001We'll call this meeting to order. I'd like to first begin um sharing a little bit about a former school board member um Barbara Thomas who uh recently passed away. She uh devoted her career to serving students first as a special ed administrator and later through 16 years of service representing area three on this county board, Fresno County Board of Education. During her tenure, she was also she also contributed her leadership at a statewide level on county boards and served as board president, always bringing thoughtfulness, experience, and a deep commitment to students and families. Even after completing her board service, Barbara continued to give her time and expertise as a member of the Fresno County Committee, reflecting her enduring dedication of public education. I think I saw her just a couple months ago at uh a
002recent uh trustees association meeting. Barbara's many years of service made a meaningful difference for students across Fresno County, and she will be remembered with deep appreciation and respect. Please join me in a moment of sence. uh in honor of Barbara Thomas. >> Thank you. >> Just as a quick footnote, she started the same year I did with me >> as service. She's a very good friend and >> you did a lot for kids. >> Absolutely. >> Time for the flag salute. Please stand. >> Ready. Salute. I nation indivisible with liberty and all. >> I will say welcome to everyone who's here today joining us. Thank you for being here. >> Miss Angela, would you please do roll call for us? President Masimoto, >> I'm present. >> Vice President Tapcot Mson, >> present. Member Burton, >>
003present. >> Member Clyde, >> thank you. >> Very good. We definitely have a quorum. Um, missing one. Um, Miss Bradum, please uh share your inspirational reading with us today. Good afternoon. >> March is Arts Education Month and it's a reminder that student success is not defined by academics alone. The arts engage students in learning, support academic growth, and give students a meaningful way to express how they see the world. They also play an important role in student social emotional well-being. As we recognize this month, we reaffirm our commitment to ensuring all students have access to highquality arts education because when we invest in the arts, we invest in the whole child. >> I would like to ask our student representative Tara Kabasos to please uh share us share with us what's happening at CEK. Good
004afternoon, distinguished board members. March has been a very busy and exciting month for our students filled with opportunities to showcase their skills and talents. On Tuesday, we hosted our career skills challenge kickoff dinner. The Career Skills Challenge is a countywide competition sponsored by Fresno City College and Fresno ROP that highlights the strength and diversity of career skills education programs across the region. This year over 75 of our students will be participating and CEK is looking to retain its championship title for the fourth consecutive year in Sierra the in the Sierra division. Additionally, this week 21 of our students are participating in Fresno's RO's design build competition. Our welding students completed their portion of the project yesterday. Our sheet metal students are currently collaborating with Vorgga on a metal structure which oh while our construction students
005are working alongside Mark Wilson's constructions to complete a modified shed build. These experiences provide valuable hands-on learning aligned directly to industry expectations. Our junior class has been firing on a cylinder academically. Last Friday, Fresno State's chemistry outreach team visited our campus and will return in three weeks to continue working alongside our juniors in chemistry, further enriching their academic experiences. This week, our seniors also participated in a panel discussion with our juniors, sharing their internship experiences and offering guidance as juniors prepare to make important decisions regarding their own internship placement. Looking ahead, we are excited to host our prom on March 28th at Wolf Lakes. The theme this year is once upon a time. In addition, CEX has partnered with the Cinderella Project to support our students. 25 of our young ladies will have the opportunity
006to select a formal gown at no cost, helping ensure that all that all students can fully participate in this special event. Thank you for your time, and I am more than happy to answer any questions you may have. real quick. Uh you mentioned chemistry and you had some parts come in for chemistry for chemistry juniors. Do you have is chemistry junior and senior in your junior year? >> What do they do? What follows after chemistry as a senior? >> Yeah. >> What's available to them? I thought it was I thought it was good that you put chemistry in junior here. >> It's a good prep. >> It's a good start talking about the gases and what a judge. >> You asked your question. >> Thank you. >> I do. But I have a question. Very
007nice job. Great. Do you have any other information on the Cinderella program? >> Oh, so we went today during our third period and there was uh there was a handful of girls like 25 girls like they said and we got to go to a boutique and we had Miss Fresno County there today. So, it's super awesome seeing her >> and we had a bunch of other um ladies who guided us to some dresses that were >> maybe like given to us from other high schoolers and all the girls were super excited and it was fun just being with the girls and kind of bond over that experience. >> Did you get to pick out a gown? >> I did get to pick out a gown. >> What color is your gown? >> It's a lavender.
008>> My favorite color. Thank you. >> Speaking of Fresno County, don't forget to say hi to our Fresno County Junior Poet Literate before you leave. >> And my question is simply, are the guys as excited about prom as the gals are? >> Yeah. >> And do we have a program for the young men to help assist with uh suits or tucks? Okay. Send me those wires. Thank you. >> Okay. I have a more serious question of the event that's going on out in Kurthers right now still that you've all been participating in. When does that culminate and are there awards attached to that? >> So our design build competition for construction it started yesterday and it will end tomorrow and awards will go out tomorrow. for welding. It was a two day event and we
009got our awards yesterday. >> And how many girls do we have on the team? >> We had uh five girls. We had five girls and we placed fourth place. >> Very good. Watch out, my dear. >> The only girls there. Our >> boys did really good, too. They placed seventh place. >> Okay. Yes. And um a couple weeks ago, we had our Fresno City welding competition and we had one of our boys place second place and two of our girls play second and third. I had the opportunity to go out to the career skills challenge yesterday and see their teams working away welding, sanding, drilling, bolting, uh, mounting lights. Um, they were really going to it. And the building teams as they were building, um, the different sheds out there, the agricultural teams, the I
010think I was too late for the culinary arts teams. since they were done making all the lunches that they made. >> Um, >> yeah, there's photography. There's quite a few items going on out there. So, if you guys get the opportunity to go out there tomorrow, um, it's it's pretty neat to watch the kids out there. Um, for horiculture, there was a student from the um, uh, from Worley and also on one of the welding teams, there was a student from Worley. So, I had the opportunity to talk with them. So to take that opportunity and get out to those student items is is really a good time and to talk with the students from CEK too. >> Great. Thank you for being there. >> For everybody's information, this is the first time we've grilled
011Port >> and you did great. >> Fantastic. Had all the answers. Great job. >> Thank you. Moving on to adoption of the agenda. I would like to note that the agenda was amended to remove item E2. Are there any other um additions or corrections or changes to the agenda? Uh do I have a motion to approve the agenda with the removal of E2? >> Second. >> Motion made by member Clyde, seconded by Vice President Tapscott Mson. Uh roll call vote, please. >> President Masumoto. >> Yes. Vice President Havscott Mson. >> Yes. >> Member Burton. >> Yes. >> Member Cly. >> Yes. >> Motion carries. >> Thank you very much. Okay. Moving right along to uh approval of minutes. The minutes for the special meeting on February 12th. Um are there any additions or corrections to
012those minutes? If not, is there a motion to approve? So moved. >> We'll second. >> Motion by Tap Scott Mson. Seconded by Burton. Roll call, please. >> President Masamoto. >> Yes. >> Vice President Tascott Mson. >> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. >> Motion carries. Um approval for minutes for the board meeting of February 19th. Any additions or corrections? Is there a motion to approve? >> So moved. >> Seconded. >> Motion by Burton, second by Clyde. Uh roll call, please. >> President Masumoto. Yes. Vice President Tap Scott Mson. >> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. >> Motion carried. You moving on to employee of the month celebration. Y >> please. Okay. Turn the spotlight on you now. Da da da. >> This month we honored
013Eevee Martins, para educator in special education at Southerntherland Southerntherland as our employee of the month for March 2026. >> It's quite a fan club with her, too. That's half of the room is filled. >> Amy has been a dedicated and invaluable member of team FCSS since joining in 1993. After taking time away to focus on her family, Amy returned in 2007 with a new renewed passion and commitment. She consistently provides exceptional support that helps her students thrive both academically and personally. Amy is truly a model pareducator. Her compassionate approach, reliability, and outstanding work ethic make her an inspiring example for her colleagues and a trusted advocate for the family she serves. She works very closely with younger students, second and third grade, on behavioral and social skills. Her calm demeanor helps build strong rapport with
014both students and families. Amy is always willing to help others on campus, with their classes, and during unstructured recess. Her experience in special education allows the classroom teacher to trust her with many tasks throughout the day, including running small groups, calendar time, and working with students on their individual goals. Her teacher shares that she is reliable, punctual, and effect and communicates effectively. Amy, your long-standing experience and dedication embody the spirit of FCSS. Congratulations, >> Amy. I get to start by affirming you and thanking you and just celebrating you. And then each of us will say a word or two and then you have a chance to stand up there and you can do a dance number or whatever you like. >> But seriously, um I was there in the moment when that photo was taken.
015And I want to tell a little bit of a story for each of you here in this space. She had no idea we were coming in. That's our normal protocol. Everybody else does. So that's always fun to watch that everybody else is watching that she has no idea. And as we all filed in and there was a small army of us, uh, your students got very, very excited. I think there was probably about six or eight. Okay, six. And they just knew instantly that something wonderful was going to happen. >> Yes. They could just tell. And then we started to say nice things about you. And then um I hope I don't get emotional to sharing this. Watching all the adults just turn their attention to love you and then watching the children want to
016celebrate you uh was very very moving. Uh I want to tell you that one of the students broke into happy birthday song. >> That was her she equated that to celebration and love and you were the moment and it was all about you and most of us um joined in because it was a beautiful moment. It was just beautiful. And uh so watching all of that love surround you, just knowing that it's more than just compassion that you bring to the job. It's competence and it's uh it's just an expertise that will change the lives of our children forever. So thank you on behalf of all of us for being just as as special and wonderful and good for our students and our teachers as you are. Thank you, Amy. Well, now it's our turn.
017We each get a turn to sing your praises. So, declined to begin. >> Amy, I I I uh I thought I'd been here a while, but you got here before me. >> Back in 93, right? >> 93. Yeah. And uh and then you left for family, then came back in '07, right? And uh uh so we both, you know, kind of been here close to 30 years. And um uh it's uh uh it's a very special person who works with these kids, these fragile kids who are only in the second third grade. That is crucial to get that right. And and uh for someone like Amy who takes that on and does it with slow compassion, understanding, taking advantage of the successes, that's priceless. That's absolutely priceless. and they're at an extremely vulnerable age during
018that moment in their life and we appreciate all the work you do. Thank you, >> Amy. I had the pleasure of meeting you and your beautiful family, colleagues, friends, and your village before we were able to start the board meeting. And you're such a delight. You are a special angel working with our special angels in special education. We know what it takes to be that person. My mother is a special ed teacher 30 years in the Bay Area. We're a family of special ed. We have Asbergs in the family. My little brother was Asber. So we know that it takes the full family support, the full village, the full team and at the top is the bright shining star and that's who you are. Your light illuminates wherever you go and travel. Just you being
019celebrated. The children joined in to celebrate you, which is amazing that they were able to celebrate with you in your honor. And so we thank you for everything that you do for our children here at Fresno County throughout and those that you touch further on in the communities and everywhere you go. Thank you so much for sharing your bright light with us here in Diamond. >> Thank you. >> And just to reiterate, thank you so much for what you do. Um, I think of special education, how how that works in I'll call it lower grades is so dependent on outcomes really in what I'll call upper grades um as they progress through junior high and high school that um experiences that family have and those early years of education, especially in special education, um will
020shape the entire future of how they experience special education, their parents view, the students view. And it takes very special people to create positive experiences for those students. Um, you know, my myself, I'm I'm married to a special education teacher and so I get to see that where some students come to high school and they're selective mutes and they've never spoken to a teacher. Um, you know, and I I go in, you know, help in the classroom or something and I'm like, "Wow, this student doesn't talk." You know, I'm at the school helping and the student doesn't speak. And they're like, "Yeah, the student doesn't talk." And there's two years later a pareducator suddenly they talk to that person. they make those connections and really isn't that importance that you know you guys make with
021those individual students that carry out their lifetimes. Um, and and how special that is, how you guys are able to make those one-on-one connections with those students and and draw them out and so they can meet educational goals and get those understandings with people um really to to help them uh really reach their maximum potential as throughout their educational experience. And then to your family, thank you so much. Um it not only takes special people to work in special education, but it takes a special family to support the person. Uh cuz after work you need a time to decompress. Um and so I know a lot of times that means um I you know my own experience that means um I'm not cooking a meal tonight or I'm not doing to this or I'm you
022know it's it's I I need support. Um, and so it's a lot of family support and and that f that support is much appreciated to so they can support you to do your job to the maximum and really support those students as they grow and as you make those connections with them and I thank you for that and how you're able to to help them through that and how you're able to be recognized for that by your peers. Thank you very much. I don't know how much more there is to say, but I've so enjoyed watching your face through all of this because I can tell that you're a very humble person and you're probably not used to a lot of praise, but I, you know, I wish I was in the room when those
023kids >> um, you know, started singing happy birthday because if I could sing, I'd sing it for you, too. Um, but I also see you've got a whole cadre of uh colleagues here, family, friends, >> superintendent, >> you know, everyone here to support you. Um, and the fact that you are so trustworthy and so dependable and such a helper and have such a heart for the kids. Uh, we can we as an organization couldn't ever ask for any more than that and we appreciate you as a role model to all of us. So, thank you so much. Congratulations >> and you get to say a word or two now. >> I've never been great at public speaking, so this is really difficult for me. >> Um, I'd like to say thank you. It is a
024difficult job sometimes coming in day in and day out and um I love my team. I love those kids and I want the best for them whatever that is for them in their life. I appreciate the support I've had through the years the many many years. It takes good principles. I appreciate I invited Dave to come today and he came. He was a he was a great principal for me and I invited Pat Sims to come. she wasn't able to come today. >> And she was the first principal that I had and she helped >> um shape my love for my career that I chose. And Jared, I thank Jared, he's become a wonderful principal as well. and um my teachers that I've worked with. I invited my my one teacher that I worked with
025for eight years, Lisa, and we had many good times together. She seen me in my my some of my best and some of my worst. We all And you know what I do tell my students? It's okay to have a bad day. It's okay. And um my family, I didn't know all my family was coming today. They came from Pismo to be here today to to celebrate and I didn't know they were coming until we were here and they showed up. >> So sweet >> and um I actually had written something out and I just didn't want to read. I wanted to speak from my heart >> and I want to say thank you. I appreciate your kind words and I appreciate that you see you see what we do. Not just the the um
026you see the the little people who do the hands-on jobs with the kids. the ones who who are there working with them and teaching them and teaching them how to wash their hands and use the bathroom and those functional skills and academics. I love my job. I love my kids and I thank you for your time today. >> Thank you, >> Amy. You Amy, you may think you have trouble speaking, public speaking, >> but you hit a a nerve very very poignantly and what you do are excellent as is speaking child >> and that is huge and we think >> Can you be seated? No. Well, >> are you guys in >> Thank you very much. >> organization. You know that. I was a part of confession. >> Congratulations. Now to the second highlight of
027the meeting. Uh Miss Varel, would you please share with us all about our superintendent superstar? >> It is our absolute honor to recognize EBC is our March superintendent superstar. Evie is a sophomore at Central High School and a super superstar when it comes to contributing to school and community projects with more than 90 hours of service. Additionally, she has a 4.7 GPA. Yes, she will take dual enrollment courses at school. They give A+es >> at school. She's the executive board member of the Interact Club where she helped design and paint murals, a read to elementary students, and participated in Zuboo and career day events. In addition, she is secretary of the California Scholastic Federation and treasurer of the book club where she competed in the Battle of the Books recently. experience. >> Yeah. >> Through
028uh through her FFA service, Eevee has led greenhouse tours for educa agricultural education at egg kinder days, spoken at events, and is an award winner in Cre public speaking events. But the list doesn't stop there. Eevee is also president of the theater club, secretary of the Christian club, a member of the principal student grizzly advisory board, and chair of the kindergarten pumpkin patch story time, as well as competes in swimming. When it comes to involvement in FCSS events, Eevee goes all out. She placed first in the junior division of our one voice spirit of 912 art competition and has participated in our young author's fair since the sixth grade. Her most recent culminating honor was being crowned the winner of our first Fresno County youth poet laurate competition in November. a new initiative that celebrates
029young people who use poetry to express ideas, spark conversation, and inspire change. In the future, Evie plans to become an elementary school teacher and a children's book illustrator, creating stories about people who inspire her and make a difference. >> Congratulations Well, everyone, I'm so excited you're here to meet our first ever youth poet laurate for Fresno County, Miss Evie Singh, which you've just recognized is one just one of many of her accomplishments. So, for those of you in the in the space, we have 26400 26,425 students in Fresno County Schools. And this month, we're honoring one, Evie. Just one. Miss Evie. I uh I am first and foremost so grateful to Aaron Brian who's with us, who took the time to go through all the hoops to allow us to have this um youth poet
030laurate distinction. It's not something you get to use without having qualified in the state of California for the the ability to be able to name a a young person. Uh, and I'm so grateful to him because otherwise I may not have ever gotten to become your agent. I mean this. So, I get to take Evie all over the county and introduce her to different groups. And each time you far surpass what we would hope for uh as a representative as of a young student in one of our our schools and classrooms. You are exceedingly beyond all of the things we just read. You are charming. You are gracious. You are kind. You are thoughtful. You are uh demonstrative. You are warm. You are poised. You are articulate. I could keep going on, but clearly I've
031been assigned well to be your agent. So, um I think and the the best part of this is that it isn't over yet. You're only four or five months into your year and you're going to help us with identifying our next uh youth poet laurate and you're going to be involved with different things in our community for the next year and I get to be so involved with that. I'm just so personally grateful. Uh, but I also have lots of moments where I am just so indebted to your lovely parents. So, I bet and Anar, I'm just um so grateful that you raised this really remarkable young person and that you're sharing her with those of us in Fresno County. Thank you both so very much and congratulations, Evie. Yeah, besides all the other things,
032the thing that stood out to me was illustrator because I went, >> I can't write poetry. My English grade in high school would probably prove that. Um, and I definitely can't draw by the stick figures. I've probably drawn previously. Um, so two skills that I I'd say I'm very envious because I'm I'm not a good drawer at all and I wish I could draw at a lot of points because I see things that I'm like, man, if I could just draw that, I'd remember it so much better. >> Um, cuz I grew up where if you took a picture, you you had like 24 that you could take and you really treasured those 24 that you could take. Not where you could just take like 10,000 and be like, "No problem, I got more storage."
