sure that that our parents are being heard. So, thank you. But I also want to um mention that I have as a community member for DACA, I've also visited several ELAC meetings and I found that not all EL coordinators are well informed on LCAP and are not effectively facilitating the process for feedback from the community at their ELAC meetings. So I just did want I wanted to bring that to our attention because ALCAP is so important that just like you mentioned training is needed. Everyone needs to have it and everyone needs to be speaking the

103same language and giving that that opportunity for the community and the parents at the meetings to be able to uh voice their needs. Thank you. Thank you. Thank you, President Singh. That was the only uh public comment we have. So we can resume board questions. Any other questions? Trusty sellers and then Korea. Thank you. Uh Director Griggsby, this this question may be more appropriate later when discussing SIPs, but outside of the surveys and dashboards, do we have any other metrics or way how we evaluate um our efforts districtwide as well as at each site? Yeah. So you'll see you'll see sitebased information in their SIPA. So it'll drill down more. We at one point about five years ago included local data, local measures in the um LCAP, but it became very cumbersome because different grade

104levels use different uh formative and summitative assessments and benchmarks. And so we made a a a decision for transparency and for ease of communication and comparing apples to apples after return to school with the pandemic that we would stick to the dashboard because that's our major indicator. Um but in the SIPASS we do walk the principles they and they walk their school site council and their ELAC through a comprehensive needs analysis. They started in February and all through the spring they started looking at all their I Ready results that had already come in or their NWA map at secondary and they made that those critical decisions and they basically ask three questions. Is it working? Is it not working? And based on the answer to those two, what do we do about it? So, and

105and when it's not working, we press hard on them to say we're not going to just keep doing the same thing and get expect different results. we want you to actually change the action and try something different and then the parents on the school site council and ELAC and the student uh the site leadership teams are involved in that process with them. Okay. Um, in regards to the surveys, are those confidential? Yes, they they there is no identifier other than I am an English learner student or I am a parent from Steinbeck or it's just gener I know I can sort them by parent versus student versus staff, but as far as identifying who that student is, I can't. Okay. And does the site administrators have access to those results from the surveys? Yes, I

106do. Um, is there any other way that we're ensuring that those surveys are confidential, they maintain confidentiality? It's a fine line we walk between making sure that I get the information I need that we need from the specific student groups. Um, so for instance, when I survey foster and homeless, I do lump them together with other student groups because when you only have 70 of one student group and you get 50 responses, it's pretty easy to know which kids you're talking hearing from and which kids you're not. Um, the Parseek tool in and of itself has a wall between when they put the information in and how I get it out through the reporting results. So there's no possible way for me um or anybody actually on our side to to drill down and see

107where that response came from. Okay. If they choose to video themselves, I can see them, but that's a choice. Okay. Um, and then I guess my last question is as far as the uh um school site council committees and the parent and community inputs, um, what training do we provide to the sites to make sure that the members of the community and students feel empowered that they understand the LCAP process. Having served on those committees myself, I know at multiple school sites that it varies from leadership to leadership, from site to site. Some are very welcoming and others are I'm presenting you with option A and B. You pick. I don't want to hear about option C. Correct. Um I I I hear you. Um we have you know through this process every year we

108always um look at the work that we've done and the input we've received and how it's how it is disseminated at the school sites and we've learned a lot of good lessons already this year. You know even I've been doing this for 10 years now and I I'm still learning. So what I did notice is that yes we have varying levels of expertise and familiarity with the LCAP plan at the site. breaks my heart, but it's true. And I'm willing to acknowledge that and say, I need to get more in front of principles and be a available to answer their questions so that when they're having that conversation with their school site council, with any parent that walks through their gates or any community member, they have a deep knowledge of what they're talking about.

109not just the big pin, you know, sometimes it's like the big strokes because they're busy and they've got this and that, but we're not doing them any service by not having a real deep knowledge of the work that we're doing because it's a lot and they're the ones out there leading that work. And so, I'm not doing them any service by not making sure they have a real deep understanding of that. So, we're already um looking at convening in in sometime in July when we first come back, we want to pull together some folks from Dr. Lopez's department, um Mrs. English and and other folks that we have voices of expertise in this district and and really just be honest about, you know, we don't want them to uh memorize chapter and verse, but I

110certainly want them to be able to articulate their goals uh specifically those schools that have sight specific actions in our plan. They need to know what they are and how they're being uh measured at their school site and who's involved in that work. And so um we can do a better job for sure. My last question is, have we ever considered uh encouraging area administrators or other district administrators to attend these meetings? Um the LCAP meetings. Yeah. Yeah. They go they go to their area. So for those regional schools, they so they and some of them go to more than like for Christine Pennington, she went to um her area school, I want to say Glacier and then she also went out to Biola because we always do one at Biola because not a lot

