001Hello. Hello. I call this meeting to order at 6 04. Uh we have no report of action taken on close session. Uh so please stand for the pledge of allegiance. Thank you. >> Okay. So our first uh item agenda is a public hearing on the sufficiency of instructional materials and textbook. I call the public hearing to >> um I should have said this should I should have said this with you earlier. We're actually would like to pull this item and bring it back to the next meeting. So >> okay. All right. Uh the public hearing is >> which normally it's for adoption approval of the agenda. If I wanted to pull I want to pull um number seven the public hearing and we're going to bring it back to the next meeting. We're not quite
002prepared for that. >> Okay. So uh the public hearing is uh pulled until next meeting. Okay. So our next uh item is presentations and we have a site report from Mary Collins at Cherry Valley. Arrow. I'm Savannah Howell. >> I'm Zoe Paris. We are seventh graders who are excited to share a little about cherry a little bit about Cherry Valley with you. During this presentation, we want you to give a peek into what makes Cherry Valley unique. We'll talk about our events, the ways we learn, share a little bit about new additions at our school, and so much more involving our school and community. We've made a video to show you all the staff and student opinions about our school and how they think Cherry Valley is unique. Take a look. >> What do you
003love about Cherry Valley? >> What I love about Cherry Valley is that everybody's really friendly. I feel the kids are really friendly and the teachers and I love that it feels like a safe place where like a lot of magic happens. >> I really like that everyone's so kind to each other. I think Cherry Valley is really nice and they have amazing teachers. There's really nice people and all the teachers are really kind. >> I love everything about Cherry Valley. I love the community. I love all students and the teachers and the way that everybody cares about each other. the awesome stuff. >> I really like how many teachers have been here for so long. That bodess really well for the community that you're joining as a new person. I really like the looping model.
004I think that's a really great way of building community. Everybody does better when they feel like they're part of a community. I love K8s. I taught at a K8 for a long time before I taught here and I also went to one as a kid and I think it's an incredibly like grounding and impactful place to learn. What do you love about your classroom? >> I think Mr. Watt, he makes the classroom really fun because he's always making jokes and it's really great. And I think we have really good supplies, classroom supplies. Like we have brand new colored pencils. And I like our classroom. >> What I love about my classroom is I have a lot of hands-on things where the kids can explore and play and create an event or invent. And I love
005that I have this like junk box where they can go and have a good time. My teacher is really nice and I have some friends in my classroom. Last year I didn't have many friends, but I made a place. >> I really love how much personality I'm starting to see as my room takes on the personality of my spark class and my math class. And so I really like that I'm getting to know seventh graders and I'm like, I'm going to get to work with you next year. That's really cool. And I just feel like we're able to have great conversations and I see them for other classes and we're really building like a relationship where I can ask people to come and try even when it's hard because you can't learn if you don't
006feel safe. And so this community and the way the classes are structured really I think build that type of learning environment. I love that I have a teacher who's able to teach me stuff and I'm able to learn this stuff, but they're also able to make it fun and not put too much pressure on me, but like still make me like be able to get something done in time. What do you think makes Cherry Valley unique in your happy? >> All the teachers are really nice and like kind and that we get a lot of print head. >> What do you love about your learning environment? Oh gosh, it's really inclusive. Feel like teachers work really hard to make the learning really meaningful for all of the students. >> Thank you. You're welcome. >> At
007our school, Mary Collins, we learn in many different ways. We are focused on creating connections in our multi-age classroom that lets the student lets the students form bonds with the older students. We also have the opportunity to lead the younger students through their time at Cherry Valley. We are given opportunities to explore, experiment, and then learn from our mistakes. Here at our school, students are involved in many different learning styles. The outdoors, such as our garden or quad, are great example of how we are taught to engage with our with the environment around us. Our buddy and mentor system play a big part in our school culture as well. Here at Cherry Valley, we have many events that bring our community, families, and school together. One of them is beach day, which is our first
008field trip where our entire school goes. Another tradition that we have here at Cherry Valley is celebrate reading day, where our entire school meets in the quad to read books with their friends, families, buddies, and teachers. Schoolwide learning events that we did last year here were Art in the Quad, where we got to learn new art and learn special techniques from artists. However, this year, our learning experience will be focused on Earth Day. These events are one of many ways we get to explore our school's two hubs, visual and performing arts and environment environmental education. Every year, our school walks or runs lap around our track for donations for the Mary Collins School Walkathon. Go Cherry Valley. Also annually, the fifth and sixth grade compete with other schools in Westside Relays. Thank you to Coach
009Brown for working us hard and getting us second place. [Laughter] As of yesterday, all the sixth graders have gone off to sixth grade camp which is held at CIO Camp Cars. This fantastic trip is held until the 12th when the students come back. When we when we were at Camp Keratas, we did a serendipity circle every night that helped us share how we were feeling about our new experiences. So, we were growing academically, but we were also becoming more mature. Also, yesterday all the seventh graders had an amazing field trip that is done every year. They had a fun time on the ropes course. This isn't just fun. It teaches us to take risks, try new things, and trust our classmates. Speaking of trips, the eighth graders head to Ashland, Oregon near the end of
010the year to watch intriguing Shakespeare shows. It's a great chance for students to see literature they've studied come to life. This trip also helps us reflect on our time at Mary Colin School and spend time in gratitude. Every year in Cherry Valley, we get so many new additions to our school, like new staff, new supplies, and connections. This year, we are starting the process of adding a new building to our community. We know that it is a lot of work and even more money. But as middle schoolers, we are excited. This building will have new classrooms, and after being in portables for so long, we are ready for that. Covered outdoor spaces and even a wide stairway that will serve as an outdoor performance space. Thank you for making this a priority and helping it
011become a reality on our campus. Thank you so much for letting us share and we hope that you'll be able to come to our classes and see what we're so excited about. [Music] >> Thank you so much. That was awesome. >> Yes, it really was great. Thank you. Okay. Uh we now have a presentation on the high school bell schedule update. Okay. >> Hello. >> Hi, uh board members. Tonight, uh we are coming before you to present the request on an update on our bell schedule for the high school. Uh so, I'm you all know I'm Jason from human resources. and I'm Sandra Larson from PFT. >> So, we know that you have may we got some questions ahead of time, so we know you have some questions. So, we'll go through and you can
012ask questions as we go or we'll have time at the end, whatever works for you all. But, um we wanted to start by sharing off some statistics of that were that we talked about going into this bill schedule like what would be the impact on our district. Uh so some of the statistics are we want we knew there'd be an increase. Actually we when we look at the sectioned increases at both Kasa Grande and Pedaluma High there was a 8.8 FTE increase at uh Kasa Grande and a 6.2 FTE increase at Pedaluma. That isn't actually that isn't like 8.8 teachers. There's more because many of those teachers are elected teachers. They're partial. So it's it's a more a higher number of people. But that is the uh FTE equivalent that we had at both of
013those sites. You want me to keep going with this part? Sure. Okay. Um, so the other thing that we that we worried about was we said, "Oh, well, when we can't find if we can't find people to fill these positions, what will we do?" And well, we can use offer 1.2 FTEEs, which we don't like to do, but we ended up doing that a lot the last couple of years. As an example, at the two high schools last year, we had 13 um 1.2 FTE assignments. This year at the high school, we have only one. So, we're actually in really Yeah. Yeah. Um, districtwide we have two. We have one at the junior high and one at the high school. These are great numbers, especially considering where we've been the last couple of years. So,
014we're very happy about how the hiring's gone for this challenge that we faced. >> Okay. The system impacts um manageable periods were reduced from 2 hours to 90 minutes. So, the periods got shorter. It's a predictable schedule. It's a fixed schedule. Um there are more electives. I I was visiting Pelum Mahayai and I asked the class how they felt about their schedule and they didn't it wasn't all thumbs up for that but I said how do you like about having extra classes and they all thought that was good and these were um freshman and sophomores and if you haven't been to see the CTE pathways they are amazing. In fact, I CFT brought um Al Marisuchi and they came and toured the schools and the president of CTF said, "I need to get the governor
015here." And I said, "Yes, you do. Let's do that." That's how amazing our programs are. >> One of the other uh requests that that was, you know, that we received from the board was talking about our communication. So, um, I went back through, uh, and worked with Amy looking at how the different ways that we've communicated over time there. First of all, I wanted to point out like we looked at multi- channels of communicating. We had high school student forums, which some of you were were part of. Um, I think that was almost two years ago. Yeah. Um we've we have some like videos that have been produced by the sites to be shared in classrooms to be shared on uh on social media. A lot of parent square messages, social media posts, and then
016direct communications from the administrator. Here's kind of a a gen like broad strokes timeline. I didn't think you'd want to get into the weeds of every single communication, but the broad strokes were that we communicated back in December 2024 when we had some some resol like the board had we had some resolution. We had met that I think that October date about moving to the schedule. We communicated with families at that time, giving them as much background as we had at a time where we're still like what the details were emerging. We included like an FAQ document. Uh June 6, you could see that Kasa Grande in in the summer they were sending out uh summer editions with the new bell schedule. They're they had it with their gaucho roundup. Both schools were messaging all
017their families. PHS did a did a broadcast on Trojan broadcast. Um things were posted on Instagram and then final communications. We were looking at both the high schools administrators, the principles were communicating out uh to the communities about the bell schedule, about advisory. There was some communication I think was shared at one of our last meetings, communication about advisory and how that was going at both schools. So that had to be cleared up. principles were taking the lead on on communicating that and then daily announcements. We could see in some of the daily announcements that were going out from both sites that that was part of the communication. So trying as much as possible to communicate in multiple ways and overcommunicate um the advisory section process. I just have to say first this was a
018real example of shared decision-making and how it works in the district. And if you remember it was really three years when we first met at CASA and started the discussion. So it took a while. It took a lot of work on behalf of the staff and the committee to come to advisory. What advisory would be for and how the it would work for students. Um course requests. Teachers knew they had to get their courses in and see what students wanted to take. um how technology would be used and then what a final assignment would be in the process. >> I I think this middle part like part of the the one of the challenges that we face which we really appreciate technology coming in and helping us with is Aries doesn't doesn't do an advisory
019the way we wanted like the way we designed advisory in our in our thought process was kids will be assigned to teachers they have and >> randomly. Yeah. >> Yeah. And they could go, we wanted all the classrooms to be advisory to be like 22 20 so smaller class sizes and students could go to any teacher. If I'm assigned to my science teacher, but I need help with math, I could go in advisory and we have to have that system. So technology really helped with um taking the schedules out of Aries, dropping it into AI to get AI to help us through that and then bringing it back in to Aries. So there was a little bit of like technology magic that Dave and his team to wrestled with to to make this happen. >>
020Yeah. >> To be to be clear without student names. We just had numbers in there. >> Yes. Yes. Yes. Um >> this is what I jumped to. The ad the purpose of advisory when we first started talking about it was to give students a smaller place that they could have a relationship with the teacher that they already have. Like Jason said, if they needed help, I can say I need to go do this class. I need to work on this. So, it was designed to have kids have a regular scheduled time which they could see their person, their teacher for the entire year and get help with what they needed. And if they are in a wonderful place and can just work on their own, they have time to do their homework or anything they
021need to work on during that time. Go ahead. There's also administrative support. So, if a student needs to check in with an admin counselor, that's a nice time. Um full-time teachers all have an advisory. If you have a 0.8, you also have an advisory. So, we try to get as many teachers in the advisory. With um RSP and special ed, they push in because we couldn't make their advisor an advisory be a special ed class because of the IEP and the minutes. And also kids, all kids deserve to be out with their peers. So, um, the system was designed for special ed teachers, RSP teachers to push in to help their kids. Um, if anything is schoolwide, we have an agreement that it has to be ready. The teacher doesn't have to do anything to
022get ready and it's at least two days in advance. So, it's not Sunday night here. You're going to do this on Tuesday or Wednesday advisory. There's enough time that you can be prepared. And um one month of extra what they don't include. >> Yeah. Yeah. No extra tasks. No, it's not designed to be more prep for a teacher, more teaching for a teacher. It really is designed to have a time where you can be with your students and help them get what they need to get done. >> Yeah. One of the things that you'll see some of our ongoing questions, and I think they're probably some of your questions did we're sharing with you what the design was. Mhm. >> Um when we were preparing for this and talking like I went and talked to
023some teachers at the beginning of last week said like how's it really going? Like is it working the way we want? At that point they'd had like two regular advisories. So so the teachers like we just started like one of them was a rally and you know so we we are going to need to come back. We have um we have a um bell schedule committee meeting which I'll share more about at the end that we'll be able to get more information in in the future report more exactly about how is this being used the way we had hoped it would be used. What are teachers saying? What are students saying? Um is it is it doing what we had hoped it would do? Uh we don't have that information yet because it is so
024new right now. We can only tell you what we intended and we're seeing if it plays out that way. So teachers responsibilities in advisory to take role to supervise to provide academic guidance to um facilitate any resources access to things and to disseminate information that so it was not meant to be an extra prep or more work for teachers as things you would normally do. And one of the things that we focused on um is the fact that we kept saying we don't know what we don't know like we don't know what's going to be a problem or what's not going to work or what we need to change. So we actually build into our agreement processes for how do we fix those things and how do we also create space for innovation at the
025sites. As an example, um we have some sites that they wanted to serve some of their English learner students within advisory so that they would have an extra elective and not take that and so that they are doing that in some settings. In special ed has some students where their minutes would allow them to meet their their need in the advisory sections rather than taking up a period. So getting creative and using some innovation in sight share decision-making to serve students in the very best way. We've built in some pathways for flexibility, but flexibility that's structured and that is not a free-for-all, but that we have processes for how we determine how to apply like in this case, this would be a great idea. This would be good for students and good for the school.