033Um, so but no, we've been able to hear you read um some of your poetry. I think you read here um I think at the trustees dinner you also presented some poetry there. So it's been great to hear you see what you're doing and and I I don't know if I just didn't realize it until I read it when I was going through our agenda that you were a sophomore and I read your GPA and then I was like did that say sophomore? that kids have graduated. And I was like, it does say sophomore, so you still have a few years left um for us to watch what you do still through school. Um you know, and we don't we usually say like, oh, what are you going to do in college? But I don't
034want to put that kind of pressure on you. There's probably already enough. Uh but continue to do good. And we always say, you know, people always say they want to leave Fresno. Um but we all get drawn back. Uh we realize what the community has to offer us. And so bring those talents back, you know, go and do those things, grow, uh, continue to to make your star brighter, and then bring those items back and increase your community and and and grow grow your family here and see the wonderful things that this valley has to offer. >> Thank you. My goodness, Miss Evie, you are so impressive. Not just on paper, but in person. You're so pretty. You've got just a radiant light that's just flowing out of you. I'm looking at your little bling
035hearts in your hair. You're just accented and insinuated. So just so beautiful. Look at you. >> I'm just looking at you. She And your mother's just bubbling right next to you. I can't see your dad now. We don't have three seats, so you can't even sit together. My goodness. But anyway, we're going to work this out in here. You are just radiant. And reading your bio, I'm just even more so impressed with you. And you're Central, so you're my territory. So now you're my baby. I'm even more happy. Thank you very much. with this 4.7 GPA and just all of your extracurriculum that you're managing and still remaining to be a positive role model for all of the students that are in your fierce that just are surrounding you and gaining hopefully positive energy from
036you because you just it's just overflowing and it's just such a beautiful light that you have been graced to have. grateful for your parents for everything that they've poured into you and the self-sacrifice that they've made to make you the beautiful daughter you are because I know that it's taken a lot of attention. Self-sacrifice. Where is she? Okay, where does she need to be? Okay, get her there on time. Your schedule is their schedule and they're doing their thing and you're doing your thing and they're doing your thing, too. So, getting it all together just to make you the most radiant and beautiful person that you can be. continue to shine bright and the sky is the limit for you. You're a sophomore. Whatever you want to do, daughter, you can. You can. Whatever. The
037sky is the limit and you know that. Soar soar high soar bright. Shine. If you do go off to college, which we do encourage, bring your talents back and share them with our community. Thank you for everything that you're doing for us. We love you. Maybe I I don't know if you remember my wife Deborah and I were at your Yes. And that was a privilege. That was a privilege. And uh this girl's good. This girl was good. And uh and when it came up from Tara that they had Miss Fresno County >> at CEK, CEK needs to meet you. >> She's she's one of our teachers. and and uh and and because they need I would like to see if you can arrange for her to just go be a guest speaker for a
038you know a little a segment of time. And the reason why I bring that up is because well I got your book and and um and then my uh wife read it obviously and then she gave it to her mother and so my mother-in-law is 95 years old read your poetry and said this girl is special and she can say that and she's also former Miss Kings can so that's I'm serious. go over there to see tech and show them your stuff. >> I I don't know how you have enough minutes in the day really. I mean, I wonder if you ever sleep with all the things that you're doing. I just can't imagine. And I know that you show up cuz I recall not too long ago my Rotary Club was online with your
039Interact Club and there you were not in the front row but sitting in the back row and it's like I know her. I know who she is because she does amazing things and so it's so wonderful to kind of see things go full circle. Um I am delighted about your two career goals. >> Um and and you know they can always change. It's okay. But, you know, to want to be an elementary school teacher, how beautiful is that, right? >> That's fantastic. You know, >> how beautiful is that that one of our students wants to be a teacher for our kids? Um, and the other thing, a a book illustrator, I would say, especially a children's books illustrator. I happen to know two children's book authors in my household. Um, and they had a really
040amazing illustrator. If you want me to connect you with somebody, she she lives in Toronto, but I bet she'd be happy to talk to you. Um anyhow um because both of those things are are I mean it takes everything. It takes the creativity and then the translation of what you see and hear and what you feel and putting it on paper or teaching others with it. So um I'm just so excited about you not only who you are today but about your future um life and what you how where you go and how you go and and all of that. Congratulations mom and dad. Um >> well done. Well done. I know I know the job's not over yet. >> Um but uh >> thank you for for raising such a beautiful young woman um
041with so many talents. Anyhow um >> I can't wait to hear your next reading. >> I think I think I I think it's going to be at the trustees association. It >> might be sooner than it might even be sooner than if you're ready. that have eaten things. Come on. >> Real quick, while she's coming up, this is a true uh example of of a deepseated uh writer is that what Lisa read was a little different than what we had. And the reason is because she edited this thing all the way to the last and that sign of a writer. I can tell you I want to thank each and every one of you, Mr. Brian. He's he's so inspirational, Dr. Cooper and CC you, your motivational. And I'm just so blessed that Jesus has
042brought me here. He drew all those special moments in my life. And everyone I come across to, you all, my parents, my sisters, they all because of all painted those vibrant colors in my heart. So, I'm so grateful for all of you. >> The box is right there. >> I don't want to take the whole box. >> Take your time. >> Listening um to Miss Martin and her beautiful impact in special education as I was sitting there. so impacted especially because I'm learning about special education in my intro to teaching class. So I want to read a poem titled why I want to be an elementary teacher. >> It's going to take me a moment. I'm not good with >> it's a good thing at your age. >> Finally we found something. While she's finding
043it, let me tell you that I've been bragging to everyone that we have Eevee in this role. And if I do not read some of her poet poem poetry lines, I leave them wanting more. So, I've learned that I have to offer up some of the her lines when I get a chance to speak about her. Did I get buy you some time, honey? >> I'll another quick second. Uh, it took Aaron, did it take you about two years to get this whole program going? >> Yeah, it takes me a long time to do anything. >> Ask her next time. Here we go. >> One day I'll be an elementary teacher. One day I'll stand in a classroom where backpacks are almost bigger than the kids. Where hand raising is brave and crayons still color
044outside the lines. All great students who come in smiling and some who don't. Some will carry big feelings in small bodies. And I'll recognize that weight because I carried it, too. Anger didn't leave, but his words could still hurt. And in a house that felt heavy, love made room anyway. Siblings showed how to be strong without being hard. Now, I want to be that for someone else. I want to be the adult who listens, really listens. When a child says their stomach hurts, but it's really their heart. I want to offer the kind of love that doesn't ask to be earned. To make school feel like a second home, warm, steady, safe. Because even the smallest students deserve to feel seen, to feel safe, to feel like they matter. And if no one's ever told
045them that, then I will. >> Good for you. Very nice. >> That was very beautiful. >> I heard it several times. That was still very, very >> indeed. This is your certificate. You have a $500 gift in there. T-shirt in the county. You want to go this way? >> And then mom, did you get congratulations? >> Congratulations. My love continue to shine. And we need the parents. >> Congratulations. Yeah. >> Okay. Thank you, Evie. >> Okay. We're good. Okay, we're going to take a 10-minute recess. Um, so we'll be back at 2:25 right outside as cake for everybody to celebrate with and uh we'll be back in 10 minutes. >> Okay, we're going to take a 10 minute recess. So, we'll be back at 2:25 right outside for everybody to celebrate with And uh We're
046missing one person here, but we picked up another. >> That's right. >> So, so we're back to >> Okay, let me call the meeting back to order. Um, if you'll please note that Trusty Robas is is present. Trusty Cops Scott Mson is not yet. She'll be returning. >> Okay. Um, it's time for uh community input. This is time that the public may address the board pursuant to established procedures. No action shall be taken pursuant to California government code section 54954.3. Individual speaker shall be allowed three minutes to address the Freso County Board of Education per board bylaw 9323. Is there anyone that's here to speak for public comment? Okay, seeing none, um we'll go on to item H, public hearing. There is no public hearing. Um moving on to item I um which is for
047close session. I have to read the script for close session. Okay, it is now 2:28. At this time, we adjourn the meeting into close session for items I.1.2, interd district attendance appeals number 20261 and 20262. Except for those individuals involved with the Regarding agenda items uh I.1 and I.2. Legal council, please read the order of the county board. Regarding agenda item I I1 interd district attendance appeal number 202601 is the order of the Fresno County Board of Education to grant the imbalance interd district attendance appeal regarding item I2 inner district attendance appeal 2026-02 is the order of the Fresno County Boation to grant the appellent interist attendance appeal. >> Okay. Is there a motion to adopt the order? >> Second. >> Motion by Clyde, >> second by Tabcott Mson. >> Roll call, please. >> President
048Masimura, >> yes. >> Vice President Tabscott Mson, >> yes. >> Member Virgin, >> yes. >> Member Klein, >> yes. >> Member Rob, >> yes. >> This concludes agenda items one, I point one and I.2. At this time, we'll take a short recess. >> Congratulations. Thank you. Good luck. Thank you for coming back folks. Nice to have people in the room. Uh we are moving on to uh item J uh reports information discussion system innovation and improvement. Dr. Annie Sharp and Dr. Allison Hernandez. Well, I want to direct your attention to this first. I know these were placed on your table, and this is just a visual of some of the data that we've been sharing today. Um, and I want to acknowledge that we have some of our team members here. A lot of the
049team is responsible for constantly gathering this data for us and making it presentable and easy to read. Um and also there here in Hasty writes not some specific questions that Alison and I don't know the answers to because there's so much data we have brought some people along with that style but some of the questions. But we are going to get started and we want to start by um just as we look over the past year and some of the data we are going to share four highlights that we believe are really important to highlight for you all around county level data and then we're going to share three areas of growth as well. And we're going to briefly talk about some of the things that we believe are contributing to the um successes and
050some of the things we're doing um to respond to some of the air. So, we're going to jump into highlight number one. Highlight number one, ELA and math sports. So, ELA is English language arts and math sports have outpaced the state each of the last four years. We are really, really proud that the gap between Fresno County students and California students in English have almost been cut in in half in the last four years. We're really proud. And in math, the gap was five percentage points in 2022 and now it's only 3.2 percentage points. Our students, yes, our students are working extremely hard to close that gap, and we're really, really proud of that. Another thing that is tied to this that we're also extremely proud of is that the grade level that has had
051the biggest increase is third grade. They have had a 7.03 03 percentage point increase since 2002. Significantly higher than any of our other grade level. And when you look at state data, that is not true across the state. That is unique to our county. And we're Allison's going to get to talk about um some of the great work that our teams are doing that we believe contributes to that third grade significant growth. So that's highlight number one. Highlight number two. Okay, highlight number two. The college growing rate for our African-American students in Fenzo County has increased by 10.3% over three years. Now, we are extremely proud of this data. I want you to notice that this is a logging indicator because the way they collect this data is the students who graduate high school in
0522023, they give them 16 months to track enrollment in college. So 12 months or 16 months, both of those data. So they can't report that data right after graduation. So we don't have that data yet from last year's graduates because they see how long they stay enrolled through 12 to 16 months. So the the closest data we have is that 2023 data. You can see Fresno County when you look at our all student group, we've improved our graduation rate by 7%. But our African-American student group has improved their graduation rate by 10.3%. And in the state of California, that growth has only been 4.8%. So, we're really proud of that data point as well and the growth that is happening um for our African-American students in their college going rates. >> Yeah. Is that uh
053are are the percentages consistent with pre2021 and you know because that was the pandemic era and I'm just curious >> is it consistent be like was uh uh 1920 data similar to 60% which is what we had in 2021. >> We can pull that data for you. We tend to, you know, focus post pandemic because we're now, we've now seen a demonstrated um resettling of our scores, but we can definitely pull that data. I just >> Yeah. You know, before pandemic versus now because we know things dipped. >> Yeah. Things. >> So, >> but the real bottom line is that everybody in the state was in the same boat. >> Sure. And and so that's how we we you know the Illinois can measure I found found it really interesting about the going to uh
054going to college rate. You don't really count them a positive until 12 to 16. >> So the way Yeah. So the way data class explains it is when a student uh or sorry when they complete high school in 2023 they track enrollment and you can report that data either for 12 months or 16 months. The data we have out here is the 12 month and so they track the the length of time they're enrolled. >> Okay. So they've been enrolled for two semesters >> is what you're looking at. And that >> if they're on a semester systemically >> if they are and and actually potentially on the third semester >> correct >> and that's the real key thing that I've always thought was vital. >> Yeah. >> Just because they start college doesn't mean they
055come back by year two. that determines the success of your preparation of them to go to college and succeed. Uh that's the bottom line. >> It is. And when I I work when I work at high school, just because they doesn't mean almost doesn't mean a whole lot. That doesn't mean they show up on day two. And uh but they show up by on year two and they've progressed and passed and have some credits. They may not be a full sophomore, but as long as they've progressed >> and they're still in maintain >> good. Thank you. >> Obviously later we're going to ask how does third grade? >> Fresno County have a 95.4% efficiency rate for English learner reclassification. So I want to um explain this data point for you all. So when students who
056are English learners score high enough on the English language proficiency test, they become eligible for reclassification. And when you become reclassified, the state is saying that you're in English. And so you no longer need a separate e English language development services. And so when a student scores high enough on the test, they become eligible for reclassification, then every single district has their own local criteria and processes to um move that child toward eligibility. Coming out of the pandemic, it was very clear that those processes got real loose and lots of students who had scored high enough on those tests were not being reclassified. And so our role at the county office is to work with districts to ensure that they have really tight processes so that every student who is eligible to be reclassified can
057be reclassified. And why that's important because once you're reclassified and and when you get to high school, you don't have to take an English language development class anymore. So it opens up your schedule for electives. So you could take an arts education, you can enroll in CTE, RO, A to G courses, all those things that we know are really important for students. Um once they're reclassified, their schedule opens up for that. So it's a really important data point. And so we want to be clear that this is not our reclassification rate. This is out of the students that are eligible to be reclassified in Fresno County, we have reclassified 95.4% of those students versus at the state level only 82.8%. being persistent. So we're really taught that to explain to this one. >> That's amazing.