111of people sometimes they don't have transportation. So vital is a community school. It's a hub and so we typically go out go to them and so and some like if an administrator is ill or something like that, the other area administrator will come on their behalf. Okay. Um in my experience, I've never once seen anyone uh from the administrative level at any of the meetings or any of the school sites where I was serving. So at the LCAP meetings or school LCAP in general. Okay. So fair enough. We could just encourage that to absolutely a process to to grow. That's all I have. Thank you. Thank you. I think Dr. Bar was gonna have a quick comment and then I know Trusty Ko, you have a question to ask as well. Trusty Ko, you could

112ask a question. Yeah, probably more comments. Um, I appreciate both Trustee Sers and Trusty Chavez's questions because this is one of the documents that I like the least. Um, and in the seven years of serving as a trustee, it doesn't it's not very user friendly. Um and and one of the things that I would also um like to request and something we can talk about with our new superintendent is as a district and whether it's you director Grisby or the administration as a whole, we have to do better in creating environments where our parents and our students feel welcome. Because the one thing as as you all gear up, really as you gear up and bringing this item before the board, the feedback I consistently hear from parents and students is that they're being shut

113down. And there's a distinction between not being able to afford all the asks and educating our community and in fact our our teachers and our staff as well as to the services that we're providing. But there's a clear need to provide an overall um LCAP education. Um, and so I would like to see a plan that is focused on on doing exactly that, which Trustee Sers and and Trustee Chavez were mentioning, that we're providing and educating our parents, not in a way that we're telling them what we we want them to tell us and hear from them, but what they have a right to be able to advocate for and to ensure that we are creating environments where this is a collaborative process. We we can sit here and tell you what we think students

114need, but except for two maybe three of of the people and which I am not one of them. I'm not an educator. I can't tell you what services they need. Our parents know. And so I think it's time to to see some change in in really making sure that we are empowering our parents that we are empowering our um uh FOSs to support uh our parents and our students and that our area administrators when they are attending um these meetings that they are also being supportive and not shutting down conversations. um because otherwise we're not going to be able to continue to move the needle. Um and this document as a whole is daunting. I mean, I know I've I've read it a number of times. I'm glad that other folks are reading it, too.

115But it is extremely unreasonable for us to expect that any of our parents, especially when the supermaajority of our of our parents are are Hispanic Latino and are monolingual, it's going to be impossible to comprehend. and they're the ones educating our students after the classroom ends. So, I would just like to see that. Um, I'm I I also support having more of a quarterly report because this document is daunting and then we're just told to approve it. Uh, it's not very user friendly. I understand there's a template, you have requirements. um and and perhaps hearing more about all the information that we're collecting, those partners, the the relationships we're building. Where else is that information being kept? Because I think it's important to have that institutional knowledge uh especially as there's change amongst our board

116but our administration so that we all understand uh where we started and hopefully the growth that that we've been uh working towards and and in fact have uh been effective in in providing. So again, no specific questions, just more of an overview and request for us to to do better and be better and and have a plan to actually do that. I appreciate that. Thank you. Thank you, Dr. Griggsby. I think the um uh I mean I think my colleagues have kind of hit a number of points that that have been kind of percolating in my own mind. I think the one thing I would sort of also suggest is um I've heard this from parents and I really want to appreciate sort of the advocates as well is uh ways for us to do

117this in chunks as opposed to uh one giant meeting uh really really at the end where um it becomes a feeling that we're checking the box as as opposed to really kind of deliberately and intentionally taking their input over over a period of time where they can explore possibilities, explore explore these questions. in depth and and really be I mean we are we are trustees of of the public good and ultimately that it is the community that we serve and it's ultimately the the parents that that should be empowered and have the sovereign rights to to really educate their children. So for for us it's um I I I appreciate the time the work that absolutely went into preparing this document. I think it's um we we hear it from the community directly and I

118think that's just uh what we just want to make sure we're echoing and and creating those processes for for opportunities for our parents and our and our students to be heard. So, thank you. Thank you. Sure. Sure. I think Dr. O'Brien wanted to make a um response. I just want to respond to Miss Gas and and also it ties in with what Trusty Korea was saying. I think that uh the the LCAP is daunting and for sure I'm sure Miss Gamas is probably correct that there are some folks out there or school sites who don't feel super confident about explaining it. I think it's a it's a huge document. I agree that um one of the things we can do is uh approach it in chunks as you said. Um I know that myself Mr.