026Um, let's try this. So, uh, that's one of the things I really appreciated through about the process. We were also thinking about how do we allow mechanisms for for unique individual initiatives and situations and a process to fix the things that aren't working. If it's not working, let's get together and not suffer the whole year. Let's get together and figure that out. >> Anything else on this? >> Um so here's some of the I thought a little bit about some of the lingering questions that we have. Um I had mentioned this first one effective use of advisory. It's too new to know. Is it doing what we hoped it would do? um are are students seeing the benefit of that? Um our are our teachers feeling like it's time well spent um or or not?
027So that's information that we that we need to know and we need to like think about what are the metrics to tell us if it's doing what we hoped it was doing. >> And I would just add maybe we we gave it too broad a purpose like when I hear from people like because you can't be pulling kids out and expect students to understand how to use advisory. So what is the purpose? You said like is it to work in a class and get support and get things done or is it to not be pulled out of class for rallies? >> Yeah, >> it may not be enough time for both. >> One of the other things is the big question part of this was allowing more elective opportunities especially for English learners and um
028and our students uh our special ed students. So I've I'm working with uh technology. they're we're trying to calculate how do we determine like did we have that end goal? Did we see more students getting elective especially students in those categories? Um and also this last one are students being given more access to pathways such as A throughG and CT and others. So those are pieces that we're still working on. They take a little bit more more time to to calculate but those are the important questions that are the foundation of why we made this move. some of the foundations of why we made this move in the bell schedule was to serve our students in these ways. >> And I would just add too, we have to get staffing down a little tighter as
029we move forward. We have to figure that out as well. >> Yeah. And that's it. >> I have a couple items. You have a question? >> Yeah. And I I submitted these to Jason, so he knows they're coming. >> I do. I appreciate that. >> But um you and actually you already answered one. So if my advisory is science but I need help in math and actually that could be me. Um how is that monitored? Do you have to get a pass from your math teacher to prove that you're going there or how does that work? >> So our design on this was was both both high schools are using a sim a software program that manages that and is supposed to be the design. We have we haven't checked yet is that working the
030way we had wanted it to work. So we that's our going to be an important piece at our meeting is to say we had this idea that we would it would manage students making sure that you don't have 40 kids in one class. >> Right. Exactly. >> So yeah >> and it would go two ways. If I the teacher want to help you with math I could request that you come to me. So it would go both ways. >> Okay. And and how often is advisory? >> It's two times a week. It's uh on B days. So it's after seventh period. So that's going to be Wednesday and Friday afternoons. >> Okay. Thank you. >> Any other question? Yes, Jessica. >> Kind of along with that, um, like with kind of are you guys in
031charge of disciplinary for reasons like again like 40 students in one classroom or what's stopping seniors from just kind of getting in their car? I'm not saying I wish no one will do that. Um, but I'm just saying like for disciplinary, is that something for more of the principal or would that be kind of your job to decide >> like the discipline for students that don't go to >> ad just like say, "Oh, I'm going to go to this teacher and then instead just like go on Starbucks or something." >> Yeah, that's a great question. It's one that we that we that we would work with our principles like that is really each site would try and manage that. But if it's happening at both sites, we would have to have conversations about okay, what
032do what how do we solve that? How do we address that? And I don't think we know that the answer to that yet. We also don't know. We'll be talking in our meeting. How often is that happening? We don't know yet. But it's a real question. >> Well, my kid did miss advisory and I got a call. Okay. >> One of those >> misadvisory. And so it was like like if she had missed second or third period class. >> Yeah. Thank you, Jasmine, wherever you are. Yeah. You're not telling. So I got the same notice I would get if she had missed another class and okay had to provide an excuse. So yeah >> um I came and spoke to the board last year when this was like announced about like advisory and everything and
033first of all I think advisory is a much better use of time for the school as a whole versus A+. So thank you for that and it makes a lot more sense. Um, I was wondering would it ever happen to have like I feel like it'd be cool to kind of be like a reward for seniors to have good time management skills and are in good academic standing, discipline standing to have optional advisory. So, you could could work or volunteer during that time or babysit. I know a lot of people that have are babysitting for elementary age families who need their kids to be picked up and stuff and by 18 years old you don't really need an hour of homework time cuz we've had 12 years of practice when to decide to do homework.
034I understand that a lot of kids need that and it totally makes sense. But like I knew kids my freshman year that would only come on 8 days to school as seniors and it's like I feel like we're like the first senior class that's like really like we have seven periods and you get one off which is the same as last year which is six. You know what I mean? So like >> I feel like I feel like it would be reasonable and um like kind of a privilege to give seniors to maybe like have it off if they like earned it as if when you like go to prom you have to have your detentions cleared and you can't have library books out and you can't do this. Like that might be a good
035>> like missing their B days >> like that. No, they just like would they could have like three offs if they had their credits filled. Like >> I only need two credits left this year, but I have to take six classes. So it's like >> Per talking about like in previous years you see you seen that. >> Yeah. Yeah. I was just saying like my freshman year like which is a while ago I guess like three or four years ago. I just knew or maybe they would come for one class or something. I'm just saying like we have a lot >> more school than seniors would have required before. So I feel like advisory might be a fun like >> yeah it's a great it's a it's a it's a in certainly a good point
036and it's something we've talked a lot about like there was even conf as I mentioned earlier there was confusion between the two sites I mean by our design it the design was that everybody would have would have advisory but certainly that's a question that I I'm sure we'll be discussing and you know getting the board's direction on that moving forward. I was just it just when you said that I mean it was intentional to have advisory um be mandatory but um you know it would be an interesting um thing to explore about um work experience if it's signed up you know if you're getting credit for it like through the JC or something like that or if you're doing um volunteer hours something that can actually be >> monitored and and the instructional minutes because
037um it is part of the oh my god it is part of the instructional minutes here on it. >> I I imagine that we'll have more information for you later this year about how it's going and you both will be able to give us good information about how it's working. >> I would imagine your survey to your students is going to be very interesting. Jason and Sanders, can you talk to Trusty Cloud's question around who is eligible to to get out to not have to go to advisory because it has to do with if you have if you have work experience if you're doing a um >> I I'm thinking about that form. >> Yeah, there enrollment. >> There were there were only a very few exceptions. I don't have that information at the top
038of my head and I don't want to misspeak on that. Um, but I I can get that for you in the future. There I know that Tony had outlined these are the acceptable reasons to not >> and I think it was a work a work work experience or an internship. There were there were a there are a few things that to your point around um sen particular I think it was just I think it's limited to seniors who are doing an internship or some sort of work experience >> that they were able to essentially opt out of advisory but they had to be signed up for a few certain things and so maybe to Paige's point that's something that could be we could look at look at maybe expanding for just for the seniors but
039it would have to be something like educ ational related that's part of Yeah, >> I know that I know that Trusty Williams had said at the beginning of this you'd like you know you like updates as we go. So I know in the future that's information that we could bring back like I anticipate that one of the next things is being able to bring back to you information about how advisory is working, how it's not working, where are the pain points, what is what needs to be adjusted or what are we thinking about. we could talk about here's the current exemptions, here's other ones that have been suggested or we could consider. So, if the board does want more updates, that's stuff that we would be be bringing back in future future uh reports. >>
040It could could also be from the perspective of teachers and staff, could also be from the perspective of our students. Yes, that could be what we just talked about having you guys get some good information for us. So, >> yeah, there's too many jailbreaks coming out. Yeah, I think that's I mean that's absolutely you know a good point. I think it's something to to monitor um how attendance is um for the advisory periods as we go uh since they are end of day and we uh should continue to monitor that and um best way we can uh through uh Aries. Um uh Sander made a quick comment on staffing um and potentially how we would have to get tighter on the electives. Can we talk about that um update and where we are with are
041we seeing like uh you know the full use of the extra you know elective um from our students as of this moment um and uh again on the on the staffing side where we're where we're at. >> Yeah. So I'll start and then add Yeah. I mean I I think we can get you more information. That's one of the things that I'm asking for reports on is is what are students taking? How is that working? I think the other piece that Sandra and I both looked at and because we review we review the the the numbers of enrollment and staffing every year, we need to make sure that we're being responsible in the way we staff, that we're staffing adequately, that we're not staffing too tight or too loose. Um, and we're seeing that when
042we >> when we shifted from we shifted from six periods to seven periods, but we didn't shift the number of sections that teachers teach. So, our tried andrue formula for staffing didn't apply. Like, you had we had to change it. And I think we worked on that and we're seeing that we we thought we had it very close, but we can see a couple places where maybe it was a little loose. Like, we're seeing that that we have gaps in in electives. >> Yeah. A lot of the electives like that were not that our classes are lower and if we had done if we had had probably could have condensed a little bit on the schedule uh is what I I think we both saw, >> right? Jason, I'm also curious about special ed and
043second language learners. How many are taking advantage of using advisory so that they can take another elective? I I'm just kind of curious about that. >> Well, they do get one elective that they wouldn't have gotten. >> Correct. >> So, they're all getting opportunities to have electives and support for whatever support they need. So, >> yeah. I'm just curious to see how many are like actually using advisory for their study skills class and then taking another elective. we can we can give you that information but really how that's working right now is this is is that was site based shared decision- making like that wasn't part of our design but then pedalumah high their special ed department said hey we have this idea we have some students that their need and what their minutes and
044their need on their IP is we could do that in advisory and that and that would give them another section so it's not students opting in it's teachers identifying these students they fit the profile in terms of the minutes they need and then I know CASA was really focused on can we do something different with our English learners and so we can get information on what they're trying right >> and our idea was >> let's let's see what work like if that's working great at Paluma we'll share that with CASA and vice versa so um we're they were still just each site came up with these other ideas and we're really interested to see how it's playing out how it's working >> too >> it is but I mean we're we're optimistic >> I it
045was great to see the staff coming up with some great ideas and taking initiative on Yeah. And Kasa's idea was to get kids in groups in the library and have more groups and could bring in more teachers. So kids who need help with math could be here so you could get more teachers to help you with your support. Yeah. Small groups and a lot and all hands- on deck. >> Thank you. That was one of my questions was that I remember um years ago during tutorial that the library was overrun and so I was just wondering how that's being managed and if if students are given passes to go to the library or if that's just off the table um because it's instructional Yeah. >> Okay. Yeah. I mean, and and the idea was that
046all all certificated staff are in advisory. >> So, we I'd have to check, but I would assume that the librarians at both of the sites are in an advisory in a room. The idea was everyone on deck to bring the numbers down. >> Interesting. >> Yeah. Um the other thing um that I just wanted to bring up really quickly was Cday um because I was talking with our um senior student board members and um uh just for your committee to think about over the next year is that um they got assignments for all of their classes on Monday. And so it it becomes like um okay, we're going to do our assignments on Monday. And so then they're overloaded with assignments from every single class. So it's not like it used to be where you
047had every other day and you could manage it better. So just to have that as a >> Yeah, that's a great point indication. I know talking with some of the teachers about Cday and one of the teachers said some teachers h are doing what you described and others are not like so there also is not continuity like some kids might have be a schedule where they're getting hammered with every class and other kids may not so it's certainly something we're going to need to talk about so there's some continuity within the system and some agreements about how we use those >> I just ask are you getting assignments for the entire week or are they due the next day show up in class >> usually like the next say. Yeah. >> So, and that's tough.