058>> So is it because we pursue those reclassifications? >> It it is >> when other districts or or counties don't pursue it enough. Is that what you're getting at? >> Correct. And so the state of California the state of California every or so of um students in our county that have scored a level four on that test that has not been graduated. So then him along with Dr. Lisa Clark and Teresa Blanchard and Allison's division and work with our school districts to say, "Hey, you've got these kids that are eligible to be reclassified. We just want to make sure that you're that you're doing everything you can. Not every student gets reclassified with the FORA and there's some other criteria, but we want to make sure that if they are eligible that they that they
059do get, >> but but other counties get the same. >> It's just that they don't act on it as well." Now, is there a grade level that within this that that sticks out that is a kind of a uh >> that we reclassify more students then? >> The earlier you can reclassify them the better. >> Correct. >> Yeah. And so instead of waiting till they're seniors, but if I was just curious how fast can they be moved out of that category. >> The thing to CER education they have to be their message is the student that they are eligible to classify them. That makes sense. >> Yeah. Third grade, so on so forth. So many here. Um, our county office with Kickstart, our superintendent, you know, had us go over and create a training with
060partnership with different divisions went over and really helped us support our districts to support students to ensure that they're classified once that is >> right. I get that that part, but we it would be a deeper dive to see what grade levels are we making faster progress on. So >> that would be interesting down the road. >> And if I if I may, um, Dr. Clyde, districts sometimes set their own goals in terms of reclassification. So if students started with you at the TK or kinder level, your goal would usually be by third grade. if they started a little bit later, fifth grade, but you usually want to try to capture it by the end of elementary school if they've been there for two to three years, just because once they get to middle school,
061it hinders them from the the electives that they would like. >> That's kind of rough. >> Yeah. I have a question. Is there data that data that um compares kids in dual language programs um with um non dual language programs with regard to reclassification? I feel like I just read bill that's being introduced to capture that I feel like gave us the new bills that are going to be up for voting on I feel like I just read that that is a new bill. >> We can take a look at >> so it's currently not being captured. Because the only way we have a charter school that's dual immersion and and the only way we knew is by looking at their third grade scores when they were we knew all 100% were dual immersions and
062they expected it to be low but it wasn't and that was interesting and so that I'd like to I think the bill is worthwhile. Sounds like it. >> Yeah. So when so just so I understand like the process um my son's just starting school and so I know we had to fill out the form where you determine what's the first language in the home and like what are languages are they exposed to and I and I'm sure there's other parents in this unique situation where they're half the time at grandma's house and they speak Spanish but both parents are fluent in English and then how do parents determine well what should I really put on there to make sure that my child is classified correctly. Um, and then also do you guys test them like
063as soon as they're in school for or do you wait until later for reclassification where maybe that child could have tested out earlier than later and then not lost on opportunities for electives or etc. that doesn't restrict. >> I keep looking. >> Can I Joe, do you mind going to the microphone just in case I see some people online and they won't capture your voice? No, that's okay. Then we administer what's called an initial ELP pack proficiency assessment. So that's when they first enter school when the student takes that test. It'll give them essentially two levels. They'll either be English learner based on the score how they performed or to your and I think this is to your question they would be considered initial fluent English proficient. So they would just bypass English learner services
064altogether so they don't get caught in English learner services if they don't need it if that >> and that's from like kindergarten >> very first yeah initial upon initial enrollment. So >> yeah, within 30 days, within 30 days when they first enroll, then after that, if they were an English learner, they annually take the assessment during the spring and if they score high enough and then meet the criteria, then yes, great question. >> So they if that's the case and they were not English learners to begin with, are you still going to retest them in a year or not? >> Great question. They would they would not have to take the test. They're never considered English learners. They would be considered initial fluent. Now, now that's not a state ed code recover. Is that just
065policy by the county or is that state state? Okay. >> I have a question. So, where are we? Excuse me. With the new law for the testing by third grade for dyslexia. >> So, yeah, that you're talking about the screener and actually it starts in K actually starts in kindergarten doing the risk for screening for dyslexia. So, that had to be implemented this year >> statewide. Can you give us a little information about the program? Starting uh kindergarten and I know up to third grade they want to have the assessments done by third grade. >> The assessment is annually. Every every student is going to take this assessment annually. School districts determine when they're going to administer the assessment based off of when enough instruction has occurred within the school year. There are four assessments
066that are offered by the state of California. So districts can choose which of the four they want to give. Yeah, we're finding that the testing for dyslexia will be helping with our improved reading scores. >> Sure. >> Thank you. >> We'll go on to highlight number >> and congratulations on the 4,000. That's >> that's outstanding. That's outstanding. That's not even written on here. I would like to see that. That's fantastic. >> Thank you. >> Yes, it is. Okay, so our fourth highlight has to do with Fresno County's graduation rates for foster youth. And so our foster youth has reached a four-year high, significantly narrowing the gap with California. So when you look at this chart, that gold bar is Fresno County's graduation rate for foster youth. And the blue bar is California's 22 school year.
067And the foster youth student group is often a student group that can get missed because of their low numbers. You know, when I was a principal, I might have had four foster youth on my campus compared to some other student groups that are half of my campus, right? And so, it's oftentimes hard to think about the programmatic uh things that you do for a student group of four kids. Um, but we do not overlook the student group in our county. And in fact, we work really hard to make sure that every student group um gets recognized for the work that they're doing and also gets support when they need it. And so we're really proud of this number if you I mean you look at that and we've almost completely closed the gap between the
068graduation rates for our question and the graduation rates for the rest of so >> I think you've got a typo on here. The the far right column is should be 2024 >> Oh, you're right. We do. I just double check double checking there because it was like >> you know when you look at somebody >> don't mean to be >> that's great that's great >> I real quick on you said you had very few foster for uh does Freso County percentagewise where do we land counties up and down the state as percentage of foster That's a good question. I don't know the answer. >> We can look that data up for you. >> I'm sure we have a higher one than Santa Barbara County. >> That's the data point. I didn't know about half of
069you in the county are in so they of ours in the county, but I don't know how we compare to the as far as the demographic number, but that's data point. and that we I'm suspecting that we have a high percent compared to other 8 counts and and but obviously I'm one of those kind of A++ personalities. Let's get our barge above the state. Even though we have a higher percent, we still do it better and that's when we start getting copy. >> And and pretty soon we're going to share some of the things we're doing to get >> Yeah. Okay. Yeah, that was actually my question is what are the things that FCSS specifically is doing to stop? >> Yes. So, I can go there now, but I have a slide specifically for foster
070youth. >> And I think that's my question for all of these statistics is how how is FCSS specifically working with the districts so that you know it makes sense to take credit for these results. >> Yeah. So, >> so I have a I don't know might be a little technical of a question. So when they when they look at foster youth, are they strictly talking of traditional foster youth? Are they expanding that on there's other placements like the kinship guardian act program, the adoption assistance program? Are they are they looking at all those total population of foster youth? >> Yes. And I am not the foster youth because of the name but there are the different So, now we're going to get to your question. So, what are the things that our office is doing
071to help support um this? And I'm going to pass it over. >> Thank you, Dr. Sharp. As we consider how data is translated into instructional impact, I will focus on three of our curriculum instruction departments. We are a small but mighty department, but I'll focus on three today. One of them, and they're a mouthful to say. So, one of them is the English language arts, English language development, history, social science department. That's one of our departments. Another department I'll focus in is our STEM department, science, engineering, technology, and math. And then I'll also be focusing on our arts ed department. And I will be focusing on how data informs meaningful support for teaching and learning. So, exactly what you've been asking about. My focus will be on the professional development and the coaching supports that
072we provide specifically to districts and how those supports strengthen and improve student outcomes. And I am so proud of this following chart. Um the three departments that I previously mentioned provide tailored professional learning and coaching aligned to district insight, measurable goals and outcomes. So districts contract with us to provide service and this year we are tracking this data thanks to Hilda who's in the back here. Shout out to Hilda in the data analytics department. So this is a snip from our live dashboard. And so this is something that our content specialists will update as they're providing service. So I want to actually start with a few of the data. I'm actually going to start where it says number of contracted days of services. So, our local ELEAS and actually even beyond Fresno County, they we
073are contracting 2,750 days of service for those three departments. So, for ELA, STEM, and arts ed. So, that that equates to I'm going to kind of go out of order. Currently, we have 2,437.5 of those days planned. So, we're still planning with some of the districts as to when this service will occur, but we will hit that 2750. But these are the numbers I really want to focus on. We've completed 1,433.5 of the days, but these are my favorite numbers. I actually have a star chart that I often present, but we've had um 3,174 days of coaching with teachers. That's when we're working directly with teachers, and I'll explain how in a little bit later, and providing that instructional support, impacting 5,72 teachers. We've had a total of 818 professional learning opportunities. This is from
074July 1 till now, impacting 12,814 teachers countywide. >> Multiply that by about 25 to 35 students, and you've got a really big number. Oh, for sure. Because you're right. We're looking at the teacher level and >> in case of high school, it might be 150. >> Oh, yeah. Translate value to the entire student. For sure. I agree. We have 113 um contracts total. And we are servicing 24 um eleas within Fresno County, which is 77% of our LEAs. We're also serving eight charter schools. And then we have four contracts out of county. So other counties are contracting with us or other school districts are contracting with us due to meaning us meeting Fresno County um due to the level of service that we provide and so we are extremely proud and thank you Hilda for
075capturing this data for us. This is the first year ever we've been able to show this type of >> I think that's going to grow. >> Oh absolutely. >> Yeah. And this is based off the service log data. And so it is kind of lagging because our content specialists have to fill it out after they've performed this service. And so it is a little bit lagging. The numbers are incredible. >> So the 113US clearly then that's multipleus with a individual district. So it might be for English language support. It might be for uh reclassification support. It might be for math or science or whatever. Is that >> when you're talking about contracts, we're looking at departments. And so, for example, they might be contracting with ELA. They might be contract meaning ELA, ELD, history, social
076science. I just say ELA. They might be contracting with STEM, one of the STEM departments, the science, engineering, technology month. They might be contracting with art. Systems and leadership can be part of this as well. So, a variety of services. Mous, maybe it's adult school that we're contracting with. Maybe it's Worsley or or um VHA. or interd department as well. We'd work with induction. >> Yeah. >> So there's probably two or three that we probably don't like maybe I don't know Fresno Unified Club. >> We have a lot of days with Fresno Unified. >> Oh, we do. Over 120 days. So yeah. So the district I actually have that information for you. So who we're not serving? It's Alvina Elementary, Big Picture Elementary, Burl Union Elementary, Clay Joint Elementary, Golden Plains Unified, King's Canyon Joint
077Unified, and Pine Ridge Elementary. That's who we're not servicing. Otherwise, we have contracts. Fuzzy Unified, Columbus Unified, Central Sanger. We're in all of the districts and including Little >> Well, half of those are very small. >> Yeah, those are retaining. >> Well, and that's what I'm thinking. you know, that they're really small K8s. >> Is it because they don't have the need, they don't have the money, or they don't have the desire? Do we know? >> And actually, even some of these like we have been out at some contracts out there. So, just this eb and flow just depends on the needs of the school district because we do provide that tailored support. And so, it's really what are the needs and how can we best help those districts. >> And what about Golden Plains?