119Marshall have been talking about this also Dr. Marshall. Um there are ways that other districts h you know people a lot of people are in the same boat. This obviously this is a newish process that we've all been going through. But one of the things that I've seen in other district do that's very helpful is have several meetings a year and in this district we have our family outreach liaison. we really have those people who can make sure that we have families at the meeting but provide um updates by the people who are identified in the in the plan uh whether it's FOSs or counselors or mental health specialists or whoever they are the thinkery folks um reading lab people um teachers I should say but have people several uh presentations at every meeting where

120they have a presentation to show the public what that looks like. We're dedicating dollars to this. Let's have a look at what what it looks like, whether it's to SRO's or extra staff on campuses. And um and really be able to bring the plan alive for our community. And by doing that, we engage our community even more. They start seeing what that looks like. So, we need to take that big giant 191 pages and and create several meetings a year where it becomes an a a live um representation of what's going on in our district. So, I'm excited. We have an opportunity right now with Dr. Marshall coming in and me going out and some, you know, ideas from other districts and we'll we'll sit down and we'll join you, uh, Director Griggsby, and take

121all of these suggestions and put some things in motion because I definitely think there's great opportunities and, um, definitely training of our site folks is very important. I actually also agree that every single administrator in the district should be, and by the way, every board member should be at all of our LCAP meetings so that we're all in it together. I just want to thank you uh Dr. Brian, and just just to leave in terms of like just like uh one last point that that I'm thinking about with this is often times in in every in every district uh our our key partners, whether we're talking about our labor partners, whether we're talking about like in our and our key staff members, of course, our administration, even our board, the more opportunity that we have

122to actually hear the direct uh from directly from the community, that is what we ultimately need to be enshrined. And the LCAP is a process and and for us to make that just more nimble, more easy to understand. This is really the avenue for for parents to shape their their kids and students education. So, appreciate all the comments. Appreciate the work. Uh we still have a lot to do, but uh thank you. I'll move to adopt the 2526 local control and accountability plan. We have a motion by trusty creel, second by trustee Kirk. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carry 70. Thank you. Six 61 absent. Sorry. 61 absent. Thank you. Trusty Kuron, absent. Trusty. Next, we move on to item number four. Adopt the 2025 2026 proposed

123budget. Assistant Superintendent NB. This is a returning item. Uh the budget was presented at our last board meeting. Administration is recommending the board adopt the fiscal year 2526 proposed budget. Questions or comments from the board? If not, do I have a motion? A motion by trustee Sidu. Second. Heard trusty sellers first. So uh motion by trusty sizz by trusty sellers. Those in favor please say I. I. Those opposed nay. Those abstaining. Motion carries. 6. We move on to item number five. Approve 2025 2026 district title one parent engagement policy. Director Griggsby. Okay, good evening board members and Dr. O'Brien again. As mentioned at the June 10th meeting, the district fulfills its obligation to engage families meaningfully through the established advisory committees such as the parent advisory committee, DAC, migrant parent advisory committee, and ELAC and

124school site councils at the site level. As you know, these groups provide input on key policies, including the annual review of the parent engagement policy. I'm having trouble with my computer. I appreciate your inquiry at our last board meeting for additional information regarding policy discussions and the district's efforts to ensure two-way communication with families of underrepresented students. These types of requests always spur good conversation and spark ideas for continuous improvement. When reviewing our meeting records, we did note that the DACA agenda did not explicitly list the parent engagement policy as a standalone item. However, after a conversation with the district lead who facilitated the meeting, we did confirm that the policy had been addressed and discussed with DAC members at the second quarter meeting. After a review of staff notes and evaluation forms from that

125meeting, no substantive res revisions were requested or suggested. Following federal guidance, formal approval or consensus is not necessary unless changes are proposed. In addition to DAC, the PAC reviewed the policy on March 3rd and Migrant Pack discussed it on May 10th um at their um executive table uh roundt committee retreat and neither committee had recommendations or updates or revisions. At the site levels, principles collaborate with their ELAC and school site councils to review the district level parent engagement policy. usually during their second or third quarter meetings. They then gather feedback and provide input on their sight specific engagement policies at the same time as well. These efforts support central's ongoing commitment to ensuring all families have the opportunity to participate in shaping the engagement policy to further ensure transparency and accessibility. The parent engagement policy

126is also published annually in the district's parent handbook which is distributed to all families at the beginning of the school year. In accordance with our board policy and federal guidance, any parent in the district may suggest at any given time an amendment or an update to the engagement policy. Such requests are taken seriously and may be brought forward for discussion and consideration at any advisory committee any advisory committee meeting or by scheduling a meeting with the department heads. When reviewing the records for our input from our community, we did notice that simply providing opportunities for these suggestions and soliciting feedback were not enough. and we are committed to expanding and being more directive in the future. Moving forward, we will ensure fing future meeting agendas and minutes more clearly reflect when and how the policy

127is reviewed, even when no formal action is required. Additionally, staff are reviewing the current meeting agenda templates and evaluation reflection forms to assess what is working in our community and identify areas for improvement in terms of transparency and communication. Um, our department would be pleased to provide an update to the board early fall as we train our site staff and leadership teams at the start of the new school year. We are still recommending we proceed with approving the parent engagement policy given there were no updates and after answering any further questions or comments your board members may have. Trusty Ko, when you mentioned that site staff are being um trained, does that include our FOSs? Yes. Okay. Yes. Um what we what we noticed was that even though it was on the agenda, there were