048>> And I I'm I think that's something definitely something that we want to look at. And if you're getting an assignment on Monday only, you're going to have half of your classes the next day and the other half the following day. So, so as far anyway. >> Yeah. Yeah. >> Yeah. >> Great job. Thank you. I really appreciate the updates. I think we're doing a fabulous job. I know that this is such a huge lift for everybody. And um I think it will I'm optimistic also. Um and so uh I I really appreciate all your efforts and working together on this. It's really wonderful. >> I also I just want to um thank thank the two of you and thank the committee for all the work. I mean this has been like you said about
049three years in progress two and a half three years in progress to to make this happen. If we think back to the why, right, we wanted we wanted the opportunity for all students to have we looked at our A throughG rates. Our A throughg is the college go the you know ability to even apply for a Cal State or or UC school. We saw that our rates were lower than we wanted to see based on what students were sharing. And so this this on I think on the natural will will raise those. Um I also think it'll have it'll it'll help boost our graduation rates as well. um just on the natural and I I wanted to to share so that that why as well is particular students our English learners our students disabilities any
050student who has a double English or a double math the ability to take one of those electives and if you think back to your high school career you may say I hate going to school I didn't like going to school but that one French teacher or that one art teacher or that one theater teacher right Tristy Webster um that's what got me to go to school and so having that additional course where we know that we're the idea that students can take those electives and I just this is a good moment to say but from last year to this year we've increased by 50% our CTE our our C number of CTE teachers >> we have 30 we have 32 career teched >> teachers now in our system from up from 16 so 50% um
051teaching some really exciting courses I mean to think about myself going back to high school like there's just a lot of interesting great courses and so when Sandra says We brought a congressman to come and look at our program. >> Assemblyman. >> A settling man. Sorry. >> Vote him. >> Well, state assemblyman um to come to our program and say we man, we need to get the governor here because the of the the great programs that they're offering in Pedal City Schools. That's a reflection of um this, you know, we're adding adding more courses and we know that it's expensive. It is expensive and it's what's it's what's right just for for our students. It's what our students in this community deserve. So >> also Sandra, thank you for talking about the shared decision making
052and how that really worked. I appreciate that. >> Yeah, I just want to say one thing about electives too. I think electives give students a chance to find a passion they maybe didn't know they have that they carry on for their whole life. So the more electives we can experiences kids can have while they're in school, they'll take with them forever. So I agree with >> it also gives them a trusted adult. Yeah. >> Excellent. Any other questions? All right. Thank you. >> Hey, we're gonna we're gonna take a short break. Um we're about uh we'll come back at 6 4550. 650. Okay. Alrighty. I'm calling this uh meeting back to order at 651. Uh we are now going to go to number nine on our agenda. H uh which is comments from the public
053on non-aggendaized items. Uh let me read our uh board um protocols for public comment. Uh under government code section 54954.3A, members of the public have the right to address the governing board on any items of interest providing it relates to the subject matter jurisdiction uh of the school district. While government code allows speakers to criticize the district's policies, procedures, programs, services, and/or employees, the district does have a policy BP1312.1 that's specific to complaints against employees. Should comments from the public pertain to a specific district employee, the board requests that the complaint first be submitted in writing to the employees immediate supervisor for investigation. If the comment is about something that is not on the agenda, it will be heard only during the public comment on non-aggendaized items period which is now. Uh once that part
054of the meeting is over, comments will only be taken on agenda items on agenda items during the discussion of those items. The board values public comment and although we cannot take action or discuss items not on the agenda, we listen carefully and appreciate input from the public. Public comments are subject to a three minute per person limit or a 20 minute limit per subject matter. Commenters may not seed their time to others. Okay, we have two comment cards tonight. And first up is Ramona Faith. executive director of Healthy Petal Luma. Is that right? >> Yes, that's close enough. Thank you. Thank you. Um board in uh leadership. Uh thank you so much. Uh I'm Ramona Faith and I serve as the CEO of Healthy Peneluma District and Foundation and I'm here tonight to share an
055exciting new program for our schools, families, and youth and it's called the youth and technology speaking series. This is a free communitywide series created to help students and families build healthier relationships with technology. We know technology shapes our children's well-being, friendships, and even their sense of self. Our goal is to provide families and with practical tools to find balance, reduce harm, and strengthen realworld connections. The series includes three sessions designed for different age groups. For elementary school families, it's taking phones slowly together with focus on when and how to introduce technology and how to set a healthy foundation from the start. For middle school families, social media, what it is, and how to reel it in. It will share strategies to set boundaries, ease peer pressure, and give students a chance to engage in youthled
056breakout groups. Finally, for the high school students, we're partnering with Kasa Grande, Pedaluma City School, Pedaluma High School, and St. Vincent's to host youthled assemblies that focus on digital literacy, the impacts of social media, and building strong connections in the real world. All of these events are free. They're open to the public and accessible in multiple ways. You can join in person or you can join via Zoom. Translation services will be provided as well as light refreshments and free child care for those attending in person. Um the event details are available on our healthy website. Um we I just passed out some flyers which I need to collect because they're not quite final, but I wanted to give you an idea of what it looked like, right? So um that's just gives you an idea.
057But I want to thank Esmeralda who's been working with us for probably over a year on trying to figure out how we want to move forward and what support we can give the schools as well as the parents and how to mitigate and manage uh their child's wanting to be on cell phones all the time. Um together as parents, educators and community partners, we can ensure that technology enhances rather than hinders the health and well-being of our pedalum youth. So any questions or you can't have questions? >> Sorry, but um we can email you. >> Yes, you can email me. And I know Esmeralda, I think I just got something from Esmeralda about meeting with the high schools. So, um, we're the ask for the schools. What you need to do is to make sure
058you get the information out to your school community. That's what we're asking. We're creating all the materials to go out, whatever channels you have. Send it out not once, not twice, not three, maybe four times. Um, because the way to get the the parents and the students to the sessions will be um those who know about it and they're going to get it through their school. We are putting a um social media. We are we are doing uh press releases. Um but again direct communication to the schools and hopefully it'll be a full house. Thank you very much and I'm going to collect my >> Thank you very much, Ramona. >> Sounds wonderful. >> It really does and very needed. >> Oops. I'm not supposed to say anything. Um, okay. Our next speaker is Paul
059Guerrero on uh Latin X. Hi everyone. I'm Paul. Some of you know me. I tend to make a little noise here and there occasionally, but I'm very passionate about what I talk about. I want to read a couple of excerpts right now from the California Fair Education Act. a study of the role and contributions of both men, women, Native Americans, African-Americans, Mexican-Americans, and many more groups that are not represented typically in normal curriculum. That's that's a commitment, right, that all schools make. Pedaluma School District website diversity as an asset that is an asset that strengthens and enriches our learning community. We all believe in diversity. We all champion it. I um fair representation what I believe should look like. This has not been my experience, by the way, in almost starting my fourth year with
060the district uh with a student in the district. What I would love to see is a district that recognizes the value of Hispanic contributions and leverages critical time periods such as Hispanic Heritage Month by providing curriculum guidance that all teachers must provide to the students. Um in our in our school, for example, we spend more time on salsa contest than we do on curriculum during this period. Salsa contest is not part of that period, but it's just an event that is an example of what what we're focusing on when we have opportunity to do other things. Uh the district that recognizes the importance of ensuring all students learn in an early age what leaders can look like and do look like with an 80 plus percent white teacher population. Every day our students, Latinx, 30
061to 40% of your your classroom is being imprinted with what leaders look like. they're going through every year and they see that it's your duty as the leaders in the community of the the school district to tell the help these teachers teach these students what leaders look like. Hispanic Heritage Month passes us by every year. We miss those opportunities to show these kids, Here's a leader that looks like you. And the teachers are wonderful. I'm not criticizing the teachers. They're all wonderful. But they can't do this all by themselves. And they may not even understand that there's an opportunity here. So, they really need district to step up and give them guidance. And it only takes a few minutes to show and talk about a leader in any other uh community or demographic. Um, and
062I want to tie back that into the mass scores in Latinx. Now, we're going to jump a little bit here because I think it's all related. The Latinx group, mass scores, there's such a gap between mass scores and Latinx and the white demographic. It is ugly. And so, I can only share my experience as a Latinx father. I have a daughter who And many of you know this. She joined Mensah at four. She's 99 Kogat percentile last year in third grade. She learns 99% of her math lessons at home because what you're providing her in class is just insufficient. She is at the end of fifth grade level at home. She's being asked to wait out in fourth grade what she was doing over a year ago and sit through class and just be quiet.