078>> We're just we're just currently not out there. We hope to be someday soon. Well, I mean, if those schools that we don't have can prove good improvements, you know, okay. We think they'll do better with us, but you know, whatever. >> Uh but but it's interesting because it's made up from out of county. >> Yeah. >> And one like one of my concerns obviously is big picture being having had come to us before and there were some concerns. Have we offered them services? >> Oh, you know what? We we have I don't know. Big This is a typo. I'm sorry. We I shouldn't have split a huge huge >> Okay. You know what I said? >> Sorry. It's Big Creek. Big picture. So Big Creek only has 22 students. >> Big picture. I apologize
079for that. We do have a very large contract with Big Picture. I apologize. >> So like all of them except for Golden Plains are K8. >> Yes. >> Single school kids. >> I can't. Sorry if you didn't catch that. Yes. Wonder if they could do something as a cohort. >> Yeah. >> Thought of that with >> a quarter contract though that you know big creek and then you also put that. >> Well, they're pretty well joined at the hip anyway. Those >> I think they have the same >> super >> that changed. Okay. >> Yeah, >> they joined they were going to join them for a while. >> We have all done the path work out at Burl, but again a small district just depends on their needs. That's interesting. >> But now what explicitly
080are we doing to support? And so I know this is very textheavy and so I'll kind of go through this, but this is some examples of the actual contracted service. What's very different is we are not a one and done open a box. We provide the professional learning. We provide the coaching. It is extremely tailored to exactly what the district and school site needs. We spend a lot of time collaborating with administrators to make sure we're hitting the marks. They're paying us to provide service. We want to make sure it is top-notch service. So just some examples. So it's integrated and designated EL strategies to support English learners. Word recognition, language and reading comprehension, that science of reading, instructional strategies from early literacy instruction and primary grades. So why is third grade high? We provide
081that targeted support exactly in that phmic awareness that the students need. We provide writing instruction and calibration. The CASP ecosystem. We go in to support teachers to where they're not just seeing the assessment at the end of the year, but how can we provide that instructional support for that assessment? Also, we look at curriculum implementation and district adopted materials to ensure that the teachers know how to use that curriculum effectively in classrooms. Some coaching examples include modeling lessons and co-eing. Our our content specialists will get up in that classroom. I've done it myself and I will teach a lesson in front of in front of students. a little scary at times sometimes done um looking at high leverage literacy and EL instructional um strategies. We provide classroom observations, feedback, follow-up coaching to strengthen those instructional
082practices. We facilitate PLC meetings, professional learning community meetings and grade level calibration and grade level calibration and collaboration. We support teachers in small groupoup instruction differential differentiated literacy support and again another big one for science and reading and third grade. We coach teachers on early literacy routines and instructional practices using supplemental curriculum like UFly that's out of the University of Florida. Speaking of this dyslexia they're the well-known um school for dyslexia. We provide hegy and youthfly training in phonics and phmic awareness. So that's how we are supporting classroom instruction which I know contributes partly to that rise in third grade scores that targeted support. So there we there we go. So our STEM department some examples high again that high leverage mathematics instruction aligned to the California mathematic framework also using those interim assessments. So
083the CASP ecosystem we support the next generation science standards and the implementation of the CASP which is a state assessment in science instructional technology support like in Google classrooms Seesaw edtech per platforms and then AI tools we know that's a hot topic right now and emerging technologies to enhance instruction and student engagement coaching big part of what math is doing is that instructional shift that's happened from computation to that problem solving approach so mathemat Mathematics lesson planning, implementation, instructional strategies to support student engagement and problem solving, science instruction, including lesson design and integrating science into classroom learning, especially in the elementary when they're having to teach so many subjects at the same time. Technology integration and also with our um network improvement community and our Nick refining instructional practices. So looking at building thinking classrooms,
084student discourse and problem solving to support mathematics instruction. And then in arts education again we're looking at instructional practices for both visual for visual arts music and theater classrooms facilitating um professional learning communities again um across Fresno County arts integration across content learning content areas and also looking at our social emotional learning and positive classroom environments for the arts and to support artsbased school climate and cultural initiatives including staff development workshop and district events. So family family family nights and art nights coaching will include demonstration lesson and co-eing supporting teachers through lesson planning curriculum development and instructional cycle feedback and then arts integration strategies developing arts programs and modeling. So that's that targeted support that we provide across content areas. This year um we are going through the textbook adoption process in mathematics and we
085recognize the importance of ensuring that teachers have access to instructional material and textbooks that are aligned to academic standards and grounded in current research and best practices. In response, our mathematics department developed a year-long arc of work to support districts through this critical work. The ark brings systems and building blocks and helps with leadership capacity including developing clear instructional vision implementation expectations. From there we provided professional learning through curriculum and implementation networks or nicks where teachers will deepen their understanding and use of highquality instructional materials. This is supporting by the learning labs and sitebased walkthroughs that are offered during the job embedded coaching opportunities. So we really wanted to not just do a textbook adoption. We wanted to do a textbook adoption right and really look and analyze what it is we need for a
086highquality textbook. So we're using our data and collaborative structures to ultimately um culminate to ensuring that high quality instruction occurs. Something we're very proud of is we hosted a um curriculum fair and we called it um lead with vision adopt with purpose which featured all 25 state recommended publishers. The event created a structured opportunity for educators to closely examine all of the instructional material that was aligned the new instructional material that was aligned to the California mathematics framework and state standards. Participants engaged in breakout sessions, collaborative collaborated collaborated with peers and interacted directly with the final. We had over 200 participants at this event at the Double Tree Hotel in December. And you may be wondering what's next. Well, I'm so happy to report we have Assembly Bill 1454 which is looking ahead at reading
087and finally helping close that gap with the science of read aka the science of reading bill which will advance California's literacy in three ways. It's going to look at teacher preparation. So, how students are learning at our local universities, statewide universities to ensure that what they're learning in the university translates to current educational research and practice for English language arts. It's going to look at instructional materials. We're finally going to we have not adopted new reading curriculum in the state of California since 2015. So, this will finally allow the state of California to adopt new curriculum for English language arts, EL. This is huge because they've been using curriculum that is not aligned. Think let's think about that for a minute. It's not aligned to current research on science of reading, but now it will
088be that and thus and in tune we'll be able to offer professional development to teachers to educators. will have additional funding for that to really train teachers on the new research that's out there. So, we're very excited about what's ahead. >> Go ahead. >> Yeah. >> So, where is that bill? It has it >> it already has passed. >> It's already passed and signed and actually they have the recommended textbook. Well, not recommended, I should say. They have a list of textbooks that they're currently reviewing >> that's in progress. So we will have a curriculum fair for ELA for next year. >> On the meeting next school year >> on the teacher preparation part you mentioned about applying on the uh school level what the teachers are learning at uh uh CSUs and uses sometimes
089I think that'll be back the other way around >> where they can learn from us. >> Absolutely. >> And and is there an avenue for that in this >> there's not an avenue for that. However, I'm happy to report that Cindy Gudlin, one of our content specialists in English language arts, serves on that committee. So, she actually reviewed teacher programs throughout the state of California. So, she actually, I can be honest with you, she reviewed Fresno State's program, Fresno Pacific's program as an auditor to ensure that the program was aligned to currently speak. I would like to see more people like her involved on that because because uh you need people that are in the ground troops >> telling the higherups this is what works, this is doesn't. That kind of thing. >> Yeah. She
090had to apply to be selected. So not only is she on that committee, she's also on the textbook committee as well. >> Yeah. So we will have a voice in that process. >> You know where I'm going. >> For sure. Absolutely. >> I'd like to see more input actually. Well, the only other thing to do is we be the county that's the shining light on getting this done right and then they'll see us the colleges will copy us. >> I think our math department really did a phenomenal job with how they took the textbook um adoption process and really that arc of scope of work that I was mentioning and so that will be duplicated also and um help in our English language art. We'll model that >> because reading and math kind of pushes
091the whole STEM thing. you get that right, then that helps your STEM. >> I'm curious if any of your staff members are adjunct faculty. >> Yes, they >> I mean, I know they've got a full load, but you know, >> they for sure are my team. >> Well, that's another way to handle it. >> Yeah. >> Very impressive. Very impressive. Now, we didn't receive your PowerPoint presentation. Um, we'd like to get little things like that attached to our agenda, so we can follow along with you and or share um via social media, the great things that we're doing here at the county. So, just a little side note there if we can get that. Thank you. >> Of course. I'm going to now turn it back over to Annie who's going to talk about areas.
092>> Thank you. >> So, uh Dr. and her team do a really great job helping to support all of the work, right, and all of the highlights and to be really preventative of trying to continue to move her toward that. But we also know that there are some areas for growth. So when our data team looks at the data, there are three things that we want to talk about today and then we're going to talk about our response to these data points and what we're doing as an organization to help move the needle for these data points. And so the first area for growth um has to do with our students with disabilities. So an achievement gap remains between Fresno County students with disabilities and the states. And so I want to make it clear
093that our students with disability scores are improving, but they are improving about the same level as the states. So we're not closing the gap right between the states. And another thing that's really important to note is that second bullet. While other demographics like our Hispanic and Latino demographics saw a 6.05 05 percentage point increase in math proficiency. Our students with disabilities only saw a 1.63 percentage point growth. So though they're improving, they're not improving at a rate as which at the same rate as all of our other um student groups are. So this is an area of focus for us because we want our students with disabilities to be improving at the same rate or even a higher rate than some of our other students definitely catching this. So we um I want to highlight
094a program that has been a cross department collaboration between our continuous improvement department that Dr. Heather Gomez runs, between our systems and leadership department and between our sulfa, our special education sulfa department. Um and this is um our least restrictive environment collaborative. And so um I think earlier you talked about something around like can we get a couple districts to work together, you know, to solve these problems and do some of those things. And this is an example of that. So least restrictive environment um means that students with disabilities are educated with their peers to the maximum extent appropriate meaning are they in the general education classroom as often as they possibly can be right and every child has a different limit that um is expected for them based on their individual assessment plan or
095their IEPs. And so, uh, the state tracks that data. And so, our team identified nine districts that were not meeting their least restrictive environment, uh, criteria and invited all nine of those districts to join a collaborative to help them think about their systems and their processes and their procedures to get these students um, into the least restrictive environment. because if we want their test scores to go up, they have to have access to the actual content that is on the test, right? Like that makes a lot of sense. So, um out of those nine districts, seven of the districts joined this collaborative this year. Um they just had their last meeting of the year. Um, and we actually got a little report out this morning, but the early data is really positive that they are
096making significant progress in getting their students with disabilities access to the core curriculum. And all that means is if they have access, we know that they can accomplish the goals that are set for them. And so we are excited to watch this grow. It is we are definitely moving into year two of this work. And this is an opportunity that we've provided through our office for free to these districts. Um it's not a feed a fee based uh service because we know that it's super super accurate and it's an area of growth for us. So this is our first area. >> Very nice. >> Is it a mix of rural districts, urban districts? >> in in that which is which is good because again, you know, like she said, sometimes they contract with us, sometimes
097they don't, different things like that. But it is a it is a mix. They'll give them the first for free and then they'll >> So our second area for growth while most student groups have improved, we have seen three student groups decrease in ELA since the 20 and 22 >> and that's our homeless youth, our English learners, and our sister youth. And we want to see that change column for every student group, every grade level green. That is our goal. We want to see positive change and these student groups since 2022 have dropped slightly and so we're really paying attention to these student groups. Um our continuous improvement team, one of their roles is to um the state will identify for our local school districts, student groups that they have to pay particularly to particular
098focus on through differentiated assistance and our continuous improvement team. It's assigned to those districts. districts are required to participate um to provide services for them. So, we have specific work in some of the the lower performing districts uh focused on homeless youth, English learners, and foster youth. But I do want to highlight one specific project that you are all very familiar with. And this is our foster youth pick. You're familiar because in 2023, early on, we got a golden bell for this project with you all. Um, but I want to highlight it for you guys because it's still going and um, this project is focused specifically on our foster youth and it's focused on growth in literacy. And so they set goals, they set targets every year. And when you guys uh, when we when
099we were given the opportunity to be the Golden Bell recipient in 2023, it was just with one school district. It was with Fresno Unified. It was with third through sixth grade students and it was with part of their third through sixth grade students. I think it was about 80 students. Well, we are really pleased to report that there is so much success with this project that we are now um in I think year four of this work. We've uh we've gotten three school districts now K12 and almost half of the foster youth in California are represented through this this nick now. So, it's continuing to grow. Thank you. Um and Heather's team has done a great job leading this work in partnership with our cradle to career team um our community schools team and our
100foster and homeless department team as well. So it's a it's coordinated effort. Um but again we believe that this the momentum is growing on this and we continue we will continually to see those scores improve as more of those foster youth are a part of this. And then the third data point that we want to focus on as an area of growth is while Fresno County's African-American students have seen an increase in graduation rates, they still trail the state average by 5.6 percentage points. And so we're proud of the growth that we have seen for our African-American students, but we know again we don't want to trail the state in anything, right? Um like you said, Dr. Clyde, we want to lead the state in these things. And so they're growing at a rate that's
101lower than uh than their peers. and uh we still trail the state. And so one of the things one of the projects that we're doing that is um going to support this that is supporting our efforts towards African-American graduation rates is our lead pathway. And so our lead pathway um launched it's a collaborate a collaborative effort with Fresno State's Bull. Um it meets at Fresno State campus. I believe there's six meetings a year. I could have that number wrong. um where these students they come to Fresno State campus 9th through 12th grade students and they work with counselors they work with Fresno State they work with bar teams um with the goal of being on track for college and career and 9th through 12th grade they're they're measuring academic grades behavior and attendance data and
102then the seniors in the program their goal is that um 100% of them will submit an application to Fresno State complete their FAFSA and graduate for high school um this program is not 100% targeted to our African-American, but there is a heavy recruitment of our African-American population for this program. Um, and next year, I believe we're adding three high schools to this program. And so, we're going to expand this program again because the early data that we're collecting on a regular basis, their grades, their behavior, their attendance, their applications, is demonstrating a positive impact for our students and specifically our African-American students. So, we wanted to highlight this as one of the things that we're doing to help um improve improve that rate. >> 100% goal. I mean, wow. Fantastic. >> Well, I mean, if
103they make their choice at the end where they want to go, that's fine. The the point is is that they're have a goal and and they're structured and and uh and like you're right. I think 100% of the kids should be on some sort of a tracking goal and they all of a sudden they're motivated. >> Good for you. >> Well, that was amazing. Thank you. I want to specifically say thank you to you, Annie, and and and Kdy and Allison and Jessica and Joe and Heather and then our amazing data team. We made a conscious choice about 3 years ago to hire people that could do data for us so that we could be doing this type of uh level of detailed uh decision making and resource allocation. And so we have Jacob here
104who leads us and Brian and Hilda and they are often unsung heroes. So each and every one of you I'm so grateful for the work that we did. >> Remarkable. I just would kind of summarize I'm so excited about the robust dialogue we just had. Um I think that your presentation demonstrates that we have a philosophy about knowing our children by name and by need. The level of detail we made to homeless and foster youth. There are 3,000 kids. We have 2,600,425 kiddos in Fresno County. And 3,000 of them we are hyperfocused on to make sure we're meeting them by name and by need. And their needs are radically different than other groups. Um I'm so proud of how many times you mentioned districts by name and by their very unique culture and a unique
105communities. Um the the that we have much much greater service for districts at this point. I'm so proud of that. Um and I think because of that we have greater collaboration with them. Our district superintendent meetings, your assistant s meetings, um so many different uh networks are that are set, the tables that are set and the collaboration is remarkable. And to the point that you made about um accountability, transparency, accountability, we put out front what isn't working well. And we're really we check our egos and we say what might work for this group of kiddos. Has anybody out there figured it out? And I see that we have learned for life here. They are experts at meeting the needs of some of our most at risk youth. And so we're all just trying to figure
106this out together for our kids. It's really an exciting time and I think we'd almost have to end by saying that we're intentional about measuring what matters. So once again, I just am so appreciative of all the work you've done, Joe. the the level of of detail with all of the data and what the story is behind it and that their names of children and their families behind all those numbers really moves me. I'm I'm really proud of each and every one of you. Thank you so very much. I know Diane, this is your team. I'm sure you're sitting there proud, too. >> They're rock stars and they're making a difference. Dr. Coper, >> we are. This really is the bottom line, one of the main things that a county superintendent does for all the
107the schools within the county and and uh clearly you're taking it serious and clearly you're it's data driven and focused on need and uh uh just by your contracts and so it's working. So, you know, it just be the next step is to exceed stake. That's the next and you're getting real close getting at. So that's that's I'm I'm tickled. >> Well, we probably don't have time to do one of those team goals, >> but promise me you'll take a team picture like go outside, have a celebration, and take a picture. >> I want to I want to just throw in there, I mean, I really appreciate the data and the um intentional work with the data. And I think to also celebrate those people that are out there doing the hard work, the coaching.