128varying degrees of deep understanding just similar to what we just discussed with LCAP. And so that just tells me, okay, they don't understand it deeply, so they're not comfortable having those conversations. And so it's it's our job to build their capacity. Yeah. Um, thank you for acknowledging that. I appreciate that. And while it's not appropriate to have a thorough discussion or any discussion about it, at some point I would like to request that um, for our our incoming uh, superintendent, Dr. Marshall, that we revisit and at least with this new board the role of FOSs because I do think that there's been some misleading information in the community. I I can tell you that as a board member who passionately advocated for adopting and and allocating the funds to establish their positions, it's my expectations

129that they would be the ones who would have more training or understanding of this type of policy and be able to support like our LCAP because they're the ones engaging with their parents. So, I just want to make sure that we keep them at the forefront in addition to the standard expectation that our principles and and alike and our area administrators fully understand the policy. Absolutely on our radar. Dr. Lopez and I are already brainstorming ways that we can bring them together before school starts because we don't want to just present them with the training. I actually want to pick their brains first to see if if we're on the right track. Right. Right. Right. And that's what I envision. It's not so much of here's the policy, here's what it says. It's a matter

130of empowering them because they need to be able to provide those platforms for our parents and our students to be able and and our legal guardians to be able to provide that feedback. Okay. Um if I can add something. Um so yes, so I met with her as well as Cindy Escondone. I'm meeting with her this month to discuss our opening of the year for FOs and how we need to target parent engagement and get feedback. Okay. Thank you. If there are no other questions, I'll make a motion to approve. Actually, we have a public comment. Thank you. Uh, President Singh, we have again Elizabeth Gomez Luna. If you can ple questions been answered. Okay, then no other comments at this time. I'll move to approve the 2526 district title one parent engagement policy. We

131have a motion by Trusty Creo. Second. Second by Trusty Chavez. Those in favor, please say I. I. Those opposed? Nay. Those abstaining. Motion carries. 70. We move on to item number six. Approve tenative agreement between Central Unified School District and Central Unified Teachers Association chapter 961. Assistant Superintendent Dr. Oy. Good evening members of the board. At this time, I'm just pulling it up. Um uh our negotiation team have had the uh uh pleasure of working with our CUDA organization here in Central Unified. A lot of work has gone into examining um the uh the services that we provide for our students and the uh the staff in our district are predominantly our certificated staff. And uh at this time um uh a lot of agreements have been discussions have ended up in an agreement that

132I think our teachers are feeling very uh content with and um we at this time are recommending that the board would approve a 1.5% um adjustment to the salary schedule. Questions or comments from the board? Motion to approve. Second. We have a motion by Trusty Kon, a second by Trustee Sers. Those in favor, please say I. I. I. Those opposed, nay. Those abstaining. Motion carries unanimously. 70. Thank you. We move on to item number seven. Approve assistant superintendent employee agreements effective July 1st, 2025. Assistant, sorry, interimm superintendent Dr. O'Brien. Thank you. At this time I would like to present the contracts for assistant superintendent Dr. Marleene Lopez, assistant superintendent of student and family services that is and also our assistant superintendent of um uh um executive services Mr. Amir Ekbal. Uh these uh contracts reflect

133also uh a s um additional two steps onto the assistant superintendent salary schedule. Uh moving the salary schedule from a four step which it has been to a sixstep salary schedule. Just to make sure that we are completing the uh oral report, I'll just uh I'll mention the specific amounts as as well and the and the and the terms of agreement as in addition. So um uh the number of duty days for the assistant superintendent are 225. Step one is an annual salary of $173,4118. Step two is an annual salary of $183,000295 uh.51. Step three is an annual salary of $193,179.94. Step four is an annual salary of $23,64.50. Uh what is being recommended at the time which the is an additional step five which will be an annual salary of $213,0002 $213,217.73 and a

134step six with an annual salary of $223,87861. And the length of uh term for both would be uh ex it would be moved to begin on July 1st 2025 and terminating July 1st 2028. President saying you need to identify the salary amount for each of the contracts not just the so we have two contracts that are being recommended. Identify each one, identify the terms I believe are the same, but the salary amount and any other benefits that they're receiving. Sorry. No, thank you. Um, so for uh for Dr. Marilyn Lopez, assistant superintendent of student family services. Uh the base salary uh would be moved to step two uh to $183,2951 um of the salary schedule for certificate management uh which has been modified uh adding two additional salary steps step five and six effective July