063Okay. Thank you. Um, so what I I think it's all related. If you can't identify opportunities or how to serve one student that's glaring an example of needing more, how are you actually going to identify those kids that have high potential that aren't showing good grades that aren't actually, you know, testing well? Those are smart kids that are being missed. And I think I know why. I think no one's looking for these kids and that's why your scores are so low and they're not represented. And you've got to change something. And it's it's really ugly and I think it's really sad that um I can see this and then a lot of parents don't have time to dig into it, but I've been digging into this stuff and I've been requesting records from you guys
064and you know Matthew knows this and I think there's so much opportunity here that's glaring us in the face and start with Hispanic Heritage Month now. The kids need it in this district more than ever based on the climate. I'm a citizen. I feel the anxiety. Anyways, I just think there's a lot more you guys need to step up on and I'm going to challenge you guys to do that and help these kids see what leaders look like and help the kids that that need more opportunity in math. It's a universal language. There's no language barriers. >> All right. Thank you guys. I appreciate it. >> Thank you very much. >> I won't go over next time. >> It's okay. Thank you. It wasn't that much. Thank you very much. Okay. Thank you. Okay. Moving
065on to 10. We need an adoption and approval of the >> I move to adopt and approve. >> I second. >> Just I'm going to move to amend the agenda to remove the public hearing. >> Thank you. >> Second. >> All those in favor in amending the res uh the agenda. >> I. Any opposed? Agenda is amended. I move to approve the agenda as amended. Second. Uh all those in favor? >> I. Any opposed? The agenda is approved. Okay. We're going on to uh activities and correspondence of school board members. Uh, and then if anybody wants to talk about their um, uh, com, you know, what they've been doing, please just I'll just read it off and then you can um, um, respond. Uh, back to school night at Kennallorth, club rush at Pedaluma High
066School, alternative education committee check-in, in the California Association of African-American Superintendent and Administrators Conference. That sounds really interesting. Okay. Okay. Afterward. And then Ellen went to back to the our our board rep. Um back to school night at McDow Pedaluma High School and the quad grand opening. Uh and then you met with Dr. Tracy Benson as preparation for next week's equity training uh for administrators. Uh Jessica was quite busy. Um she met with her principal um Erica Non to help her uh set up a new group called the student advisory council and uh to encourage another leadership opportunity for students to not be afraid to share their opinions. Could you talk about that a little bit? We'd really like to hear that. >> Yes. So Miss Non came to me with this idea and I'm
067also working with our ASB president Jack Duour on this as well. And uh right now we're about to put out posters. And um the student advisory council is a way for students to not have to go through a whole process to be an ASB. Um another uh process for them to be like I have an issue with this or that policy from the school or I want to change our menu. What does that look like? Do you want cheaper dance tickets? When then this could be a correspondence to ASB. Um if you have an issue with the bell schedule, that could be to the board. And it's giving every single grade level, no matter what background, what classes, anything like that, to have a voice and be able to all work together. That's so cool.
068I mean, it's really what we've been want looking for. So, thank you for do taking and thank uh Principal Non for taking the initiative on that and helping you kind of realize that. That's great. Um and then you were also you had a busy week. Um, you went to Club Rush and you signed up for the honor society for your fourth year and the model UN. I wanted to ask you about the model UN. Have they had it at CASA before? So, they have had it at CASA. It's fairly new though. Like right now, the president is a junior. Because it is so new, they actually haven't had a lot of people been able to run it. Um, I think it's its second year doing it. Um, I don't know much about it. My friend
069came up to me and was like, I think you would love this because you are doing all the leadership type of stuff and I'm just going to give it a try. Our first meeting is next week. So, I'm really excited to start it and meet all the people involved. >> It's wonderful. Thank you. Okay. Uh, and that wasn't that wasn't all. Um you had associated uh student um ASB uh making posters for the home games and starting homecoming prep and you started your volunteer hours through your class right for child care child care child development classes and so you went back to Meadow Elementary which was your elementary school. So that's awesome. Um, so Paige, I didn't get it. Did you Did you want to report on Oh, it's okay. It gets forgotten all the
070time. Um, a few things from this last what has been two weeks. Um, we've had our biggest club rush yet. We had 63 clubs, which is a lot. And, um, it was huge. I mean, it was really cool to see a lot of upperassman stepped up, made made new clubs. a lot of um juniors took over clubs or seniors took over clubs clubs from last year and um I'm a part of like a program at the YMCA in Santa Rosa. It's supposed to be a delegation for all of Sonoma County, but there's no representation from Paluma besides me and two other kids. So, um me and like well really my friend, but um we got three new kids from Paluma to join and actually show up to Santa Rosa meetings. So, that was really cool.
071It's basically like mock government, so it's kind of like model UN. Um, so that was really cool. And then we're doing a lot of planning for homecoming and ASB right now. And um, flag football's pretty big at my school. We had a very successful year last year for girls. So that's really exciting that to have more like attention on that. And um, I'm running the homecoming rally. So it's kind of exciting because usually we always have like all the football players run out and we have fog machines. And then the Egg Bowl rally, all the football players do a dance. Like it's all about football. But this year, I'm having all of the sports captains where they're geared at the sports game. All the sports captains, even girls, get to run out during the rally.
072And we are going to have fog machines for everyone. And it's going to be egg bowls pretty much about football. So, it's going to be a little more football heavy, but like I'm like it focus doesn't need to be on football for the homecoming rally because like a lot of sports have like homecoming type games. So, yeah, we're doing that. So that's really exciting to see some like very feasible ch whatever that's not feasible but like very tangible change happening in um rallies which I feel like it's cool. So yeah, >> excellent. Thank you. That's wonderful. Ryan, you went to uh PHS back to school and you went to the grant PTA meeting. Anything you wanted to comment on how awesome safe routes to school is? >> Thank you. Of course. Yes. No. Uh there
073was a safe for school presentation. Um and it was uh great to see uh I think uh some of the planned changes and implementation grant was the last school. So they are uh everyone's chomping at the bit to see a couple more of the you know implementations from the city. Um uh and uh couple identified a couple new uh issues but it's good. >> Thank you. just for my own edification. I appreciate it. Um, okay. And then I went to the alternative education check-in. Um, and then McTowell school visit included the um, junior high. So, it was really awesome to see them in action. Um, all speaking Spanish. >> Joanna about the shing. >> Oh, yes. And then Joanna, California Association, a African-American superintendent and administrators. >> Yes. This is the first sorry the second
074year I've gone to this conference but they've been on the same theme um about basically it's been 70 years since Brown versus first is the board of education but there has actually there's more segregation now than there was then I mean we see some of it in our district as well we look at some of our schools but one of the highlights they talked about uh black student unions and I was at club rush on Friday and they have their first black student union at Pedalum High School. But then they had a presentation about AP African-American studies and it really ties into what we've been talking about with the increased A throughG more just classes in general. What Paul was uh talking about with more representation in the classrooms. They were talking about AP African-American
075studies. It's really interdisciplinary. Um it's very high engagement projectbased learning and it's aligned to the ethnic studies curriculum and all the all of the teachers are involved in a community of practice just ongoing all of the teachers who are teaching it nationwide and it's one of their highest requested AP classes right now. They had someone from the college board presenting about it and it has one of the highest pass rates of any AP class nationwide. So, I would love to see us eventually get an AP African-American studies class in PCS. So, >> I would love to take that. I would I wanted I wish we offered that. So, >> make it happen, Paige. >> I just want to say the new quad at Pedalum High is beautiful. If you didn't get to see it at
076the grand opening, I highly recommend going and checking it out. Thank you. Okay. Uh on to the rest of the agenda. Uh comments from the public on consent items. Seeing none, we will go on to our consent agenda. Uh approval of the consent agenda by consolidated motion. We need a motion. >> I move to approve. >> I second. >> Any questions? Okay. All those in favor? >> I. >> Any opposed? Motion passes. All right. Going on. Uh 15. Comments from the public on action items. Seeing no one from the public, uh we'll go on to action items. Um, we have resolution 2526-06 um of the board of education honoring the contributions of administrators um to quality education and declaring the week of October 12th through 18th as the week of the administrator school administrator. >>
077Any Go ahead. >> You so Normally we re read this into the read. You want us to go ahead Jason? You want us >> Oh, I should read. >> Great. >> Since you are an administrator, >> I forgot I had it. Okay. Uh whereas leadership matters for California's public education system and the more than six million students it serves. And whereas school administrators are passionate lifelong learners who believe in the value of quality public education. And whereas the title school administrator is a broad term used to define many education leadership posts in both certificated and classified capacities. And whereas most school administrators began their careers as teachers, the average administrator has served in public education for more than a decade, most of California's superintendent have served in education for more than 20 years. Such experience
078is beneficial in their work to effectively and efficiently lead public education and improve student achievement. And whereas public schools operate with lean management systems, across the nation, public schools employ fewer managers and supervisors than most public and private sector industries, including transportation, food service, manufacturing, utilities, construction, publishing, and public administration. And whereas research shows great schools are led by great principles and great districts are led by great superintendent. And whereas the state of California has designated the second full week in the month of October for each week of each year, sorry, as a week of the school administrator in education code 44015.1. And whereas the future of California's public education system depends upon the quality of its leadership. Now therefore, be it resolved that the board of education of the Pedaluma City Elementary School District
079and the Pedaluma Joint Union High School Districts hereby proclaim the week of October 13 through 19th, 2025 as uh week of the school administrator commending all school leaders for the contributions they make to successful student achievement. Yes. Okay. I need a motion. I move to amend the resolution to reflect 2025 and to reflect that Trusty Williams will be on there, not Trusty Jen. >> Oh, I didn't. >> Yeah, that was on the second page. >> I'll second. >> Okay. All those in favor in the of the amended uh resolution >> adjust the amendment of the resolution. I >> Okay. >> I move to adopt the resolution as amended. >> I'll second. >> All those in favor? >> I. >> Any opposed? Wonderful. We have a wonderful recognition of our school administrators. Thank you. All right.