108It's hard to get people to change their practices, right? Um it's, you know, it's one thing knowing the best thing to do and another thing getting somebody else to do the best things to do. And you know, it it's a team effort. It takes that data, but it also takes the skills of the qualified people that are doing the training and the coaching on a side by side and demonstrating and all of that. So, it I I know it's it's it's a village that's doing this work. So, thank you all. >> And I do I do want to take a second just to underscore what Dr. Clyde said, the contracts and theus and also what you're saying, Dr. Masamoto, it comes with trust. Trust from our districts and our partners. These rock stars here are
109so confidential. I've tried to kind of dig a little bit just to see like who's really suffering out there and who's the success story. They're just so neutral. They they really celebrate the wins and the successes even as small as they are and as large as they are. And they empower our districts and it takes a lot of trust and partnership. >> That's been a big change in the last 20 years, right? I mean, >> that's just called being profession. >> That's really great. Keep up the good work. Thank you. Thank you. >> Okay. Wow. >> Okay. Okay. Of course, if you you get to follow that item J2, uh, charter school is Dr. H. We're not expecting quite as long of a report here, as you can see. Nice. >> Well, good afternoon, President
110Kasamoto, my vice president Scott and trustees for cabinet. Um today continues a series of charter school annual updates um where you'll hear from uh one of our charter school leaders as well as receive a brief report uh which you all have received describing charter school enrollment, student outcomes and fiscal information composed by our SCSS team members. Today, the Crescent View West Board report includes enrollment trends over the past five years and four years of California dashboard outcomes and English language arts, mathematics, English learner progress, college and career readiness, and graduation rate. Additionally, uh this report uh unlike some of ours in the past few months includes additional metrics for Crescent B West as a dashboard alternative school status charter. Um some highlights from the report include but may not be limited to uh Crescent View
111West's census day enrollment has trended up over the past 5 years. Although there was a small census day decline um in enrollment from 24 to 25, their 5-year trend has been uh up. Presby West has sites located strategically to serve high need students from Fresno Unifi, Clovis Unified, Sanger Unified, and Menota Unifi among others around our county. Crescent West's dashboard ELA performance improved by 6.4 24 points from 2024 to 2025, moving from orange to yellow schoolwide on the dashboard. Um, this improvement was also reflected in their socioeconomically disadvantaged student group, their students with disability student group, and their Hispanic student group. The English learner progress indicator was green, 52.40% 40% for English learners in 2025 and blue 56% for long-term English learners. Uh, which is a reflection of student progress on the EL pack that
112you heard about a few minutes ago. California defines long-term English learners as students in grades 6 to 12 who have been classified as English learners for six or more years without being reclassified. So, Crescent Views, a lot of their Cresby West, a lot of their English learners um are uh English learner uh long-term English learners as well. Present West's one-year graduation rate was 97.90% on the 2025 dashboard. And that one-year graduation rate only applies to dashboard alternative school status schools. And it's anformational metric for California schools serving high-risk student uh high need students uh calculating the percentage of 12th grade students who earn a diploma within one year of 12th grade classification based on locally reported metrics. Over 50% of Cresby West students have met their reading and mathematics growth targets on the NWA benchmark
113assessments. So they along with the required standardized test they administer the NWVA assessment to their students multiple times per year to measure growth within the year and to measure growth over years. The percentage of 11th grade students who met or exceeded standards improved from 31.8% to 36% on the CAPS ELA assessment. This was again reflective of that growth from 24 to 25 as it relates to students graduating from Crescent View West and the outcomes that the Crescent View West team is working towards. Crescent View West improved its career technical education pathway enrollment from only two students in the 2324 school year to 27 students this year. Um and then 106 Crescent B West students are enrolled in dual enrollment courses this year. Again, with the aim of not only uh moving kids towards graduation, but
114ensuring that when they graduate from Cresby West, they're able to go on and do uh productive things postgraduation. For campus climate metrics, Crescent B West maintains a 0% uh maintains 0% suspicion and expulsion rates. Uh and then the last few pages of that report uh is their fiscal outlook. And as you've seen with the past charters in the past months, um Kevin's team does the work of giving us a really just like a highlevel view of a school, a charter's fiscal outlook. and Crescent B West maintains a healthy fiscal outlook um based on a feedback from Kevin and Gab's team. Areas of improvement um that were pulled that that are available in that report. Um although Crescent View US's ELA performance has been on an in the in the an upward trend, their math performance
115declined schoolwide. Um and across multiple student groups between 2024 and 2025, moving from orange to red. Um, their college and career indicator reflects red on the 2025 California dashboard with a schoolwide percentage of 7.2% of students graduating college and career ready based on the state definitions. This performance is reflected at the student group level as well. So that's a that's a growth area. Press West is working with our continuous improvement team. So Dr. Gomez who was in here a few minutes ago. Um their team is working with Crescent B West to improve schoolwide schoolwide student group performance on the CCI and mathematic mathematics indicators. The Crescent View West dashboard graduation rate. And so this is the graduation rate that's on the hourbasing dashboard. It reflects red both schoolwide and at student group level. Um this
116metric when you have a dashboard alternative school who serves students who are credit recovery this indicator reflects students who are graduating within four years of first enrolling in high school. So, if they're enrolling at Crescent View West and some of our other dash charters around charters or um non-charters, but credit recovery schools, it's very unlikely. It's more unlikely than not that they are graduating in their fifth, sixth, maybe even seventh year after entering ninth grade. Um so, yeah. So this indicator still although again there's an explanation for it the indicator still qualifies Presby West for technical assistance and it's a metric that they um are required to address um and so based on conversations through our with our annual oversight visits um although Crescent B West is dashboard alternative school status um it's important to
117point out that they do embrace the challenge of continuous improvement um including improving those dashboard uh outcomes. And so at this time I'm we're fortunate to hear from the area superintendent Gag Gil and principal and they Oh. Good afternoon, President Dr. Masi Masimoto, board members, superintendent Dr. Kwa Kofer and all others in attendance. My name is Gagand Gil and I'm the area superintendent and I've been in education for 24 years. This is ID Trango, school principal, and she's been in education for 23 years. Thank you for allowing us opportunity to provide an overview of SM View West. Our mission is to provide personalized learning modeled where we engage students who have been disengaged or no longer enrolled at school. The goal is to help students not only to graduate but develop their career interests, provide
118job skills, and complete community college courses. We want the students to be workforce ready, career ready, and pursue higher education. Our school fosters self-directed learners, academic achievers, and promotes career impact. Some background information on our school. We've been authorized from Fresno County Superintendent of School since 2010. We have graduated approximately 2600 students over the last 15 years. Crescent View West is accredited and NCAA approved. In addition to our Manchester Learning Center, we have three additional satellite campuses which are located uh in the Sunnyside area, Clovis, and in Menota. Currently, we have 1,816 students who are enrolled in grades 9 through 12. We serve students from the ages of 14 through 24. Students who are 19 and older can enroll with us through once they obtain a WEO1 number. WEOA is uh known as Workforce Innovation
119and Opportunity Act. Through our partnership with our WEOA, we're able to not only provide our students an opportunity to earn a high school diploma, we're also able to provide an opportunity to earn job skills and uh provide free career training. Um uh and then our students also have the opportunity to get some certifications and apprenticeships through WEOA. You can see a list of opportunities that our students have um to take advantage of while they participate at our school. There's a variety of options and we're fortunate to partner with FCSS, you heard earlier, to develop our STEM program. Aside from that, students have the opportunity to participate in experiential learning where they can travel all throughout California to visit local vocational, trade schools, community college, CSUs, and UC's. We've developed CT pathways that are you see
120listed up there, certified nursing assistant and dental assistant programs. And we'd like to highlight our partnership with local school districts to provide students in the Central Valley an option to participate in extend extended learning throughout the summer months. We have cultivated many partnerships within the community to support our students which you can see listed. I'd like to point out the Amora Wellness Center which houses our Modota Learning Center. The Menota sites mirrors a community's full so the families have access uh to health resources to mental health services, social services and education. Another value partner you'll see listed is the Lamar College formerly known as West Hills where we offer dual enrollment for our students. We are very proud of the accomplishments of our English learners as they have increased 16% from the previous year on
121the California dashboard. Our students are so excited once they have uh passed that test because they no longer have to take it. And you've heard earlier, they've been taking it since they've entered uh kindergarten. Our students typically come to us reading at the sixth and seventh grade uh level. And as you all know, the CASP test, it's 11th grade standardized test. Yet, we continue to show growth each year with English language art with the most recently a 6.5 increase. An area of growth that we recognize is math. The students who enroll with Presby West typically are about the basic math level and also deficient in math courses. Somehow they've come to us and they've either received all FS in their math courses or have avoided math altogether which I'm not sure how that happens but
122we continue to monitor students progress on the nationally normmed test NWA which you heard earlier from Dr. hunt which is given twice a year and then we also do it upon enrollment. The data shows 55% of our students are making significant growth and with the support of Dr. Heather Gomez and her team we are implementing new strategies to support the differentiated assistance work on the dashboard. The graduation indicator represents a four to fiveyear rate. This is still reported on the dashboard as if the students are enrolled with us for four traditional school years. That's why for DAS schools a one-year cohort is reported. Through the Golden State grant, we're able to hire a school counselor who focus is just increasing the college and career indicator. And as you can see, we maintained a 7.2% of
123students who are prepared. Our one-year death graduation rate is 97%. This is comparable to juvenile hall and community day schools. As students are not with us, as previously mentioned, for the four traditional school years, our typical students stay enrolled for about eight months. >> Do they go back to a home school or do they just drop out? >> We have a couple different avenues to measure success. So, some of our students come to us to uh catch up on credits and then they go back to Sunnyside High. Some students come to us to catch up on credits and then end up enjoying it so much that they stay with us. But neither one are measured as success. >> It's always been justice. The ones who catch up on credits credits and they go back to
124their home base high school that school gets the credit. >> Yeah. And we're okay with that. >> Well, I don't know. I think it should I think that you should get credit for that. >> Otherwise, they wouldn't have thought that. >> The credit goes to where everything >> I know. And I've never thought that was >> fair. So, it depends on the student because I was at Jay Young and we had some students that were at Jay Young. Then they decide, oh, I'm going over to Crescent View because I can make up more credits. And then they got over there and the concept was totally different and they ended up falling further behind. So then they came back to Fresno Unified and now they're even more deficient in trying to make up. So it's a
125certain fit for a certain student. >> Correct. And we are a year round program and so students enroll throughout the year. So our school year goes from July 1st to June 30th. >> So we do get those traditional time off as traditional schools do, but not having the entire summer off gives those students an opportunity to get caught up and return to their school of residence if they choose to do so. Uh with our Golden State counselor, we continue to build out our programs and pathways that will help increase the college and career indicators. We currently offer a health education and business CTE pathway. One that's very popular right now is the child development pathway. We're in the process of developing a public service option as well. We'd like to share a quick video with
126you highlighting the best part of my day is a graduation. opening up. Let's see. >> It's a different computer. >> It usually like >> I don't I don't think that was your campus. >> Same. >> I know. It's your audio. Because of my school, the teachers supported me experiences and opportunities that help shape me into every day. I am my 40. I am graduating. Bronco, >> this year our graduation ceremony takes place on June 5th as you saw St. Mart center at 5:30. We'd love to have you all there. Thank you for allowing us opportunity to share the good work we're doing at FMUS. We welcome any questions. >> How many do you have projected to graduate this year students? >> Uh right now I think we're at 2 205. Um, you said you have
127students that go up to age 24. So, I'm assuming these are students that didn't graduate from high school. They need pickup credits. What's the process to get the to identify those students and get them in there? I mean, I know you do advertising on television, but I don't think I realize that it was to age 24. uh especially any I I mean I'm thinking of one person in particular that needs your program that >> yeah bring them over send them over >> a lot of it's like students who are spend a lot of word of mouth would reach out to school and say I want to earn my high school diploma what is the process and so if they're 19 plus we will refer them to our real partner which for you know Manchester works
128out because they are in the same uh vicinity as our learning center and so they can walk over there, get their WEOA number, and then once we have their WEOA number, we're able to start their enrollment process, enroll with us, and look truly look at their transcript just to see what where they're deficient at and how we can best help them. >> Well, is it is it classroom setting or is it all one-on-one independent study? >> So, we do offer small group instructions, but that's typically 10 to 15 students. And so if there's a subject some sometimes students prefer to do math, you know, within a a small group instruction with students who are on the same credits, we'll offer that. Sometimes they want to do it one-on-one. So whatever the students um preferences, we
129will try to personalize it for them. >> And those adult students uh are separate from the younger students or or are they mixed? They're all >> mixed. And our students have also have the opportunity if they don't want to come in person to take um classes through our remote platform. >> I need to find those those young adults. >> So what are we doing to get out of our red for our college rates and for math? So we are we've been the last year two years we've been in DA for obviously for math and for you know our career indicator we've been focusing on trying to implement new math strategies. we've uh adopted and truly um focuses on the students um deficiencies and it it tailors uh their I guess instruction based off of the
130areas of support with our college and career with through the Golden State Pathways Grant. We were able to hire additional counselors to be able to provide that opportunity. So our goal is by the time students leave they've completed two college classes and or taken these certification programs. And so we're really trying to look at to see, okay, where the students are at and how we can best support them. But also the students that we get, they typically don't stay with us more than eight months. And so as you know, enrollments throughout the year, we're trying to best support that student. And some of those students who leave, they're caught up, they've completed their two college credits or their certification program with the school that they return to will get the credit for that student. revolving
131door. Yeah. And they're done that doing a great job. >> Great question on on your reserves. Your enrollments ADAS are 16,700 >> kind of floats along that and and but but your reserves are keep ticking up and I just wondered are you saving for something or I mean you're you know what I mean? You're at 36% almost you know what I mean? So, and that's been jumping up quite a bit each year. I I just wondering what or because I'm feeling that you take care of the math issues, that'll take care of your college readiness. And so, uh I I'm just throwing it out. I mean, could some of the reserve money be spent on tutoring or you know that I'm just going there where are are you not trying to build a facility? >>
132No. No. >> So, I just wondered why the high reserve. I mean, you're not alone. A lot of charter school are have high reserves about 25% about three months right and so the excessive we're just trying to find additional programs to better support our students. We've recently contracted with teaching fellows to provide additional tutoring support to our students and looking at to see what other ways we can reach uh our students and be able to excel. So different programs that where we could offer to our student. >> Okay. But you see now it's been three last three years you've been way above 25%. So and increasing each year. And so I just kind of wonder where's that going? I mean >> some of it's also the same for facility upgrade. So in the process of