1351st, 2025. And the second one for assistant superintendent uh Amir Ikbal who uh serves as our CBO, our chief business officer uh commencing July 1st, 2025. the the assistant superintendent shall receive an annual salary of 213,213,217.73 which would be at a step five and which which has been modified with these two additional steps step five and six effective July 1st 2025. Thank you. Thank you. Questions or comments from the board? Motion to approve both contracts. We have a motion by trustee Sers. Second. Second by trustee Sidu. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries unanimously. 70. Thank you. We move on to item number eight. Approve revised job description for assistant superintendent of educational services. Interim superintendent Dr. O'Brien. Good evening members of the board. Again, this item is

136uh uh earlier on the year, we uh took a look at some of our uh job descriptions for our assistant superintendent, and this is the final one. Our assistant superintendent of educational services. I would say that the main uh uh thing that has changed on this job description is that a master's degree is actually required as opposed to preferred. Um, some of the wording on this has been updated to be more contemporary and reflect some of the terminology that we use have been using actually for some time in education and um to make the job description more consistent in terms of the layout and how we um iterate the responsibilities. It's a little more consistent with the other job descriptions that the board has approved earlier on since I've actually been here. the responsibilities haven't

137diminished in any way. If if anything, they've uh you know been a little more comprehensive and uh robust. Thank you. Any questions or comments on uh the revised job description for the assistant superintendent of ed services? If none, do I have a motion? So moved. Motion by Trusty Kon. Second. Second by Trustee Sellers. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries. 70. We move on to item number nine. Approve the 2025 2026 contracts to support academic achievement. Area administration area administrator uh Mark Fowler. All right. Good evening board president Singh, interim superintendent Dr. O'Brien and members of the board. Uh tonight we are seeking approval for renewal of the Americaore impact reading core contract. Uh this is a contract renewal for our current contract to provide reading and literacy

138for our K through3 elementary students. As part of our agenda item, Ying Lee, our assistant director of curriculum and instruction, has prepared an Americanore reading core data sheet for our participating schools uh per your request and for your review. And I think it is right up on the uh screen and I believe you have a copy uh in your board packet. uh administration is recommending approval uh for this item and I would be happy to answer any questions you may have about reading core. Questions or comments from the board? If none do I have a motion moved motion? Motion by trustee Seren by Trusty Kuron. Those in favor please say I. I. Those opposed nay. Those abstaining. Motion carries 70. Thank you. Thank you. Number 10, approve the sale and disposal of surplus obsolete district

139property. Assistant superintendent. This is a returning item. Administration is recommending the board approve the sale and disposal of surplus and obsolete district property. Thank you. Questions or comments on this item? If none, do I have a motion? We have a motion by Trusty Kirk, second by Trusty Chavez. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries 70. We move on to item number 11. Approve citizen bond oversight committee applications. Director Rodriguez. Good evening. Uh board president uh board board of trustees and interim superintendent uh Dr. O'Brien for your uh this item returns uh back back to the board to fill some vacancies that currently exist on our uh our committee. We'd be eager to work with participating members appointed by this board. Administration is recommending that the board appoint two

140members to fill these posts and they are one vacancy currently exists for an individual active in a senior citizens organization. In your attachments, there are two applicants that would like to be considered for appointment. And the other uh vacancy uh currently that that exists uh for an inter for an individual active in a parent teacher organization in your attachment there is one applicant that would like to be considered for appointment by this board to uh fulfill the the position and I'll be happy to answer any questions you may have on this. The applications are before you hopefully had a chance to review. Do I have any questions or comments from the board? Trusty Korea. I ask this every time, but we verified they meet the qualifications to serve in the positions they're applying for. We

141do. Uh but there's one applicant uh that didn't return our phone call and did not uh one of the references did not check out. Thank you. I can entertain a motion for the board on on the applications that they'd like to move forward. Trusty Kirk. I'm sorry. May I ask a clarification question, please? We're filling two positions, but we have three applicants. Correct. Two applicants for one position. One. Okay. Thank you. I'll move to approve Michael CS. Is that how you say the middle name? Yes. Sarate as the citiz the senior citizens organization and Janelle Ortiz as the parent teacher organization. We have a motion by trustee Cario to uh advance um applicants Zerat and Ortiz. We have a second by trustee Kirk. Those in favor please say I. I. I. Those opposed nay. Those

142abstaining. Motion carry 70. Thank you. We move on to item number 12. approve authorization to file notice of completion for Justin Garza High School Aquatic Center. Director Rodriguez. Uh thank you, board president, board of trustees and interim uh superintendent Dr. O'Brien. Uh this item uh is for for an approval uh for authorization to file a notice of completion for the Justin Garza uh high school athletic center. Uh this particular notice of completion is a document that establishes the official date that a construction project is considered complete. document is important for all parties uh that were involved in the project. This is standard industry practice and for public record and formality. Staff has reviewed and recommends that this uh that the board approve this item and I'll be happy to answer any questions you may have