080We're going um business services approval of resolution of the board of education of Pedaluma City and elementary and joint union high school districts adopting the GAN limit. >> Always with the GANs. Tonight we bring forward resolution 2526-05 adopting the GAN limit. The GAN limit is a constitutional spending cap set in 1979. Every school district in California is required to calculate and adopt it annually. While later changes in law ensured that these limits no longer reduce school funding, we are still required to formally adopt them. for 2425 and 2526. Our district's appropriations are well within the state's allowed limits and tonight's resolution is simply an annual compliance. >> Thank you. Any questions? >> Okay, I move to approve. >> I need a second. >> I'll second. >> All those in favor? >> I. Any opposed? All
081right, the resolution passes. Thank you. Uh the next step is um approval of the unodudited actuals for Pedaluma City Schools. >> It will be up momentarily. >> Stay up. >> An audit FY25 UA. It's because I shared it like a week early. >> I either share it a week early or he's like giving me the evil eye that I haven't shared it. >> Good. >> And this is for 2425. Exactly. Yeah. Okay. All right. All right, thank you. So, tonight we bring forward our unodudited actuals for the 2425 school year which ended on June 30th of 2025. Um, we're often asked the difference like what is unodudited actuals? Unodudited actuals are the actual expenditures that we incurred before they are audited by the auditors. So these will move into our audited actuals in December or
082January. This is the timeline a year at a glance. So in June we brought forward the LCAP and budget for our current fiscal year. We are now closing out the end of last year before we move on to first interim and then our audited actuals. Everything else is same as every year. What is the unodudited actuals report? It's the final accounting of the district's results in revenue and expenditures for the prior fiscal year. Some budgeted funds may not be fully spent by the end of the fiscal year, leading to variances between projected and actual expenditures. And that's what the next slides will show. Fluctuations in the economy, state funding, or student enrollment can impact revenue and expenditures, causing de deviations from initial projections. These factors contribute to a difference between projected and actual financial results,
083emphasizing the importance of flexibility in continuous monitoring in financial planning. All right, so this is an overview of our district revenues. Um, I want to point out that estimated actuals were brought to the board as part of the June budget. So sometimes we use our second interim as a comparison but this year um we had a lot of changes from second interim to the end of the year. So these are updated since June. Um we had a slight increase to our LCFF revenue. We saw a de small decrease to it. It's not small. $400,000 is not small um to our federal revenue. We had carryover and new grants in our other state revenue. Um we had unanticipated carryover in our ELOP after school program. We received a community schools partnership grant. Um and that revenue
084came in from ju sometime in June between June 1st and June 30th. So that now shows um on our other restricted local grants and donations and we saw an unexpected increase to our interest at year end. So right so overall we see a difference in um just over $3 million in our estimated revenue. While this is great news, this is mostly on the restricted side, meaning that we will be using these funds for very restricted um purposes. On our general fund expenditures from estimated actuals to unodudited actuals, um there was a increase to our classified salaries. we had not settled with our classified units um at the time of our s I believe when we brought budget was the time that we settled. um we see fluctuations to our employee benefits having to do with
085um wherever we end on our salaries. Our I want to point out on our books and supplies and our capital outlay a lot of this is we spent less than we anticipated. That is because expenditures for items ordered but not received by June 30th are not included in the prior year's unaddited unawudited actuals. These funds are carried forward into the current year's budget and will be reflected in first interim reporting to ensure accurate financial reporting. So we will see these when we bring back first interim there will be an increase to expenditures on the capital outlay. We had the kitchen infrastructure grant which we did not receive the items by June 30th and we ordered quite a bit of furniture including all new TK furniture and that was not delivered till August. So the PO
086was done in last year because that is when we placed the order but it will show in this year's financials. Other than that, um our services and other operating that has to do mostly with the carryover for our ELOP. So likely now that we have carryover, we will see an increased expenditure in our current year reflected at first interim. So our overall expenditures were down $2.7 million. I would guess half of that are probably true expenditures that we will capture in this year, but we do see a little bit of a cost savings that will help for this year. These are our contributions last year to restricted programs. Our special ed contribution was $17.6 million. Our routine restricted maintenance was $3.5 million. We have a legal obligation to give 3% of our annual operating budget
087for routine restricted and it is broken out. So it is that program is full contribution every year. Our parcel tax was a contribution for of $486,000 in last year and that that was specifically to measure C formally known as measure K which is the secondary parcel tax and measure the old elementary parcel tax. I am drawing a blank. E D B E um not E. E is the new one. Um D. Thank you. So um those are contributions to both of those. So what what a contribution is is we take our unrestricted dollars that we can spend on anything and we essentially make them restricted. So we take from one pot of money and we move it in and we call it a contribution because these are legal obligations that we have. >> And I
088can I just amplify that? So if you think about so the special education you think about how we're funded as a school district, how any all school districts across the state are funded. We receive funding per pupil funding. We're taking the the funding for all of our students. the special education. We're actually giving a contribution out of our unrestricted funds of over 17 and a half million dollars towards special education, which we're happy. I'm not complaining. I'm we're happy to do it, but you think about how we're funding it funded as a district. It's not adequate. When we think about the part even go down to the parcel tax, this is already taking into account all the money we receive for the parcel tax. when we when we hear I one public comment that came
089in I think a couple few weeks ago around oh well you're not using the parcel tax to pay for things that you you were supposed to well actually we're taking all the money from the parcel tax paying for things that we were we're we said we were going to out of the parcel tax and we're taking $486,000 out of the general fund to contribute because it's not enough. So I just want to make that hyper clear >> and to the point on the parcel tax this is specifically for salaries. We also um have carried forward allocations that in prior years had been um previously came out of the parcel tax that are coming out of other funds too. So, the amount actually um there's about a two an additional $200,000 that are spent annually um
090that at one time came from parcel tax funds. So, at um this shows our beginning and ending fund balance. Um we started the year with 30.3 million and we ended the year with $23.3 million. Um, I do want to point out on this slide, um, if you look at our beginning fund balance for our unrestricted versus our ending fund balance, we really spent this last year focusing on spending down um, restricted dollars that we had had carryover. Some of them were expiring and other ones had um, been kind of hanging out for years. So this really we did this to free up as much of our unrestricted to maintain our um reserves. These are our special funds ending balances um adult ed cafeteria our deferred maintenance um which we opened just over a year ago
091um and put one deposit with a little that's a little bit of interest. we have we have not had an opportunity to make a contribution um to that. We were lucky enough this was before we passed um two bonds last November. So this is something that long-term we will want to look at but we were we are lucky enough to have that that source of funding right now. Um we have our capital facilities funds. This is off referred to as developer fees. These are impact fees that people pay when they are adding on to their houses or building new houses. It is to help with any sort of increased enrollment you may see as a district. We have our reserve for capital outlay fund um a enterprise fund, a self- insurance fund for our dental
092and we have a foundation trust that was set up for scholarships. And the um interest is used each year to offer. Last year, I believe there were two $1,000 um scholarships offered. This is by an outside foundation. um they run the whole thing and then they send us the paperwork. Once we verify enrollment for the students who are selected, we then write a check to either the students or the colleges they're attending. Um over the last couple years, we've been really concerned about making sure we meet our CA. That is what we spend on um in the classroom for education. my first year here. Um, we were worried that we might fall under that and um, I'd like to say that we the minimum for a district our type and size is 55% and we're
093at almost 57%. So, that's great news. Um, we've met our every student succeeds maintenance of effort and our actuals and budgeted maintenance of efforts for special education. The next steps are the Sonoma County Office of Education will review, approve, and forward this to the CDE. Um then the CDE will review and post it to um ED data website. Uh external audit firms will audit the data and that is what we will see um in December or January. It ch there's a lot often extend the extensions granted each year so we don't always know when it's going to be. And then we will submit the audited financial statements to the board of education for final approval. And I always like to end with a gratitude slide. Um, this time of year is a lot of hard
094work from the business department and from all of the departments that have to help gather the information so we can close. Um, we have to make sure we get in all of our final pay claims and close out POS and it's also the start the beginning of the year which can be challenging. So with that, are there any questions? Any questions? >> Do you have a question? >> I do. Um, so when I was reviewing the the attachment, um, thank you for the highlights and making I think uh the 100 pages of uh budget Excel documents uh much more clear um and pulling out the big pictures. Um I'm curious on the revenue side um because we have the unodudited actuals um and then coming into this year the differences from federal sources. Um we
095have uh you know again projected I believe about $500,000 less projected from federal sources. Um so that is you know um a significant you know decrease. Um but also I mean do I think what I see here is the decrease in uh state um the other state revenue sources. Can you talk about the I think nearly $5 million decrease and and um how impactful that is? >> Yes. So um a lot of the decreases that we're seeing spec specifically in other state is um the loss of one-time funding streams as when I did the bud budget presentation though we are seeing at first interim you will see a new source of one-time funding um districts in California over the last five years have been living off of numerous sources of one-time funding and this reflects
096the expiration of those funds. um if we're given an allocation say of $9 million over three years, you generally see three a third of it each year. So some of these funds though they were implemented three years before we continue to see the revenue you um for some of these ex sources you don't get the revenue until you've spent what you've seen. So that's really why we've seen and I think really the implementation of this year's budget really saw how that's um what that's done to our district in our financials um our financial picture where we have had these opportunities to maintain higher levels of staffing and expenditures, robust um programs and um educator effectiveness, travel and conference. though we have a little bit of carryover in some of these programs. Um so much of
097them will go away. The arts and music discretionary block grant which was a huge income source for us. We have limited carryover for the end of this year. Um educator effectiveness which we've been able to use for three years for all of our professional development including our PD days. um were down to we had carryover of $300,000 which most of that's has actually already been spent um in this year. So we're that's really where we are going to see the the impacts the most. Um we have had quite a bit of carryover in our Prop 28 which is our arts and music in schools um allocation where we did not spend in first in the first year we received it. So now we're going to see what how you know so now as we're spending
098down our carryover for a year we were able to double up it looked like two double the revenue because it wasn't spent in the first year. So as we continue to spend down um though that is an ongoing source because we had carryover we've been able to spend more in each year. So we'll start seeing the impacts of that where any sort of carryover that we had um as it goes away and um to speak if somebody if you guys have not been l lucky enough to look at the 100page document um it does show our actuals and it shows what our budget was but it takes into account any changes that we made. So this um on the budget side of it now it's like an auto calculation but for the federal revenue um
099because we saw the decrease in this year we carry it forward. I do want to point out that in our current budget we still have budgeted our federal revenue as received in last fiscal year. I know it's been all over the news about funding restored and all of these great things. I want to point out that though there maybe is a plan in place, the federal budget is not enacted until October, we have not received um any updated information. We do not have current year allocations that we normally have this time of year that um was at the very least from the the previous year. Um the last allocation we had is from May and we know there was a very different world with the federal funding between May and June. So though we're still