133relocating one of our learning centers and so a big chunk of that will be for that buildout. >> Is that the one in Clovis State? Okay. There was there was going on in Clovis. You moved. >> Yeah. Okay. Yeah. >> I peaked my head in there. I didn't go in and do it. I just said, "Oh, I see them all with, you know, got an idea of what that >> Are you expanding the current Sunnyside location or >> We're actually just looking to relocate >> and same region." >> Yeah, correct. >> We found a potential location and so now we're just in lease negotiations. >> Okay. Okay. But that's a lease. Is the leaseer going to do the buildout? >> No, that'll be us. >> So, that's on you. Any idea what that's going to
134cost? I'm looking to see what kind of hit you're reserving. >> Uh, it's right now it's projected to be close to like 1.5. >> You got 36 and uh well percent, but you have what? >> I mean, that's not going to harm you. I was just wondering about, you know, I'm I'm a big fan of tutoring. You have 13 and a half. I was just a fan of tutoring and I you know I was just wondering what are you gonna do with the extra money? That's really I mean you gonna keep going to 40% or you know what I mean to you know bring down the reserves and just to see like what the needs are of the sites and how we support I know last year contracting with California excuse me >> because that
135was a need that the site had. You can have >> But anyway, I was just um thinking along, you know, along that line because I always to borrow somebody else's praise and I love it. I feel like you, you know, spend today's money on today's kid and uh and so whatever way the ones that you do have can be enhanced, especially on your math. Let's see. Anyway, that's that's the only thing I can find is that you got too much money. Not too much. >> But anyway, >> plans for your funds. >> Thank you. >> We appreciate you coming. >> Seriously, we appreciate you coming and giving us an update. We feel it's really valuable to hear hear from you before it's time for renewal. >> When are you up? >> Yes. >> Oh, but
136not for this fall. It's for the following year. >> June. >> So, their renewal in 26 27 >> and so they Yes. So, their petition will be coming in >> like right away. >> Yeah. pretty soon. >> Pretty soon with the intent to get a July decision. >> Okay. >> Becoming >> Yeah. Literally, what do we think about the next month or two? April. >> Okay. Okay. >> Okay. Well, you know what I'm going to ask? >> Y. >> Thank you so much. >> My computer just kind of something. >> Okay. Uh go out. Thank you. Okay, Dave. >> Um, uh, moving on to business services. Uh, Kevin, >> enlighten us about the audit report. >> Probably not near as exciting as the last two present. I shouldn't say that, Mark. You're going to do
137a great job. Um, so I'm here with the audit report from the 24 25 fiscal year. And we have Mark Do who's from I Bailey who conducted the audit and he can go over the audit report, answer any questions you might have. You have a they have a copy of it electronically on their screen. So if you're pointing things out, you might want to give them a chance to get there before you show. >> Bottom line, pass. >> Oh, did it think we were done? K us. >> It thought we were done and it kicked us. >> Just got to go back in. Hold on a second. We got reset I think because >> say thank you for sitting through the whole meeting and being patient get to learn the things that we get to
138learn. >> What are you doing at these meetings? >> It was interesting to hear about the the e because I was interested how >> so yours perked up when I asked about the reserves. >> Yeah, >> but it's a balance act, you know. Uh, school districts aren't supposed to make money, but they're also not supposed to lose it. So, it's a balance act for the kids that you got to hold for reserves, but really, how much do you crystal ball? We've got a lot of big bodies where you see that thing like, hey, like you're you're burning all this money and yet you're not spending it. You said the students are earn spending it. >> Exactly. >> All right, let's hear about the audit. Thank you. So who we are, we're Bailey. We're we're a
139national audit firm and our office is in Fresno and we specialize in auditing county office of education and school districts. We audited about five counties and 45 school districts. And this year was was our normal audit process, but we actually had a a partner rotation. So after about five or six years of the same partner on a job and we're required to rotate the partner off. So our new partner was Shiloh who's a partner from the ranchel office and she's very involved in in this our school district department. So great working with her. And then we also had our national assurance group pull up and do a internal audit of your single audit of your federal expenditures. And I'm saying all that because there were a lot of eyes on your report. >> He got
140double audited. They did triple audit. You're under the microscope. >> Fantastic so quickly and I really did appreciate it. Everyone was so helpful. >> So, thank you so much for that. >> And um here's just just the components of the audit report. Really the one I would like to look at is the management discussion and analysis because that is uh current are your comparisons. The big change for the governmental accounting audit standards this year with Gatsby 101 or compensated absences. In the past all that was required to report it as long-term debt was your compensated absences purification time. this new standard brought in and they said, "Hey, you know, we also think sick time should be included." So, it actually led to a uh a prop or a prior period adjustment of about $7.5 million
141adding on sick time to that because when this first came out, we we weren't sure if it would really make a big difference in the audit reports, but really most districts, even our smaller districts, they range anywhere from 3 to 15 million. So, so you guys are right in line on that. And then I think really the other big change on your financial statements on governmentwide financial statements was increase from about 500,000 to 17 million for your lease receivables. It was you ended with Sprint and you there was a new contract bewire spectrum and it was like a big 25 30-year contract. So we're required to post that on your financials at net present value. So it was so it was a big increase. So so we're accounting for that on your financial statements. >>
142But all that was was an asset value. >> It was Yeah. It it zeros out. There's an asset and then there's a liability. >> Okay. Yeah. >> And governmentwide financial statements. So your net position sits at $70 million 36 million of capital assets and about $183 million of long-term liabilities. Most of that was is is the net pension liability for Calspars and Calpers. And in your general fund, your general fund balance was up about $24 million with any fund balance of $126 million with available reserves of about 26%. And you had a clean auto report, no federal findings, no state findings, and no financial state. Thank you. >> Quick question. The 26% did that include the carryover funds and all departments that include everything? >> That's our ending fund balance compared to expenditures. So that's
143all the unrestricted and restricted carryover amount >> and the carryover. >> Y finally got a target sniffing for >> Thank you, Mark. Thank you. >> I do before you run off, I have a just a question on um drug flow of resources deferred deferred uh stuff. >> Yes. shows 20 uh 2027 we're looking at five almost 6 million on this and then down to 2829 we'll be negative almost a million and another one >> page you that's on your pen >> 61 page 61 >> okay Yeah. So basically we get these numbers. So Oh, so you said page 61. So this is your pensions. Okay. So this is your Gazsby 68, right? >> So these are your deferred inflows and deferred outflows that are calculated. Oh my gosh. From 23 24 numbers provided by the
144actuaries for calers and calis. So really, >> so they go through and they calculate those deferred inflows and deferred outflows and that pension liability of the entire state pension plan >> based on 23 >> based on we're two years behind. So 24. >> So it's a rolling thing. >> It's a rolling thing. So, so basically it's 2 years behind because it takes their auditor's time to create that report and then based on your percentage of what you contribute which you can see it's like I don't know let's call it 56%. So they have their entire net pension liability which is 56 billion $60 billion and then you're assigned proportionate share of that liability. So that's how that calculation works. >> Interesting. So, but but it's a big jump. It jumps around. >> It does. Yeah.
145A lot of times it depends. Maybe the state might make a contribution or maybe the the numbers change each year. They're >> it's you can see it back in the supplementary information. Your payroll your your payroll numbers stay the same, but like you said, depending on what the state contributes or what the actuarials find that pension liability can can change. The actuarials may be somewhat predictable, but what the state contributes kind of depends on stock market investments and T- bonds and all that stuff and and that would jump all over the board. >> Am I correct? >> Yeah. And and so I mean we're jumping from 33,000 in 26 to 6 million >> and and this is projected >> 27 >> for 27. Yeah. And uh I mean that's okay. We better keep some decent
146reserves is what I'm getting at. >> Yes. And I think that's why they did that Gazsby 68, but 12 years ago where they said, "Hey, I probably belongs on all the districts financial statements, >> but they didn't make it required." >> Oh, it's required now. >> It's required now. >> Everyone Everyone is required to show it on their financial >> show it. Yeah. Yeah. Yeah. But they're not required to have it. Are they required yet to have it in their budget >> as related on the budget? No, >> I didn't think so. So it's still >> this is reporting why your budgets are at the fund level. So your fund level doesn't show any long-term assets, long-term liabilities. So you would never see it on your on your general fund or any of your other
147funds. The only place you'll ever see this is in the auto court. >> Yeah. Well, we really don't have that's the only long-term liability we have because we don't do bonds as a county office. So >> Right. >> Yeah. in the county offices. It's, you know, you have your composite absences, you have your overhead, and you have your pension. >> Which the pension is the biggest one. >> Yes. By far. >> Mhm. Thank you. I just I suspect every audit's going to show up like this. >> Yeah. >> Jumping all over the board as far as future years. >> And when this first came out, a lot it drove a lot of the districts that are in a position negative because that liability was so big. But then over the years it it's looked it's
148better now. >> Is it better because they they modified how they report it or is it better because they started funding it? >> Oh, good. All right. So, as long as they funded it, that's the responsible thing to do. >> Okay. >> Thank you. No further questions. >> Thank you so much. >> Appcate. >> Thank you, Mark. Thank you. >> And and thank you to the internal finance staff. This clean report is not on Kevin's shoulders by any way, shape, or form. >> It's on the staff down there. So, I just want to mention that. So, Dominico Johnson, all the the supervisor Andrea Sodto, >> all the all the payroll techs, the the accounting techs, all of them. So, >> everyone. >> Yeah. and and even reaches out to the departments because the departments do
149a lot of their purchase orders. They a lot of their own deposits. They do a lot of their own um work within their department for their budget manager. So it it's it's a organizationwide. >> Each department has a budget manager. >> So if you run a program like Annie Sharp does, Sharp was just here. She is a budget manager. Oh, she% she has to do >> she doesn't have to do the numbers, but she has to be aware of what's in her budget and how that budget works. >> Then we meet with them and discuss budget. >> Um, I need a break. >> It's been two hours. I need to stretch a little bit. Can we take a five minute recess? I know I know you're waiting and but I apolog Let's move on to
150action item um K1 legal services. Mr. Parkin, please read and for consideration of adoption or the superintendent board policies that came before the board last month for reading happy to answer any questions anyone? There's quite a number of uh policies >> policy include close session which was was the last one. So I think we're doing things accordingly. Okay. >> 135 pages. >> Can you see that? >> Yeah. Oh, yeah. Increase the size. Right. >> Yeah. Get closer. >> You showed me your question. >> Yes, I can. Go ahead. So I and I had mentioned this earlier when we were listening to the um district transfer. I noticed that we have and this is on page 61 I think I'm looking at where it talks about um which policy >> I'm on page 61. This is
151talking about interd district um appeals >> the policy 5117 >> and then it says upon receipt of appeal superintendent design shall investigate to determine whether local remedies in the matter have been exhausted whether informal resolution is possible and to provide any additional information deemed to the county board in reaching a decision and is this so this would be kind of what we talked about that man was doing right um now when these situations haven't we won't hear about it unless it comes to the board correct and then will those um the the back and forth or the like possible remediation um that was done. Would that be shared with us? Is that part of it? Um or is this is just like kept internally and then you know whatever we get is just >> Go
152ahead. No, go ahead. >> I'm just going to say it only comes within the board's jurisdiction if appeal actually comes forward. >> Yeah. >> And so when we put this in here, is it because it did that wasn't part of it? That was that that >> No, that language was there. It was just in a different place. >> Ah, okay. So, uh, part of part of the red lines that you see was just moving language, rearranging language. The only real new language in this policy is relating to um some recent new grounds to delay the hearing date. And that's on the third page of that red line where it says appeal hearing. And then it lists four different reasons where uh the the law now allows additional reasons to extend the hearing date. >> Oh,
153okay. >> So that that's that language there is is what's new to the policy. Everything else is kind of just rewarding and rearranging to make it make more sense. It was just time to look at it again and make some changes. >> Yeah. And I noticed I I I did look through the whole thing and it's it seems like most of it was either just like clearing the language or just um rewarding it to apply to the ED code. Um the other part that I it's in the next page 62 um that talks about county authorizes the county superintendent or designate to determine whether any of the above circumstances exist and to extend the timeline for the county board to make the required determinations. And right above that um it talked about the county board
154shall within 30 calendar days of appeal being filed determine um whether to permit the student to attend the district. And then it has like a list of different things. So like can we get an example of when like something like this would apply and like does that mean the decision would be made like prior to it coming to the board? >> So the intent of that language is to transfer that decision making on whether to extend the hearing date to the county superintendent just for practical purposes. >> Okay? because otherwise we'd have to come to the board, get your permission, and then it would take two board meetings to get to a decision. And so that's the intent of that decision or of that language there. And um is basically to put put the authority
155to >> decide whether there's grounds to to extend the hearing date >> on the county superintendent and her staff. >> Got it. Okay. It might be like for holidays, you know, if if it was, you know, they applied right before Thanksgiving, you know, and then there's the Thanksgiving break and then there's the holiday the Christmas holiday break, you know, that kind of thing. Or somebody could be hospitalized or, you know, pretty legitimate reasons to not be able to uh attend. >> Did you clean this up or did this come from as good? >> It was me. Yeah, >> you did. Yeah, because we um Gamut doesn't have a a policy specific to county occupants on this subject. So, yeah, >> this is our own. >> Right. Well, >> any other questions? Is there a motion
156to approve these uh policies as shared? >> I'll second. >> Motion by Clyde, second by Burton. Roll call, please. >> President Masamoto. >> Yes. Vice President Tascott Lson. >> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. >> Member Roland. >> Yes. >> Great. Thank you so much. Motion carries. Okay. Moving on to administration. Um item two, adoption of uh resolution 20 two60. >> Yes. Um uh administrative professionals day recognizes and celebrates the work of administrative assistants and other office professionals for their growing and diverse contributions to the workplace. Uh the position is unique in the realm of organizational roles and responsibilities and we know well uh the public's initial contact with the school system and often our offices through our administrative professionals and we know that their schools are rooted in human
157relations, communications, verbal presentations and more. So we recommend that the board of education join me in hereby adopting this re resolution procla proclaiming April 25th through the 30th as administrative professionals week in the Fresno County Superintendent of Schools. >> We don't have any secretaries anymore >> administrative >> not in this office any question. Is there a motion to approve? >> Second. >> Motion by Clyde, second by Tabscott Mson. >> Thank you very much for your service. Roll >> call, please. >> President Masamoto. >> Yes. >> Vice President Tapscott Mson. >> Yes. We couldn't do it without you. >> Member Burton. >> Yes. >> Member K. >> Yes. >> Member. >> Motion carries. >> Um item three, consider adoption of uh resolution 20267 recognizing April 22nd as Earth Day. The global theme for Earth Day 2026
158is our power, our planet, emphasizing collective action and individual choices in environmental stewardship to influence clean energy, health, and economic stability. Uh environmental literacy supports student achievement in science, technology, engineering, arts, and math while fostering critical thinking and civic responsibility. We invite the board of education to join us in adopting this resolution, Earth Day 2026. Comments, questions? >> No. That's been going on a long time. >> Is there a motion? >> Some moved. >> Second. >> Motion by Burton, second by Robas. >> Roll call, please. >> President Masimoto, >> yes. >> Vice President Havscott Lin. >> Yes. >> Member Burton. >> Yes. >> Memberwide. >> Yes. >> Member Roles. >> Yes. >> Motion carries. Item four, considerate uh consider adoption of resolution 20268 recognizing April as autism acceptance month. Autism Acceptance Month is observed each
159April and continues to promote understanding, inclusion, and the celebration of the strengths and individuals of individuals with autism. Autism affects approximately one in every 54 children in the United States. And as diagnoses continue to rise, so does the need for increased public awareness, equitable opportunities, and compassionate support. This month encourages us to honor the unique experiences and perspectives within the autism community and to advocate for inclusive educational, social, and workplace environments. We re we uh invite you to join me in hereby adopting this resolution to encourage all Fresno County districts to participate with appropriate activities and curriculum. Thank you. >> So moved. >> Second. Motion to approve by Tapcott Mson, second by um Clyde. Roll call, please. >> Richest guy in the world is autistic. >> President Masimoto, >> yes. >> Vice President Tapscott Mson.