143on this item. Trusty Kon. Thank you, President Singh. Um thank you uh Director Rodriguez. I thought we had finished the aquatic center over a year ago. We did. And so but so why is it can you tell I'm not familiar with construction? Can you explain why it takes a year to certify the completion? So we we as a district don't have to file notice of completion, but it's it's a pretty good practice to do especially when we are subject to uh uh the uh public records act. So, this document kind of helps us with that for other agencies or other bodies that are wanting to know when was this project completed. Does that mean no more change orders for the aquatic center? Yeah, you won't see me back up here for that one. Yeah, thank

144you. You're welcome. Jesse Ka, I like notices of completion. Um, can we implement some process or processes to ensure that moving forward we're checking the box to say this has been completed and ensuring that we're doing it timely. Yes. Okay. Thank you. You're welcome. And with that, do I have a motion? I'll move to approve the notice of completion for Justin Garza High School Aquatic Center. Second. We have a motion by Trusty Curio. Second by Trusty Karm. Those in favor, please say I. I I those opposed nay. Those abstaining. Motion carries 70. Item number 13, approve authorization to file notice of completion for Justin Garza High School athletic complex increment one. Director Rodriguez. Thank you, board president. This item is similar to the the previous item. Uh this one here is uh for the completion

145of the Justin Garza uh high school athletic complex increment one project. If the board recalls, the increment one scope of work uh included all the underground infrastructure with water, sewer, power, storm drains, uh ball fields, the basketball courts, all sports lighting, perimeter fencing, and concrete walkways uh at the uh athletic complex. Um this is again standard industry practice and for public record and formality. staff has reviewed and recommends approval of this item and I'll be happy to answer any questions you may have on this item. Questions or comments for the board on this item? Then similarly, I think they like continued notices of completion. And so I will move to approve. I'll second motion by myself, a second by trustee Ko. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries

14670. We move on to item number 14. Approve bid schedule and award for Justin Garza High School visual and performing arts bid packages number two through 10. Director Rodriguez. Thank you again, board president, board of trustees and interim superintendent Dr. O'Brien. This item is being returned to you tonight for approval of award. Uh in your attachments are the bid schedule and bid tabulation received on June 11th, 2025 uh for bid packages 2 through 10. Highlighted in yellow are the low biders uh for this project. What's not included uh here is the electrical bid package uh which will be presented at the next regular scheduled board meeting on July 22nd, 2025. Administration recommends that this item be approved for award to the lowest apparent biders for this project and I'll be happy to answer any questions

147you may have on this item. Thank you. Questions or comments from my colleagues on the board? Trusty Sellers, is the electrical bid package the only thing that's missing? Yes. So, there's a total of uh 11 packages. One was already bid out uh a few months ago and that's that's that work is in progress. So, that one is not here. It's not part of this list. Okay. So, the electrical is the only one missing. Thank you. You're welcome. No other question. Trusty Korea. Did the cost of this project stay in line with what we anticipated? Good question. So, this this project was uh was a little bit over budget. uh what we had had amongst the construction manager, the uh the architect of record and then we had a third party Sierra West that provided estimates

148and most of them were in line with around 58 to 60 million. Uh we had listed between 58 and 60 million in past board workshops. This one here is 70 kind of totals out to 73 million when you count bid package one 2 through 10 and 11 which we're kind of working out the details on on that particular one. On the 11 we just had a a a bid protest but it's it's resolving itself. So uh to answer your question we're a little we're over over budget. So, what we're doing is uh looking to make some concessions and some adjustments on future projects uh to make those accommodations for the increase. Okay. So, let's make sure that that comes to the board because that's one of the few things that we have the power to

149do. And I don't want a repeat of previous history with other administration where decisions are being made and we're having to answer to our community and we have no idea what the heck is happening. So, just we all heard it's going to cost us more money. Those are the the decisions that we get to make and the public then we can answer questions uh when they're raised by by the public. So, okay. Thank you, Trusty Sellers. I don't know if it's included in these bid packages, but do they have a estimated time frames when we think this is going to be completed? Uh yeah, that's not included. So, it's it the duration is is 24 months, two years. Okay, truste fun. Thank you, President Singh. Have any of these uh the lowest baiters worked with

150Centry Unified before? They have. Uh the majority of them I'm just going to take a quick peek. majority except for which the majority except for one and I think that's the fire suppression contractor uh I think he worked with us the last time I want to say it's at Rio Vista that was many years back and do any of these contractors have any history of underpaying or not paying their employees or any violations if there were those kind of violations would that be disqualifying for Yes. During the pre-qualification process, there are questions related to that and they are they are scored accordingly. Yes. Okay. All right. Then thank you. Mhm. Thank you. Do do I have a motion on this item? I'll move to approve the bid schedule and award for Justin Garza High School