100showing the federal um revenue, we really won't see we won't know what that is until September or October and it will be reflected in the first interim. Then we do also like so many of our other restricted funding sources, we have quite a few salaries charged there. So any salary that was already charged there, um we will have to if that funding goes away, we will have to find a way to pay for it. We have frozen anything that is additional expenditures like um supplies and other operating waiting for October to see. So, what we've been doing um since the beginning of this fiscal year is um trying to be very mindful of what type of resources we're using, what is restricted, what is carryover, and really noting that because any sort of that funding
101that is being used in current year, that's when we look in our multi-year projections years out. While at budget, we were looking at a $5 million um needing to eliminate $5 million in spending um in the out year because that we don't know what it's going to look like. >> Thank you, man. I mean, I think I think you made it quite clear about um the uncertainty out of the state and federal budgets um and the future and how that's impacting uh resources for staff and resources for the students and um you know and we've already heard tonight like just the amazing uh programs from like CTE and like um putting into the bell schedule and like really I think making like impacts to the classroom and having more trusted adults on campus. So, thanks
102for, you know, highlighting how some of those um potential of those positions um and I think the progress the district has made is at risk. >> All right, >> that's great. Thank you. >> All right. Um we need a motion. >> I move to approve the unodudited actuals for 2425. >> Second. >> All those in favor? >> I. Any opposed? Okay, the motion passes. Your unodudited actuals. Pass. >> Very good. It was uh it's it's a very difficult thing to navigate right now and we appreciate you doing such a good job. >> Thank you. >> You're welcome. Okay. Our next step is the approval of policy 3541.1 transportation for school related trips. I thought that I would bring forward tonight all of our favorite topics. So tonight we are bringing forward an updated policy um
103for transportation for school related trips. What the changes are made and we did try to rewrite it. We did receive feedback a year ago, if you all remember, on our 22 mile radius did not correlate like we thought it was going to. So, the new transportation policy is that um we will allow for parent drivers up to 40 miles from the district office. So, there's a central location. We did find that um McNeer could go somewhere that Pen Grove couldn't and really it was that was really shaky hard to justify that. Um so we did change it from the district office and then we would like to also include San Francisco. So, there are areas of San Francisco that are outside of the 40 miles, but we did work with um the high school principles
104for athletics and they where they landed was 35 miles. They felt like they could get where they needed to and we added a five the five mile buffer. So, we didn't want to keep extending it like measuring through the end of San Francisco because we didn't know what that could do in a different direction. So that is um now our recommendation. >> So the 40 miles including San Francisco. So how far is it from here to the bridge? Is it like >> I believe it's like 39. >> No, it's about it's about >> 33 33. >> So if they have to go to the other end that's okay. >> Yes. >> Okay. So that's why it's specified San Francisco like that. Got it. Thank you. Any other questions? Did you have I thought I saw
105a page. >> Um I have a question um about the parent clearance. So is this going to be communicated to the coaches? I've gotten a lot of questions over the last two weeks from coaches, athletic directors. It feels like there's still some confusion. So instead of them asking me and me just asking you because I don't know like will this be communicated to them? Yes, there actually is a draft communication that is ready to go out that includes the forms. Um, and we were waiting for tonight to see if the policy changed. Um, didn't want to send something out twice and create more confusion. So, if this updated policy is passed tonight, we will add the new 40 mile and San Francisco language to the communication. If it is not passed, we will send out
106the communication that does not bring up the mileage. >> Will that communication include because it says the minimum allowed by law for insurance required by law. So will that include all those all that information? >> Yes, it's an exhibit. So we will attach the exhibit and also the the forms that are required and make sure everybody has the updated limits. And can student drivers drive? >> Students can only drive themselves within Paluma city limits with a waiver from their parents. So um we can also attach that but that is something that >> we kaluma. >> Yeah. >> It's really meant car >> for with no Yeah. So if they have practice at right now um because the field is under repair at CASA the football field they're having practice at Pedaluma High so students can
107drive themselves or for cross country if they're running somewhere um if there was a game in town but it's it's really just for that. Thank you. >> And who is accountable? I just want to get it on record for making sure. No, I'm serious because already I got to talk to you afterwards, Matthew. Um, so no, I'm serious. So, who is accountable for making sure that people have their things turned in, that the children have their waiverss turned in just because, you know, we know that there's car crashes constantly. Again, I was in the crosswalk last week. I almost got hit by a car holding the stop sign. I almost got hit. But, um, it's just it people are crazy. And so, I just want to make sure that we are actually ensuring student safety
108with this change. So, I just want to I just want to know who's accountable. Is it the the coaches, the athletic director, the principles, like who's actually checking these things and making sure that we have like a clear driver list at every single site for every single sport. >> So, all of the above. Ultimately, the forms are handed out and returned to our site offices. So the principles are responsible for ensuring that people are added to the list and removed if their insurance expires. It's the responsibility of the coach to make sure they have an updated list and that it is being followed. Um the other piece that we are implementing this year is it we will do site audit checks too to make sure um everybody is in compliance. >> So I was going
109to ask who were on this table. So then it's you who's like checking. >> Yes, it will be. I will be checking. Yes. >> But I think I mean I think that the right the coaches athletic director but ultimately the the school site principal is the one supervising and managing that those pieces. So it should be the school site principal and then here >> us. >> Well, yeah, it should be. Yeah, it should be. But the whole the whole reason we adopted the policy in the first place is that it wasn't happening. So like yeah every we know how it should work. >> So I echo Joanna's concerns of like how is it >> going to and what is the accountability if coaches aren't collecting the waiverss that they need? Like these are people's lives
110and safety. >> So I know people didn't like it but at the end of the year I don't care. I'll be like, "Let's go back to 18 miles because it's it's just so unsafe." And like Sheldon said before, like it's only a matter of time if we continue the way that we were prior, if we're not actually getting the proper waiverss, it's only a matter of time before we have some type of liability or if, god forbid, somebody be seriously injured or die because of this. So >> I agree. I think. Um, so are you saying if it's your if it's the business office that ultimately do you collect all of these from all the different sites or do the sites keep their own um uh waiverss or uh or the insurance information for whoever
111is driving? So all that information is kept um at the site. We already do spot checks on attendance and other things. So, we're just going to add this into our um part of our audit. So, we would ask for the basketball game on this day. Please show me your student roster, your parent drivers, and check to ensure that um everybody had the information that they needed. >> All right. All right. Um I think to to follow up I think uh Matthew I think at the next you know uh pow with the uh school administrators is to add this to the agenda and like so not only is there communication but then there's all followup and then probably again in the spring for um the new sports or actually probably winter and spring. So, I think
112we have a couple different points uh to hit and I'm still a little unclear on the like the waivers. So, they're kept on the schools like why aren't they are they digitized? Are they scanned in? So, we everyone has a copy in case like again anyone asks or like we can do we don't have to go to the site to do the spot checks like we know that the water polo team like they have all signed up like just because they're scanned in. >> That um is a great um point. We do not have a district process for if they need to be scanned and kept electronically or if they're being kept paper, but we definitely can implement district procedures for um having them available. >> Um okay, so I know I just I I
113just brought this up. Um, I would, you know, uh, follow up with you and Matthew if if whether that's needed, you know, and whether you >> now, but we could probably we could >> I I do believe one or two sites do put them on because I've seen but yeah, I mean Google >> I know that work on the >> drive >> and we are safety concern then. Yes. Yeah, we also are working on we've started transitioning a lot of our forms that have been historically paper to Jot forms. So I do believe we can and also using some Google forms. I think that there's probably a way that we can also digitize it so parents can submit it remotely too. So that's something we'll work on. >> So it's not all on the school
114site. >> Yeah. >> Yes. No, they'd still be charge of sure that they're >> No, for sure. But it's Yeah. >> less papers to lose. >> Exactly. Exactly. >> So along with that, um I really want to emphasize that the athletic directors and coaches are included on this conversation because it seems like in the conversations I've heard before um that there's a breakdown there and um that they're giving very mixed messages. And so the the principal has it down and they think they're getting it out there, but I want to make sure that the the athletic directors and coaches are very clear that this isn't an option. >> And I I think that so just thinking back to when when I was in HR, I don't know how I got responsible for this, but um
115we had we had meetings with the athletic director, the principles and athletic directors. And maybe that's where we need to start is having a meeting with athletic directors and the principles, high school principles because it doesn't have to be um although elementary principles when it comes to field trips need to know this information, but I think where we're having >> the largest concern is at the high school around athletics and so we could start there have a have a meeting with athletic with the high school principles, the athletic directors and be hyper hyper clear about what the expectation is, where these documents live, how we're going to spot check and what what is needed before anyone can drive. >> Yes. And the junior highs, they have athletics, too. So, um, when the policy was implemented
116last year, we did hold a I held a meeting here at the district office and the athletic directors and the principles did attend. So, I will >> I'm not I don't want to there's no blame here. It's just that obviously something was there was a breakdown. >> But now now there's a change. >> There's a change. And so any kind of change as we've noticed >> we'll have another meeting or at each site what >> or whatever and then as we implement the online that will take a little bit of time to convert our forms but once we do that we that'll give us a good opportunity to have a second follow-up meeting like these are now the new forms that we're going to be using. >> Excellent. Okay. I believe that we need a
117motion. I move to approve policy 3541.1. >> A second. >> Any further discussion? Okay. Uh, all those in favor? >> Any opposed? Okay. The transportation policy is approved. >> We'll be back. >> Okay. Uh, all right. Next up is overnight field trip requests. We have a field trip request from Cherry FA. Yeah. >> Right. >> I move to approve the overnight field trip requests. >> You get Yeah, >> great. >> Keep going, Ellen. No, I did not have a big talk prepared. I just have a very detailed. I know that overnight field trips we've had a lot of questions about over the last um year or two. So any that we've seen coming through, I'm talking with the people who are submitting them. In fact, Miss Arts wanted to be here tonight, but she had
118another commitment. So um I feel like I have a really good grasp of what's happening, why this many student like there's some where there's a lot of students going and then it's like, oh, there's three adults with only a few kids. And so I we've asked a lot of those questions. So, if you have any of those, it's I like that they put them all for the year in approval for us. Um, so yeah, I think one thing that's really neat to make sure everyone's aware of is we have an additional a teacher on staff at Pedaluma High this year. And particularly one of the um field trips that I had questions about and was excited to learn more is the one that's in Indianapolis and why we're taking all three adviserss. And this is
119actually the first time that the um entire um cabinet, the leadership team of students is getting to go together and they have a whole um series of workshops and trainings for the teachers um particularly for new CTE teachers in this field. So it sounds um like a really amazing opportunity. So if you have any questions, I have um information about we know their department is growing. Um as Matthew said, we have doubled the number of sections in CTE. So yeah, I think you have everything there, but we just ask that you would approve these overnight field trips for the year ahead. >> Do we have any Do you have a question? >> No, I just coming from a school that was very A related. They went to these all the time and they were they
120were amazing for the kids. They were great for the teachers as well. Um, and I fully support all of them. It was great to see that the for new forms are working with the like percentage breakdown. It's like, oh, okay, it's expensive, but grants are covering so much of it. There's not a burden on families. >> Yes. >> So, >> no student will not be able to attend for cost. So, that's >> Yeah, it was very thorough. And >> and you were using a lot of our district vehicles, so that's great, too. >> With approved drivers and chaperones. >> Very good. Okay. Do you guys have any questions about this? >> Okay. Now I move to approve. >> I'll second >> the discussion at all. Okay. All those in favor. >> I post. >> Yay.