160>> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. >> Member Oles. >> Yes. >> Motion carries. Consider adoption. Item five, adoption of resolution 202609 recognizing National Child Abuse Prevention Month. Child abuse prevention month is observed annually in April to raise awareness of child abuse and neglect and to promote the social and emotional well-being of children and families. We know that effective prevention requires collaboration among educators, families, community agencies, and child welfare professionals, and that prevention efforts in Fresno County school districts include promoting positive school climates, social emotional learning, and access to counseling and support services. Please join me in um recognizing this resolution for National Child Abuse Prevention Month, April 2026. >> Motion to approve the adoption. >> Is there a second? >> I'll second. >> Motion by Tapscott Mson. Second by
161Clyde. Uh roll call, please. >> President Masimoto, >> yes. >> Vice President Tapscott Mson, >> yes. >> Member Bergen, >> yes. >> Member Clyde, >> yes. >> Member Rubble, >> yes. >> Motion carries. I'm just chiming in there. Um, item six, resolution adoption of resolution 20 2610 recognizing sik heritage month, April 2026. >> Sick heritage month is observed each April to recognize the history, culture, and contributions of sick Americans and sick across the uh the excuse me, the world. Sick Americans have made significant contributions to education, public service, the armed forces, business medicine, and civic leadership. And I could say much more, but at this point, I think I'll just say I'd invite you to uh to recognize uh uh s heritage month for the month of April 2026. >> Do you know the history
162by that? How that got started? Yeah, >> I don't. >> 911. >> Oh. and they got singled out and >> were unfairly treated. And so that's this whole thing got addressed. >> Anyway, I'll vote for >> Is that a motion? >> Yep. >> Second. >> Uh motion Clyde second. Robz roll call, please. >> President Masimo. >> Vice President. >> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. >> Member. >> Yes. Item number seven, adoption of resolution 202611 recognizing Mong History Month, April 2026. Mong history History Month provides an opportunity to recognize and celebrate the history, culture, resilience, and contributions of Mong Americans in our community, state, and nation. And the Mong people possess a rich cultural heritage rooted in Southeast Asia with long-standing traditions in art, music, storytelling, agriculture, and family life.
163Mong Americans have made significant contributions in education, public service, business, healthcare, the arts and civic leadership, strengthening the fabric fabric of our schools and community. So we recommend that the board of education join me in her adopting this resolution long history month April 2026. >> A move. >> Second. >> Motion by Burton, second by Tapscott Mson. Roll call, please. >> President Masamoto, >> yes. >> Vice President Tapscott Mson. >> Yes. >> Member Burton. Yes. >> Member Clyde. >> Yes. >> Member Robas. >> Yes. >> Motion carries. Uh item A, adoption of resolution 202612, recognizing week of the young child is April 11th through 17. >> Our last resolution for this month is courages all educational communities serving children to celebrate and recognize the crucial early years of a child's learning. This is a time to
164remember that we want our children to succeed and support the teachers and programs that give them a great start. Research shows that highquality early childhood programs help children, especially those from families with low income, develop the skills they need to succeed in school. So, I recommend that you join me and this community in recognizing um the week of the young child is April 11th through the 17th. >> I think that started in the late 70s. I at the time I was working for child development programs in Riverside County Schools. Um, I'd like to uh make the motion. >> Second. >> Motion. Masamoto. Second. Tapscott Mson. Roll call, please. >> President Masimuro. >> Yes. >> Vice President Tapscott Mson. >> Yes. >> Member Burton. >> Yes. >> Member Clyde. >> Yes. Member Robitz. >> Yes. >>
165Motion carries. Moving on to close session. >> Yes. So, >> I think I've got some Do I have verbiage for close session? No, I don't think I need any. Okay. We're on go. >> All right. Uh, in reporting out um from close session, by unanimous vote, the board took action to reject Elizabeth Sanchez's government claim that was presented against the Fresno County Board of Education and to authorize general counsel to execute an affidavit on behalf of the board related to such claim. We'll now move on to item N discussion. uh administration. Dr. Kofheer. >> Yes. Let's talk about the annual board project. FCSS annually supports uh the board of education's project with the goal of improving the wellness, education, and future success of the school children in Fresno County. The project should sponsor events and
166programs that enhance existing programs or services that impact the general education of our students, raise awareness about student health issues, elevate and celebrate the diversity of our students, family schools, and communities, or support community initiatives that seek student participation, and increase student opportunities. Just a reminder, you have, I believe, this uh this uh information guideline in front of you. Just to highlight, the budget is 20,000 per year. uh in the month of March, we typically bring you this timeline and the and the uh guidelines. In the month of April, we encourage you to uh submit your proposals by May 1. And what has been our past practice is often there's some dialogue during this agenda item. So next month, maybe we can invite some dialogue about what you might have interested uh interest in. In
167the month of May, we try to discuss uh and then uh identify or narrow the list. And in June, there's usually a vote for how we want to go about the board project. >> Thank you for sharing that. Um this is a discussion item. Uh uh feedback, comments. Um no, thank you for the timeline because we need that reminder so we stay on task. and talking to a couple of um organizations already and we'll be ready for you. That's wonderful. >> We did identify a project committee this year. >> Kimberly, >> which is Kimberly and and Brian or Kimberly and >> Kimberly and Y and Kimberly >> on that committee. >> I'm sure um Trusty Robus and I will have no problem spending that money in our committee. That's for sure. >> That's right. Uh
168>> oh. >> I know. I'm I'm actually looking at trying to get um some type of writing prompt after school over at Reverend Dr. Martin Luther King Elementary so that we have some more submissions, African-American submissions, um our socioeconomically disadvantaged students submissions for our our um you know for for our um essay and our writing prompts and for our poetry so that we have a little more representation and seeing maybe if we can fund it because it has to be led with the prompts and with uh a teachers aid. So, if it could possibly be a after school program, we're talking and trying to figure out what we could do in a proposal. Maybe a little bit of funds to help support that movement so we can have some more submissions from our students of
169colors where I'm trying to lead to get a little more of that going on as well. So, we'll see how it goes. >> But thank you. We appreciate you. >> Okay. >> Cool. Comments. >> Okay. So, we'll look forward to um talking about potential projects at our next meeting. So, do your homework now if >> you've got an idea >> and uh the committee will continue to uh consider their ideas too, which are great. >> Okay, no other comments. So, we'll move on to uh trustee activities. There are some Are there any travel requests? I put yours on there. >> We have reimbursement >> blanket for you because once you get your information regarding the delegate, it's next month. >> Sure. >> Since since I I'm I think the assumption is going to be since
170there was nobody else that ran, I haven't heard about the other counties vote. >> Congratulations. >> I think the assumption might be that I will would be delegate. >> Yeah. Um, and so you know there's a May delegate assembly. Well, I I think I'm Can you Anyhow, there's a May delegate assembly in Sacramento that I would be obligated to attend and so I would request um >> when's that? >> May 16th 17th. Yeah. So, put your request second. >> Okay. >> There's a motion by Burton. Is there a second? Second it. >> Second by Clyde. >> Any further discussion? >> Roll call vote, please. >> President Masumoto, >> yes. >> Vice President Tar Scott Mson. >> Yes. >> Member Burton? >> Yes. >> Member Clyde? >> Yes. >> Member Rober? >> Yes. >> Okay. Motion
171carries. Thank you so much. Um travel expenses and reimbursements. We've got three reimbursements um totaling 42920 for um Masamoto, Tapscot, Mson, and Burton to attend the ACC ACCBE knowledge to action conference. >> Can we vote for all three at once? >> I think so. >> Yes. Looks like, >> right, >> I'll entertain a motion. >> You'll entertain it or you're going to make it? >> I'll make it. >> All right. Awesome. Is there a second? >> Jesse Rob. >> Yes. >> Second. >> Oh, where would you second? >> Oh, yeah. The only one that's >> Well, you're the only one that's not listed. I'm thinking that might be a good idea. >> Okay. Uh, roll call, please. President Masumoto. Yes. >> Vice President Tabcot Mson. >> Yes. >> Member Burton? >> Yes. >> Member Clyde?
172>> Yes. >> Member Rollins? >> Yes. Great. Okay. Moving on to correspondence. Any correspondence? Anyone needs to report? >> No. Okay. Comments by board members. Who'd like to go first? >> It's late. >> That's late. >> Delet you. >> That's all I have to say. I'll yield the rest of my time. I just want to say we work really well together today. We've got, you know, some close sessions and some things going on and um I just love the way our board together our fluidity. >> Agreed. >> Great. Brian, anything you want to report? >> Um >> Oh, he's got his book out. >> Got my book out. >> Um I'll start with the most recent because that's my best memory, I guess. uh RO advisory committee we met yesterday thought you guys might want
173to know out in western Fresno County Menota they are starting criminal justice uh for criminal investigation and criminal justice um sessions those are uh new sessions for their students out there and since our area also covers Madera Madera is programs in culinary arts hospitality management heavy and medium duty trucks and uh medical assistance Um they are uh part of the K12 strong workforce probably most interesting to most of us um moving the career technical education items more down to the junior highs. So I think it's next year out at the uh skills expo that's going on right now. They're going to have middle schools be highlighted I think it is. So, there'll be some middle schoolers out there for that. Um, I thought it was interesting that right now they're doing the RO surveys. Um,
174and so it would be interesting to bring that back to you guys. And that's where they actually uh survey students who were in career technical education and RO um and try to get them to respond back about their experiences in in that. Um it's very good to hear the offic's work with um designated subject uh career technical education teaching credentials and that they're going out to do their midyear checks. I think it's next well they did them in January with the teachers and then they're doing on-site inspections. I think they were talking about next week and I was like man you guys are busy. you're just finishing with this being out in the heat all week long and then you're already into the people's classrooms next week and that a lot of the teachers that
175are at the um competition this week are first and second year teachers. >> Oh wow. >> Um and so that that was pretty interesting to hear um how many new career technical education teachers there were. um the educational youth cores which is who did the um the the reading I I don't I want to call it like reading buddies almost they did the reading and I think that we did some support with that with one of our um grants >> I think um that they had 130 students participate this year >> wow that's great >> um and so they they did some amazing work with that um that actually trained literacy mentors I shouldn't call them reading reading buddies trained trained literacy mentors. Um, and like I said, curs to skills challenge, um, we'll be
176opening up, that's at Fresno City College. I think they were talking about round two that they had already had 1,200 registrations and they had expected to have a few hundred more. So, they were very full with that. Um, so lots going on. And then districts um and schools um with adult education for career technical education, they've really tried to expand their programs um where uh districts like Kerman, Tranquility, Central, uh Golden Valley, um they have adult classes where they're teaching items from forklift to many other career technical education classes. um at nights they're teaching over spring break. They're teaching during the summer um where they're reaching out to um help persons in those communities have um greater job skills and to improve on their um job opportunities. >> Um the design build competition was really
177nice to go to. Um if you get a chance to um even tomorrow just to drop by K others and go out there and check it out um or next year put it on your calendar to go to had the really nice opportunity of course of conversing with a few of the students from Warsley who were able to be out there at that competition which was really nice. um ACCB, we had our I'm going to call it like the mini conference there in Modesto that three of us were able to attend. I thought it was a really good opportunity for us to get together. We're able to have a um state assembly member and a state senator um meet directly with us um talk to them about issues we're having in our community, hear their
178perspectives on education there and how we might be able to better work together. and then have several sessions on um many subjects. I participated in um a session um on be kind of being an advocate um as my serving some role with advocacy committee which I attended on March 16th >> and you met session. >> Yeah. Yeah. That's a that's the advocacy. They had somebody who had to step out for Chinese New Year for a family activity. Um so they we talked about at the advocacy committee that the current term um for the California state legislature it seems to be very going to be very difficult to move anything through that has um funding strings attached to it. Um kind of obvious probably with the um California uh budget items that are in the future.