151Visual and Performing Arts bid package number 2 through 10. Second. We have a motion by Trustee Curio, second by Trustee Kirk. Those in favor, please say I. I. Those opposed? Nay. Those abstaining. Motion carries unanimously. 70. Thank you. We move on to item number 15. Approve annual submission of the Carl D. Perkins career and vocational grants. Area administrator Fowler. All right. Good evening again, Board President Singh, interim superintendent Dr. O'Brien, and members of the board. Uh tonight we are seeking approval for the annual submission and certification of the Carl D. Perkins Career and Vocational Grant. Um, since the original submission in the board packet, uh, you saw that we have recently received notification that our application was approved. Um, and if approval is granted by this board, Dr. O'Brien will sign and certify uh, the

152grant for the funding for the 2526 uh, school year. Um, administration is rec recommending approval for this item and I would be happy to answer any Questions on this item from the board? Motion to approve. Motion by Trustee Sers, second by Trustee Kirk. Those in favor, please say I. I. Those opposed, nay. Those abstaining. Motion carries. Unir. Thank you. Move on. Item number 16. Approve the purchase of student devices for the 2025 2026 school year. Director Martinez. Yes. Uh, good evening, board president Singh, um, members of the board, and interim superintendent, Dr. Brian, this item is a request to purchase additional elementary student devices to assist with the uh addition of Singh Elementary. Um, attached to the item is a table that outlines the quantity of uh carts moving between elementary sites and the the

153need for the additional uh total of 10 carts for to outfit Singh Elementary. Uh we administration is recommending um requesting to to move forward with the purchase at $15,000 with CDWG uh using general funding. I'll be happy to answer any questions you may have. Questions or comments from the board? Move to approve. We have a motion by trustee Korea. Second. Second by trustee Sellers. Those in favor please say I. I. Those opposed may. Those abstaining. Motion carries. 70. Thank you, Director Martinez. We move on to item number 17. Approve replacement of Madison's preschool structure. Director B, he's not in. I'll be doing that. Thank you. So, this is a replacement of Madison preschool play structure paid by the state preschool fund. Administration is recommending the board approval approval. Trusty Kel. Oh, you're appointing Trusty Kirk.

154Sorry, my apologies. I am trying to decipher what it says on our agenda. Does it say something different than the recommendation to approve replacement of Madison structure? Preschool structure. Preschool structure. Is that what is handwritten? Okay. Thank you. Trusty Korea. So this is I mean it's not a big deal because it's coming out of grant funds. Was this a planned replacement? No, this this structure failed. We we in our annual inspection. So we have to change this. Got it. Okay. And this is in addition to the other structures that we've replaced. Correct. Do we anticipate or are we conducting our own inspections? Are we hiring inspectors? Usually the CRM does the inspection. They have their own uh they have the inspectors. They do the inspection and then they give us the report. So are we

155doing anything preventative to inspect our other schools? Because that probably leaves us what another 15. They have the inspected almost all of them. Usually it's because of the hot and cold weather you you know the once the plastic cracks you you got to replace the part. This is mostly. Okay. Yeah. Thank you. I'll move to approve replacement of the Madison preschool structure. We have a motion by trusty creo, second by trustee. President Singh, I had a quick question on the item. You can take you can we can uh take the question now. Thank you, assistant superintendent. Um, so the funding source for this is we approved our budget tonight. Is this within our uh budget or is this this is a state preschool fund? So it's a it's not even junk fund. It's completely a

156separate fund. Thank you. And I I like that it's going to have a shade structure, but will this new playground be uh ADA accessible? Yes. Uh what we are doing is in this one is going to be inclusive. That means people, you know, with ADXL, they can be really close to the playground. One of the things we're changing is the the mat. It's not going to be wood chip. It's going to be like a hard surface. Not hard like a mat so that wheelchair can get to the kind of like a very close the turf. Yeah. Turf, right? Right. Okay. That was my second question. I like that that's going to be more accessible and also I think it hurts less for kids when they get wood chips in their eyes. All right. And no

157further questions. Thank you. So again, we have a motion by trustee CO, second by Trustee Kirk. Those in favor, please say I. I. I. Those opposed, nay. Those abstaining. Motion carries. 70. Move on this evening to our information items. Number one, receive information on California dashboard local indicators. Director Griggsby. Good evening board members and Superintendent O'Brien. Um tonight I have for information as part of the um Cal California's accountability and continuous improvement system. The dashboard provides a clear picture of how schools and districts are meeting the needs of their diverse student populations. In addition to the seven state performance indicators that we reviewed in the dashboard report earlier this year, there are also four local indicators that apply at the district level. These include basic services and conditions as measured by Williams compliance and the