121That's great. Tell her that she did a really good job. Thank you. I will putting all of that on there so clearly. >> Yeah. I was looking at our series of emails and we put her through a long list of questions about all of them. So, I'll let her know. Thank you. Thank you. All right, moving on. We have comments from the public on discussion and information items. We see no one coming forward. Um, so now we go to H the 2526 enrollment update. Hi, this is a discussion information only. Just if we can just put a little higher for me. If we can just frame the um frame this as so if you look at actually we pulled the numbers for the last 10 years in Sonoma County and we went so if I
122think back several years ago one of the big messages out of the county office education was we're they had done a a demographic study for the the county of Sonoma and the demographics it was over the next essentially for the next 10 years we're going to say a 50 approximately 15% decline in enrollment throughout the county. That was maybe four or I can't remember four or five years ago was under Steve Harrington. We've now seen I we looked back for the last 10 years of Sonoma County. We looked at uh four I think 20145 the student enrollment in all of Sonoma County was about 71,000 students and this past year we looked we're closer to 64,000 64,800 something like that. So almost 7,000 uh 7,000 student decline throughout the county and Pedaluma City Schools over
123that time has has remained fairly consistent considering what other districts are going through. Um so when we talk about 2526 enrollment, we're looking at so our district from last year to this year we saw a slight increase in enrollment. Um but when we look at the projections so just to be really clear right from last year to this year we see a slight slight increase >> flat >> pretty flat but slight okay very very very slight increase but when you look at the projections the projections are how we right how we um how we staff how our budget pro projections based on that we are seeing a um from what we thought we the number of students we're seeing less students. So, does that make sense? So, even though we're flat to maybe a few
124students more, we're actually you're going to see that it looks like it's down, but it's actually down from the projection of what we thought we were going to receive versus what we actually receive. Okay. >> Sorry. >> All right. Um, so there are a few main points of time that we use for enrollment and projections throughout the year. So as this year goes on, the first time that you we really use our current year projections is at budget adoption. It's what we've used as Matthew said for our staffing. It's also the numbers that we use for our LCFF calculators to establish our base funding for the year. We then as a district use a 10-day count on the 10th day of school. We count every single student um in every grade in every class to
125rightsize our staffing. And this is where we see reductions to classes or sections at the comprehensives. Um we then leave our enrollment um pretty alone until census day which is the first Tuesday in October. That is what our cowpads data our fall one are unduplicated. Every count that we use um from that time on is our census day count. We then get into P1 is what our actual um in attendance is. So we use enrollment. Tonight we're talking about enrollment, but from the business department, you will hear me talk more about ADA. That is the amount of time that students actually come to school, not the percentage they come to school, not who's enrolled. So, we see P1 and then P2 is how the basis that we use for funding for year end and for
126our next budget. So, um, what we're looking at tonight is the difference between what we projected, um, for our staffing and for our budget versus where we were on day 10. We're going to share those numbers, but we continue to run reports. We want to make sure that we give accurate and updated information. And since day 10, we have had 31 students enroll in PCS that are not reflected on this. So, um, when this was on day 10, um, we thought we were down about 180 students and we're down closer to just under 150 students. So, based because it's based on ADA, not enrollment. So, if a kid's absent that day, they're not counted. >> Yeah. So, this when when we're looking at ADA, we aim for 98% um attendance. Uh, it fluctuates for that.
127So, say our LCFF calculations, we got $15,000. That's this is not the calculation, but say it was $15,000 um for one student. That's $15,000 if they come to school every single day. Every day that they do not come to school, that 15,000 is reduced by 180th because it's divided by 180 days of school. So, one of the biggest issues that is not talked about often enough in California, um we did not talk about it with unodudited actuals or our budget is that we are funded on when students actually come to school. Though, we're expected to staff and set up for student enrollment. So, that's something that we're starting to see a push at the state level to fund on enrollment. Unfortunately, at this time, um CSBA, school services, FICMAT, the major players in budgeting, um
128do not agree with that, which wild, but that so that is one of the things that we do see fluctuations on. So, really where where we see the variances, these are for our elementary schools, is um um the implementation of TK. um we had one more little pocket of students, three more months that we were anti in anticipating and you never really know what those numbers are going to look like. So we are down a little bit with TK. Um the other thing that we saw the way because we offer open enrollment kind of in the district is there are choices in waiting list. So, a student might enroll um at school B as their second choice, but then all of a sudden school A opens up, they then move there. And that's all within
129our district. So, that's sometimes why we see the changes, the variances. It's not that a school I'm just going to speak to the top two. Nothing to do with either of them, but um it's not that necessarily Grant is um down seven students versus Penro who is up. It's not that we had we lost those seven students within the district. They could have gone to Penro. So that those are the things like that. That's why the variances are a little weird too. they look at overall ADA not per school. >> Um so so um the way our ADA is um calculated is through our LCFF calculators. We have each charter is individually funded and they have their own um LCFF calculator. Then our elementary district for our traditional elementaryaries are all on one together. So
130that enrollment counts as one. And then the secondary is on one outside of the charter. So traditional schools, non-charter schools are funded on a three-year average. So if we go down a little bit in this year, they actually average the three years. Charter schools are actual enrollment. Um and they do not have the they do not get the variance of the three years. >> Thank you. >> Yeah. Um one of the questions that came up by from a board member um was the difference in uh Valley Vista public Waldorf school. We saw a a bigger change there. Um and that had to do with when we were migrating and working with um Live Oak and we used they also had Aries which is our student enrollment system. We took that information of all the students
131they thought were coming to PCS and we added that to our system. We used school mint for our transition and we found that there were numerous challenges sinking with Aries and we weren't able to communicate with the families of all of the families. We didn't have um parent square set up until that happened which was closer to the it was after budget adoption. So that was where the variances came from likely um this they they were the students were never going to come. We were just under them. We thought they were coming. Yeah. >> Can I also just point out that it went from 484 students >> to 456. I think that needs to be noted that it still is a >> a lot of kids and the same with Mary Collins, you know, 529
132down to 5'11 >> on that campus. It's pretty incredible. It's still good. >> Yes. and um the the in the the pain point increase to pen of you know so all right so for our um Kennallorth Pedaluma Jr and PAX um we tend to see a little bit more movement within our junior highs um with within each other so um without really looking at all of the data when we see an increase to Pedaluma and a decrease to Pedaluma Jr. versus a decrease to Kennallorth um we do see a lot of switching within districtwide. So that's where we see the variances for the dual language immersion charter school. Um we implemented a new we now have a seventh and an eighth grade there. So, our seventh graders metriculated into eighth grade. We did see we
133did lose a few students from seventh to 8th grade, but seventh grade was brand new again because we do not have a sixth grade dual language immersion track yet. So, these are students that are coming to again a brand new school. So, um, we estimated we used the previous year's new seventh grade enrollment hoping that we would see the same and we the enrollment is down there. >> Next year, we'll see the same. The following year, you'll see that track come up and the the hope or the goal would be then to have you start to see two seventh grades together, two eighth grades together. That's >> when will they be at >> they're current that >> when will the dual immersion be at sixth grade? >> That oldest the oldest group is now currently
134fifth grade. >> Okay. >> Well, no next year they'll be sixth grade and the following year. Yeah. Yeah. >> Well, I have a question back back to the junior highs. Hope this doesn't throw off us too off track. Jason, this might be you. Um, so can you remind me does Pedleman Junior still just have one school counselor there? So, if they continue to grow, at what point do we add even if it's like a 0.5 FTE counselor? Just because that's a lot of students for one junior high school, if they get above a certain number. >> Yeah, that's a great question. So, um, and I met with the counselor and the administrative team up there. If you also remember back, part of this was that they used to be staffed with a full-time principal and
135a part-time AP. and we increased the we that was just such an untenable model to have the leadership have that part-time. So when we increased that we made a conscious choice um when the counselors there retired to bring it back at 1.0 and work with the team. So we've worked I worked with the counselor and the two um administrators there to sh to kind of redistribute some of the work. So the administrators are taking on some of the work uh that would typically fall to the counselor and um we do have a little bit of extra counseling that right now is covering a leave but when that when that um ends that additional day will be going back towards Paluma Jr. to help out a bit. So we are aware of that and just navigating
136like the obvious need with the budget constraints. So it we we've had a lot of conversations because we are aware it's a it's a really it's a really high number for one one person. >> All right. Thank you. Um and finally we have our high schools. Um you'll see variances. Um the biggest variance is at Kasa Grande. The way we budgeted and staff for our comprehensive high schools and junior highs this year is um as they got enrollment in the system um we looked at that number what the students that they were seeing enrolled um which started out pretty high in January. CASA was actually anticipating 1,700 students um with trends. We were seeing closer to 1600. So what we did was we met the the but we met in the middle for that. Um
137if you remember back to last year we saw a huge increase at CASA. Um I believe there were 60 roughly 60 students over what we had anticipated. So, um we tried a different um way of doing it this year and we'll continue to work on how the best way to project um that it's such a moving target and so many decisions are made off of enrollment. It's trying to balance making sure we're staffing adequately and not trying to hire at the last minute, but also the budgetary constraints to when enrollment is down. and we need to budget and staff at the same number. It's not simply it's not as easy as saying, "Well, we're going to use this number for staffing, but we're going to lower it for our LCFF calculator." Because then you get
138in the situation that things don't match and they don't align and you're in a different type of trouble. So, we will continue to um look at that. But I did also want to point out for San Antonio, we budget really where they end the year before because they do see fluctuations. Um, and I do believe they started this year higher than they did last year. So, we'll continue to track enrollment at all of the schools to make sure that we are staffing adequately throughout the year. Um, looking at Valley Oaks, I'm I don't know how much it costs to run that school, but with only 26 student, I'm kind of I'm wondering about that. >> I I don't know what the question is really, but just a wondering. Yeah, >> I think I think a
139good question could be what is the the and this is something we could do start sort of look at and study as part of uh when we when we think about budget advisory and LCAP uh is just thinking about the cost per student, right? What is the the the revenue generation, right? We're not a business. We're not trying to make a profit here, but we're trying we're trying to keep our our books we're trying to uh stay solvent as a school district. So, we have to look at the the cost per student at at our school sites and and I think that could be a factor in um how how we move forward as a district. And so, I think it is a very pertinent question that we need to be we need to be
140asking. I think that'll be something that comes to either budget advisory or it comes to it will come budget advisory and or maybe a study session around this in the late fall. Yeah, I wonder about that too about the Valley Oaks. Like I look at the just the campus I that I work on and they have the um what we call it distance what do you call it? Distance learning. What's it called? >> Independent study. >> Independent. Thank you. Independent study like embedded in the school. So there's just a teacher at the alternative ed school that teaches distance learning. So I've wondered about that same thing especially as we're seeing our numbers go down there. Yes. >> And I think too, you know, um, and this is true of all our alternative high schools, they're