179Um there also talked about that in our um group that's just there. There seems to be quite a few county superintendents that are retiring and being appointed by their boards um who were elected but now need to be appointed because they're retiring midterm or who are um appointed by the boards who are being appointed. um Sacramento um is having some delays in even getting their application process out because they hire a superintendent. Um we talked about several bills um like SB uh 1082 um about interd district transfers and um moving that process to where both districts receive the transfer at the same time to begin the review process and then um giving them 60 days to review it as right now there's no actual time limit so a district can kind of just sit on
180transfer requests um but if they didn't respond to those transfer request. Um they'd be automatically um approved. Um the some there's still some from the old session and they're not going to be coming back. Uh AB2490 um I think is a big push right now by a lot of spaces that I think will affect the um county superintendent of schools. um that will move the 30-day um substitute teaching credential to a 60-day substitute teaching credential. Um and so it looks like that's receiving some good support. um AB2768 um is coming from I think Riverside County about foster care and um deferring their enrollment fees for state universities um until they've actually received financial aid because right now they have to pay enrollment fees upfront and a lot of them aren't able to do that because
181they don't have the funds. So, if you're a foster youth, they would be deferring um enrollment fees. Um AB 1017 is about foster youth and access to educational records. It adds some more classes about um being able to access their personal educational records. Uh that looks like it might have some some items coming. Um AB1659. Um, we talk a lot here about tracking students who are in juvenile hall and then be moved back to districts. 1659 is about requiring school districts to have a designated liaison at every school district to track kids when they exit juvenile hall. Um, that they would they would have to actually be um have a specific person who was tracking that student as they reentered their school district to report that information back to the superintendent of school. um so
182that we can actually track how those students are doing as they reenter back in the schools. >> Secretary of the students I've been >> and that's been pushed forever. >> Um so the they're looking at that. Um and then I think 1590 was the last one where they we're looking at CTE funding and um CIG. There we go. I think that's the right way to say that abbreviation. um and how CIG works um and how that extends down to schools. And so they're looking at are there ways that our board would like to support bills? Are there items that we'd like to look into? The current legislative bill process has opened up. Um if you haven't gone to look at like the assembly's um education committee, um they're starting to have hearings on bills. And
183so what we're doing is we're starting to chunk down and look at what are all the bills that are coming to the state um through the assembly or through the senate dividing them and then saying which ones apply to anything education and then which ones do we want to send up to the ACCB board to say do we want to consider supporting these um and so those are some of the items to look forward to. I pointed out to them um when they were talking about I cannot remember oh they were talking about reporting one of these there's another thing that's in here about reporting there's something about reporting that they were talking about >> no they were talking about reporting and the number of reports that school districts have to make and I was
184like oh >> we call it redundant reporting >> yeah and I was like >> hold on I have a link to send you um there was a uh like a hearing about it I think in the assembly and uh the Freso County Office of Ed was well represented on February 25th. I will send you the link to the video of it, all of the materials and you guys can start reviewing that. Um so if they do reach out hopefully we will see. So we'll see some of those. So hopefully I'll have some items coming back from that. So, kind of a productive item and uh good to get to know and uh being up in MED Modesto. I say Modesto. >> I haven't been to Modes downtown Modesto ever. Um so, it was an experience
185to go to downtown Modesto. Um so, it was an enjoyable time and uh getting to know some of the board members from places that don't normally go places because they're too far away or they're from smaller school districts. um and kind of see where they're going and uh what kind of support that they need. Um so that was mine and again my normal item of uh get out and see the items that are going on. Um we're just talking to Superintendent Dr. Kofheer. Um today's a busy day. You got uh an item still going on out in Kthers in four minutes and and science fair is happening. our board meeting is happening. So, a bus it's a busy week and there's still lots of activities going on and uh get out and be with students,
186take your family with you and uh show them the highlights of the things that kids are doing all around Fresno County. >> Thank you. Thank you. >> Uh I remember >> Well, that was a lot. No, I >> appreciate our validity. Yeah. Um uh my quick report um you know I'm representing our region and CSBA. Uh this week was legislative action week. I was on five different um calls with local assembly people or state senators and or their uh representatives. Some of the primary issues some of them are budget related some of them are legislative related. budget related. CSBA is uh trying to make their voice heard about being opposed to the Prop 98 uh maneuver that the governor is um uh trying to enforce, put in put into his budget. Anyhow, um they're also
187supporting the COLA as as in the budget, supporting the student support and professional development discretionary block grant, but wanting to make sure that it stays discretionary. Um because history has shown us that that often doesn't happen. Even though it's called a discretionary grant, sometimes additional strings are attached. Uh they're also supporting the uh 60-day substitute teacher um legislation. Uh there's a package that was they released had a press release this week or press conference. There's a package that CSVA of uh is promoting of four assembly bills to um kind of put a little pressure on the state to be more accountable for helping districts and counties close the achievement gap. So there, you know, from wanting a statewide plan and a and a state dashboard, not a dashboard of how we're doing, but a state
188of how's a dashboard of how's the state doing on the different initiatives. Um and then two other kind of a little more detailed but part of that package those those are the main um things that we were talking about uh also um asking for uh some support for for all districts or to put some some guard rails and and and restrictions on I can't remember the number but the the uh uh bill that was passed and enacted acted regarding um allowing child abuse incidents to be reported and litigated from way back when. >> They took away the statute of limitations, right? >> Statute limitations. Thank you. >> Was it Did it have a statute of limitation? >> It did. >> Yeah. But it was like a long time ago, >> right? They So, it was
189limited to a certain number of years. They took that limitation away. So, now you can go back. I mean, I Right. decades, >> right? So to the point where the there there's nobody around that >> can testify one way or another. Anyhow, districts are getting slammed with multi-million dollar uh >> hundreds of millions of dollars, >> right? cases. Anyhow, so the the request is can we put some guard rails on this to protect district solveny as well as to protect all districts whose insurance premiums are have gone up significantly. So those are some of the big issues. Um I'm headed tonight to all day meeting tomorrow for the on the legislative committee where I'll be beginning to review proposed legislation. um for this year. Uh the workshop in Modesto was great. If I have a
190material that I picked up that I'll send this way because if you guys want to look at them, these two already were there. It was a really excellent um workshop. Um there's some handouts, some didn't have handouts, everything ranging from budget to um you know, advocacy. Um local county events have been amazing. History Day, mock trial. We attended um I'm missing science fair tonight. I'll cut it short because somebody's got to get to science fair probably tonight. But anyhow, so much going on. Kids are doing great. >> Did they give you a number on the cola? >> 2.41% is what's in the governor's. But whether that changes or not, it's going to be another >> 2.81. Now >> that's a new >> Oh, okay. And then there's an additional $2.8 billion for that discretionary block
191grant which is supposed to go to helping support rising, right? Support districts that are experiencing rising costs. >> That sounds big. >> Any um no other comments? Uh superintendent, please. Superintendent, >> you want me to go quickly? at the pace that you want to go. >> Well, I just I too want to echo um what a wonderful dialogue we had when our team was presenting student achievement results. I'm sure you understood why we did that. We want to kind of send good vibes out to our kiddos who are about four weeks away from going into the next testing window. And so, we're really proud of the the progress of the last three years. and we feel like there's a lot of upward trajectory right now because we're working really really well together with our district
192superintendent. So once again, send good vibes to our kiddos who are going to be testing beginning at the end of April. Uh that seems like a good opportunity to share that. You know, I go out and I speak to communities all the time about the state of education and I have a slide that says in the last three years we've had 11 California state distinguished schools. Actually, I think we've said I've been saying for the last year we have 10 California state distinguished schools in the last three years. Well, I'm here to tell you that my last presentation, my slide was outdated because in the last one week uh announced on March 12th, we had 11 11 more middle and high schools across Fresno County that have been recognized among the state's top performing campuses,
193earning the designation of the 2026 California Distinguished Schools, and they deserve to be recognized. Congratulations to Buchanan High School, Fair Middle School, Design Science Middle College High School, Edison Compitect, Edison High School, Duncan, uh, Philip Patino University High School in King's Canyon, Reedley High, Reedley Middle College High School, and in Sanger, Sanger High School. So, 11 more for a grand total of about 21. >> Wasn't Wasn't that in the beat? >> It was. Yes, we did our Yes, we we wanted to make sure we shared that information far and wide. Again, a testament to our teachers who are working hard, our leaders, and certainly our families that are coming alongside and making sure our kids have every opportunity for their success. The interesting thing about student success is it's best measured in their opportunities to
194show how smart they are. And so, to the point about uh our county competitions, there's a lot you could say about them. They have been beautifully executed. The thing I'm most excited about is that every single activity that we have for kiddos is up in participation substantially. So design build in year two years ago we had we had it in a parking lot. We had about 40 or 50 kiddos. Last year we had 300 kids at Kathers. Today we have 1,000 students um 100 uh industry partners. That means we probably have about uh 500 industry partner uh representatives physically working with our students. And then in a really interesting twist, Kurthers because they're literally across the street are bringing sixth graders to come tour the facility to see what they can get involved in in
195middle school and high school for a grand total of about 1,200 students involved in design build. I think that's like a 500% someone else do the math. That's a lot of percent increase. It's really amazing. Um, >> then they well and they pointed out that the industry partners just for this year contributed about $250,000 to the competition. >> Wow. >> And some of those examples are such win-winwins. Um, I think you all know about me, I love to take the extra time to get win-wins. In the case of uh the the Kather's Fairgrounds, Elite uh landscaping brought in about $75,000 worth of um greenery, if you will, poured concrete and did beautifification with our students during this design build week that as everybody pulls away from the fairgrounds, we were leaving $70,000 worth of beautifification
196that will be used by that community for years to come. And that's the kind of thinking that that incredible team led by Anthony Ayera and our Fresno CTE Oop are doing. So to that to my original point though that the number of students are increasing in terms of engagement uh design build is up a sub substantial amount. Last year we had about,00 kids participate in you matter day which is Saturday morning with our partner okay produce this Saturday morning we will have 1,700 another enormous jump in student engagement. Science Olympiad. About two weeks ago, we had the highest percent number of students with over a thousand students participating in Science Olympiad. Once again, that engagement speaks volumes. But it also, if you track uh Bloom's taxonomy, there are lower level activities of of learning like
197getting an A on a science test. When you apply the science and you synthesize and you evaluate the science because you're launching things and measuring and determining your thing is faster, bigger, uh launching better than your peers. That's application and that's what makes us have um you know uh scientists and innovators and and uh and leaders far into the future. So really proud of everything that's happening. And again, the credit goes to again another example is uh our um robotics. About two or three years ago, we had two teams. Today, we have over 25 teams at the high school level and 3,000 students in Fresno County schools participating in robotics. The the expansion is substantial. And when a student walks up to their principal and says, "I want to do robotics because my cousin does
198it across town." a teacher has to stand up and be an adviser for yet another afterchool activity. And so again, compliments to our our adults who are coming alongside our kiddos and making sure our students uh have these ex outstanding experiences. Briefly, I'll just mention that we're having arts education appreciation month in our lobby and they are extraordinary. Our students are really, really talented. The ribbon cutting for the sound booth at uh uh Ray Maker was a true celebration because we were filling the gap and a a testament to the fact that we used our co money really well uh and maybe meeting that particular need. And then we also conducted survey climate survey results. You probably know that we've done a a staff survey every year for 3 years because we respect feedback and
199we're accountable to what our staff thinks we can do better or more of or refine. And this year, because we felt like we'd gotten so much good intel over the last three years, we made a little more focused on uh departments and gave staff a chance to say specific to their own department. And our results in those surveys were um on a like on a fivepoint scale. we had like a approval ratings of 4.22. So things are going really really well. Last I'll just mention that tonight we go to science fair at 7:00 where again student engagement numbers are up uh design builds tomorrow uh there's a culminating uh awards ceremony and if you go you'll be able to thank all of our industry partners for their participation and support of our students. Uh on
200Saturday morning, you matter day and then coming up, Miss Tara here from CEK High School is going to head up uh the CEK portfolio interviews. Most of us participate in that. If you can carve out an hour, you'll get to sit down with um four to five students and they actually present their their year-long portfolio. And again, it's just a beautiful opportunity with our students. I think I just would like to thank you Marcy for acknowledging Barbara this um at the beginning of our meeting. Uh it's really been a um a feeling if you will throughout our entire office that uh the lovely Barbara Thomas didn't just serve for many many years in our classrooms as a special ed teacher when she retired she immediately moved onto this board served for 16 years and that
201was she thought that maybe part was of her work was over. she still volunteered twice to fill in a a need at our county committee and and this last year she had a lot of work to do as a member of that 11 member committee. So um people like Barbara who never stopped giving giving back to our students really should be celebrated. Um, and it's a beautiful thing that our >> she sat next to me. She was my big source for anything special in >> she knew that. >> She lived a long beautiful life. >> Anything about services? >> Yeah, it's in the Yes, we >> I think it went out to every >> April 18, I think. >> Yeah, we have to send it. >> Oh, it does. Okay. Well, we'll make sure you
202got it. Just today we got more clarification on services and sent it out. You know what? I can hand it to you. And then don't forget about history day that three of us attended history day at Fresno Pacific University. That was very nice. Okay, next meeting is um April 16th right here. Um is there a motion to adjourn the meeting? >> Is there a second? >> Second. >> Motion Clyde. Second. Capscot. Final roll call for the day. >> President Masimoto. >> Yes. >> Vice President Capscot. >> Yes. >> Member Burton. >> Yes. >> Member Cl member. Sorry. motion uh passes and the getting bigger.