158teacher assignment monitoring outcomes or TAMO report which comes to us from CDE in collaboration with CTC credentiing departments. Um we have implementation of academic standards as measured by a state academic implementation reflection tool. Parent engagement as reported in the parent engagement reflection tool. and number four, school climate. As measured by our Panorama survey, districts are required to assess and report their progress on these local indicators annually using the following categories: met, not met, or not met for two or more years. For 2025, our district has completed the required self-reflections and educational partner input processes. All four of the local indicators have been rated as met with further details provided in the handout attached. I'm happy to provide additional information as needed. Uh this item is forformational purposes only. Thank you. Any questions or comments on

159from the board on this item? Thank you for the information. Move on to information item number two. Receive information on quarterly Williams uniform complaint procedure. Area administrator Fowler. All right. Good evening, President Singh, interim superintendent Dr. O'Brien and members of the board. Uh for information only tonight we have our quarter quarterly Williams complaint procedure item. Uh central unified principles and departments will compile information for this quarterly report. Uh the information collected will show any deficiencies that have been reported in the fourth quarter in three categories. Uh qualified teachers, clean, safe and functional school facilities and adequate textbooks. administration recommends this item be placed on the next board meeting for a public hearing and approval of the quarterly Williams uniform complaint procedure and uh I would be happy to answer any questions you may have but

160this is information only. Thank you. Questions or comments on this item? We'll return it next uh next meeting as a as a hearing. Thank you. Our public hearing. May we just have this be one of our first items under action so that if there's any members of the public since it's a public hearing please. We can. Thank you. Item number three, receive information regarding security services for football and basketball games. Director High Tower. All right. Good evening board president Singh, members of the board and interim superintendent Dr. O'Brien for information tonight. We have uh the district-wide security services contract was awarded and approved by the board on uh June 14th, 2022 and renewed on April 8, 2025 to CIS security. This item seeks the board to approve to allow CIS security to provide security services

161for football and basketball games for the 2526 school year. The estimated cost is 82,000 uh coming out of the general fund and administration is recommending this item come back to the next board meeting for action. Any questions you may have? Thank you Director Higher. Questions, comments from the board. Trusty Korea. The security services being provided under this contract are in addition to the services we contract for from our local law enforcement. Correct. Okay. And is this I think you said this but I apologize. This is a return contract. We've previously contracted them before for these same services. Correct. Okay. Thank you, Trusty Sers. The security services are inside the stadium and gymnasiums or is this like a external patrolling parking lots type service? both inside and outside the stadium and then inside and outside of

162the um the basketball gyms. Okay. Um is there a uh recommended number of employees that they're going to provide in this contract? Yeah, for for football games we typically get in between six to eight depending on their availability and for basketball games we get two security guards. Um there's no guaranteed hard number though. So the between six to eight. Yes, depending on their availability. We we typically get minimum six, but we try to get eight at our football games. Thank you, Director High Totower. Um may I ask I mean this is obviously a group that we are recontracting with. I know in previous uh meetings we've had some conversation where parents and others have sometimes uh shared a little bit concerns about sort of quality control in terms of making sure that uh the services

163that we're being provided especially around security at our at our major games are u at a at a at a high level I guess. Um are there any provisions or conversations that you've had with um this particular vendor to just make sure that um the folks that they're sending are are really understand their job descriptions and are really performing it with with vigor. Yeah, absolutely. Before each football season, we get together with CIS along with our law enforcement um and our liaison to go over expectations uh for our patrons coming to watch our games and and specifically with the security services the I I think it came up in a previous board meeting. I think during public comment people were kind of uh wondering with you know particular employees might have been more focused on

164their phone with as opposed to some of their duties. I think it just kind of came up in public uh comment. So, I just want to just just making sure we're doing whatever we can to alleviate that to making sure that uh the community's resources again as uh public stewards that that were making sure that the community is getting the services that that they require. Absolutely. Thank you. And with that, if there's no further question, we'll have a return under consent. Thank you. And with that, we turn to advanced planning. Well, the c the calendar is attached and again for a reminder for those that may be viewing to potentially join us uh if your schedules allow uh for our uh ribbon cutting uh just once in Colorado elementary school on Thursday morning, June 26th

165at 9:00 a.m. Uh any additional information and closing comments? President Sing. um at some point soon rather than later, I would like uh information about our migrant programs and how we're using their the funds. Um I know in the past or at least last academic year um county personnel informed some of us that we didn't use all of our funds and that's concerning. So, I just want to make sure that the board's aware and we know what the plan is. And yes, I have a meeting with Cindy Escondone as I mentioned, so I'll bring that up as well. Thank you. If no other uh additional information or closing comments, a reminder our next meeting, our next regular board meeting will be heal held here uh Tuesday, July 22nd, 2025 at 6 p.m. for close session,

1667 p.m. for public session in the Central Unified School District office room 13. We will adjourn back to close session uh be before we confirm being before adjournment. Thank you.