141all you see a lot of fluctuation throughout the year. You see midyear like mid-year graduation. And so there's, um, it'd be also interesting, you know, thinking thinking about what is the actual number of students served throughout the year. Could look at that kind of a historical trend of that as well, which I think is also kind of telling it. I don't think this paints a whole picture of of the number of students who are actually serving throughout the year. So, >> okay, you guys have any questions? >> I was just going to ask I don't know much about the alt um high schools, but what is the purpose of having three different ones? I mean, are they drastically different in the way they work or That's basically my question. I was gonna I was gonna
142want to ask for all good question. Um so San Antonio High School is the school where students who are um really behind in credits and they need to accelerate their credit, they can earn almost close to 108 credits in one school year. So it's to really accelerate so they can graduate on time. Um Carpedium and Sonoma Mountain are located on obviously Kasa and the Pedaluma High School campuses. Those schools al also offer some credit recovery, not as intense as what you would find at San Antonio. Students who are at those two schools also have access to electives on the comprehensive campus. So, there's a closer connection to the comprehensives. Um, a smaller environment. Um, students that may struggle with some attendance typically have greater success at those at those schools. And so it's just another
143another type of environment for for what our students need. >> And then Valley Oaks >> and and Valley Oaks, yes, is purely independent study where you have students that come two times in person with a with a teacher. >> So it's like yeah, one one or two times per week that they're person >> independent study. >> Thank you. >> Sorry, I didn't mean to cut you off. Did you have something else, please? Um, and just uh to clarify, is the Valley Oaks principal also the San Antonio or is it the Carpay? Okay, so there's one principal for those two schools, correct? >> And then the San Antonio principal is also the Valley Oaks principal. Correct. >> Okay. Thank you. >> Ryan, did you have something that you wanted to ask? >> Yeah. of the decline
144in enrollment uh in particular. I think we we I think you see the change between Kendallorth and Pedalum Jr. but uh at CASA um and at Pedal High, are we seeing a certain demographic? Have we looked into if um yeah, we're losing a particular type of student or >> That's a great question that we can come back and answer that. Right now, we pulled just the preliminary um data. It's not. We haven't broken it down by any, but I'm happy to bring some of that information back. >> Did I hear you say that there's a final report in October? A final number. Are you going to be bringing that back in October with >> So, that is our um that would be a great time to report. That is census day. That is like the
145magic number that we use for our in ADA enrollment and everything. So we can um what we can do is I can add on I no >> I can add well if imagine the spreadsheet and what we can do is where it says variance right now we can add another column that says census day and look at what the trend is and then offer any more breakdown um for information that we have I would love to see that, you know, because it gives us a month and then we can put in these numbers. We'll have more accuracy and it's what we're actually going to be funded on. So, >> yes, that'll be great because those are the numbers that we'll we will be using for first interim. >> Yeah. And I I also want to
146just reiterate well emphasize I have to be careful of my language um about ADA as opposed to funding on enrollment. I mean when you described how ADA actually work I' I've spent eight years trying to figure this out and when you said it's like 180th of you know this person's attendance on this day I mean make it complicated and absolutely uh impossible to really budget accordingly. So, it's this it's this control factor that the state uses to not give us money. And um I I'm I really had it I tell all of anybody that I can that if they can do anything to contact their cong their assembly people and senators, state representatives, and tell them stop ADA. And if CB CSBA does not go along with that, then there's five people here that can
147talk to them. Um, I mean, it's it's just irrational and it's an old system that it can't even have I mean, so what so what if you have um an excused absence? We still don't get paid for it. >> We used to >> we did, but now there was also a big budget crunch. So yeah, I I rest I stop my rant. That's that's my rant for tonight. annually. Um, people in the public have opportunities to submit ideas and informations that could become Senate or Assembly bills. Um, there's usually a call to action, I want to say sometime in winter. So, it's definitely something that we can look at as an organization um about putting that out there. >> That would be awesome. >> I can't believe CSVA is >> Okay, now I'm going to
148double check. I'm pretty sure they I'm pretty sure all of the heavy hitters were against it and it I I there's probably a really good reason but um tradition. Okay, any other >> All right, very good. Thank you so much. >> Okay, we have one more item. Uh we have regulation 5141 21 administering medication and monitoring health conditions. I'm so glad you added this. >> Yes. >> I can't believe it was. >> Here it is. So now um yes, brought this to you in 2024. Now we have added the emergency stock albuterol inhalers and so this administrative regulation just updates it with that language. >> My opin does it include Narcan? Yes, we have emergency opio opioid um in in this one as well. It includes um epinephrine, the opioid antagonist as well as um
149the emergency stock albuterol inhalers. >> Yes. Yeah, it looks very thorough. As somebody who has asthma and whose daughter has asthma, um I was I was reading going, "Oh my god, I can't believe we didn't have it before." So, um anyway, very thorough. >> It is covers everything. Great. >> Logical. >> Okay. >> And just it's it's a discussion item. It's an it's administrative regulation, so it doesn't it's not going to come up for a vote. It's just a discussion just so everyone's aware and we move forward. >> All right. >> Thank you for staying on top of these things. >> Yes. >> I bet I have total faith. Okay. So, next we have future business. Anybody have future business that they want to bring forward? >> You have any future business you'd like to
150see us discuss or the administrators bring to us? >> Okay. Ryan, anything. >> U nothing since the last meeting. I think I have a couple of items that we we're looking at for the future. >> Okay. Yeah, it looks like you all had a good list of things from last time. So, I don't want to add to that. And I'll tell you both like you can if you think of something you can also email Maddie and Matthew. You don't have to wait until a board meeting to >> Yeah. >> add more things. >> Shoot shoot me an email. >> Okay. >> Ellen, anything? Joanna? Um, >> I would love um to hear about the sports survey that we sent out in March, whenever we sent out, I don't remember now, February, March, whatever day it
151was, just to hear the feedback. Um, and tying that into the training for coaches, like what type of training do we actually do for them? Besides, it sounds like Amanda speaks with the admin and the ads, but then um I know we've talked before about there are different um types of trainings. There's like the positive coaching and even um CIF will do training for school districts as well for best practices for athletic coaches, especially in terms of inclusion on their teams. They have a lot of positive coaching u modules as well. So, I'm just wondering what we just in the realm of athletics. Um, and then also, can we move the reorganization meeting to January because I might not be here in December. >> So, and I know that there are some other December. >>
152Um, >> well, I thought Yeah, I thought I was going to be gone, but I I don't leave until the next morning. >> And then, do I need to be here for the reorganization? Just don't um nominate me for anything. >> Oh, no. Well, you're not here. >> I won't be here. >> I don't know. I think that we can move it. Kim, >> we can I can get back to >> it in January. >> I think that there was a new there's new legislation around within like 14 10 days after it's elected. >> So like last year we had as Ryan was elected, but there's no election this year. >> We'll get we'll get back to you on the on on the official there's there's legislation around it, but I think it has to
153be in December, but I'm not 100% positive on an off election year. But yeah, we'll we'll by the next meeting we'll let you guys know. >> Okay. >> Or you guys could just stay in your roles. I mean, I don't know. Please stay president, >> but I likely will not be here that day. >> But people want me. >> Okay. All right. Well, we'll we have that. >> One more thing. One more thing. I think it's related to the um bell schedule. Students help me out. What is going on with this new bathroom policy I keep hearing about? There's like a bathroom policy that's like really restrictive. I know that they've always like at Kennorth and things like close the bathrooms and then kids are like, "Where do I even pee?" You know, like they're
154locking bathrooms down during the school days. I don't know if it's happening at other schools, but then there's like a new bathroom policy I found out by accident last uh semester and then I'm still hearing about it. It's like it feels restrictive to some of the students. I I'm sure that there is a positive intent behind it, but it like the kids can go to the bathroom twice a day and maybe sometimes three times a day. I don't know. I would just like to know about this bathroom policy at the high schools. Can you guys give some insight? Do you know what I'm talking about? >> Yes. So, sadly, a few bad eggs kind of ruined it for everyone is kind of what happened. Um there was a lot of times where the EMT was
155called on campus last uh year due to um maybe like drug use in the restrooms and dehydration on top of that. So I think they cracked on bathroom passes about two years ago. Physical passes colorcoded our wing bathroom and wing kind of to keep track and then that didn't work. So then we started incorporating smart passes with the physical passes as well. So, it could kind of like quote unquote track you in a way where it's like, "Okay, we know bubble ball is going out and they're in this classroom, so they should be at this bathroom and it times you." And if you don't get back to your class in your seat and turn off that timer on your computer, uh, yard supervisors will come looking for you. >> And then they will escort you
156to the bathroom for I think the next one or two weeks, depending what how badly, like if you're like 40 minutes late, but if you're like one minute late, they don't really nag you on that. Um, so it definitely for me um since I have like a lot of issues with like my kidneys and stuff. So it is important that I use the restroom. It did um discourage me because substitute teachers were not familiar with this. So um they were just told by admin you need to enforce this. Don't let kids stomp all over you. Um and it ended up kind of harming it a little bit more. So I understand the reason why they're doing it. I think it's a good idea why they're doing it to keep safety with the students. Um, but
157I also think they need to maybe implement a more realistic policy for all the students, not just twice a day. So, yeah. >> And I know, thank you for that. Um, because I know the bathroom has come up with some previous school board members as well, like you know, the teachers giving extra credit if the kids don't use the bathroom and things. And so then with this on top of it, I'm just like, what is going on with the bath? Can we just use the bathroom freely? Like, I don't know. I got to go all the time. I have a 47 year old bladder. like I just had >> um I I had that last year and it was crazy. Pedalum High is a lot more relaxed than that. We haven't had we don't have
158anything like that. Um it's just most teachers you just ask the bathroom and you can go. I mean maybe because we're seniors, they like trust us a lot, but I'm we're like never checked. The bathrooms are never locked, nothing like that. There's not really even people watching in the hallway this year at all. And so it's Yeah, there's nothing. Um, some were they're supposed to be using five-star. So, like I would say half of my teachers do it where they have an iPad in the room and you go up and you put your number in and then you have seven minutes to go to the bathroom, which is usually enough time. And if not, there's no consequences. So, I don't know. I mean, I'm sure they're supposed to be, but I haven't heard of any.
159And then you just come back and click it and it's very relaxed. So, that's unfortunate story to hear about that about Casa. >> Fascinating. Okay. And >> I know. >> Well, they do have outside bathrooms. You know, it's a very different situation in Paluma High where all of your bathrooms are in, you know, in the building. Yeah. Um, so, okay, I think we're falling apart here. Um, uh, >> I think everyone's talking all over. Um, I just had one other one little thing for um, ed services. Um, when you were mentioning the CTE courses, um, I'd love to hear, you know, this is future business when it's, you know, when it's timely. Um, what what new courses, you know, you doubled them, so I'd love to hear what more is being added and what more
160opportunities are being added for. Um >> Dan is eager to give you all a fall report. So we'll make sure we get that on a upcoming meeting. >> And I I just want to make sure. So I I think I I misspoke a little bit about the number of doubling the number of teachers actually double the number of sections of CTE. >> That's what I thought. Yeah. So >> and that's why we'll get the expert to tell you all about it. >> Okay. Perfect. >> All right. >> Which is even more. >> All right. Are we all done? All right.