Robla School District Board Meeting - April 23, 2026

001Okay, we're going to go ahead and call this meeting to order. Will you please rise and join me in the pledge to our flagg to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Uh, no actions were taken in close session. At this point, I will entertain a motion to adopt the agenda. >> Second. >> Been moved and seconded. Uh, we'll be doing a roll call vote. All those in favor say I. All those opposed say nay. All those who wish to abstain say ab do so when when noted. Uh, the roll call vote. Uh, Trustee Cardona. I >> There we go. Trusty Divine. >> Hi, >> Trusty Barnes. >> I, >> Trusty Hamilton Starks, >>

002I. >> And I vote I. Motion passes unanimously. Now, we're going to move on to recognition. We're going to move on to item A. Uh, present and adopt mental health awareness month resolution number 945. >> Been moved and seconded. Hello, I'm Nina Dollywal. I'm a social worker for Robbo School District, one of them, and I am representing the other social workers for resolution number 945, mental health awareness month, May 2026. Whereas the month of May has been designated as National Mental Health Awareness Month in the United States since 1949 by the Mental Health America organization. And whereas mental health is essential to everyone's overall health and well-being and children, youth, and adults can recover from mental illness and lead full and productive lives in the community. And whereas a focus on prevention and early intervention

003efforts could greatly reduce the number of children experiencing serious mental health conditions. And whereas the Robbo School District recognizes parents and family members have made invaluable contributions through their commitment, care and advocacy for the treatment of individuals with mental health concerns. And whereas the robust school district employs and partners with a r wide range of specialized professionals dedicated to support student mental health including school social workers, school psychologists, and Sacramento County Office of Education clinicians who provide comprehensive services to meet the diverse needs of our students. And whereas the Robbo School District reaffirms its pledge to continually assess and improve the range of educational and mental health services provided to meet the varying needs of our students. And now therefore be it resolved that the Ruabla School District does hereby proclaim May as mental health

004awareness month and recommits our educational community to decrease aware into increasing awareness and understanding of mental health. The steps our children, youth and adults can take to protect their mental health and the need for appropriate and accessible services for all people especially children and youth with mental health concerns. Thank you. >> Thank you. >> Okay. All those in favor, please. Oh, wait. All those in favor will say I. All those opposed will say nay. >> Trusty Cardona. >> I. >> Trusty Divine. >> I. >> Trusty Barnes. >> I. >> Trusty Hamilton Starks. >> I. >> Trusty Doo votes I. This motion passes unanimously. passed and adopted by the governing board of the Robas School District on this this 23rd day of April 2026. Okay. Now we'll move on to item B. Uh present and adopt

005classified employees appreciation resolution number 942. >> Move. >> Second. >> Been moved and seconded. >> Please share. Resolution number 942 in recognition of classified school employees May 2026. Whereas classified school employees provide essential services that ensure the smooth and effective operation of our schools. And whereas April 22nd marks administrative professional day commemorating the time to honor the administrative staff whose organizational skills and efficiency keep our schools running smoothly. And whereas April 28th is designated as school bus driver apprec appreciation day recognizing the commitment and care demonstrated by our bus drivers in safely transporting students to and from school each day. And whereas May 1st celebrates school lunch hero day acknowledging the essential role of school nutrition staff and ensuring students have access to nutritious meals to support their growth and learning. And whereas May 17th

006through 23rd is classified school employees week, a time dedicated to honoring the diverse array of classified staff members who work tirelessly behind the scenes to enrich the educational experiences for students. Therefore, be it resolved that the Robbo School Board hereby expresses its most profound appreciation to all classified school employees for their unwavering dedication, hard work, commitment to the well-being, and success of our students. And be it further resolved that the Robbo School Board encourages all school community members to take this opportunity to recognize and thank classified school employees for their ex exceptional contributions to our education mission. >> Any additional discussion or debate? Hearing none, we'll move forward to a vote. All those in favor say I. All those opposed say nay. Trusty Cardona >> I. >> Trusty Divine >> I. Trusty Barnes. >> Hi,

007>> Trustee Hamilton Starks. >> I >> and Trusty Doo votes I. Passed and adopted by the governing board of the Robola School District on the 23rd day of April 2026. And now we'll move on to C. Present and adopt certificated employees appreciation resolution number 943. I'll move >> second. Good evening. Resolution number 943 in recognition of certificated employees. Whereas certificated employees play a vital role in the education and development of our students, embodying dedication, passion, and expertise in their respective fields. And whereas May 4th through 8th is designated as National Teacher Appreciation Week, a time to honor and recognize the invaluable contributions of teachers to the education and well-being of our students. And whereas May 13th is observed as California Day of the Teacher, a day set aside to recognize the significant role educators play

008in shaping the future of our state by inspiring and empowering students to reach their full potential. And whereas May 6th is also designated as National School Nurse Day, highlighting the crucial role school nurses play in promoting student health, safety, and well-being and their contributions to creating a nurturing and supportive school environment. And whereas May 18th is recognized as National Speech Pathologist Day, an opportunity to acknowledge the vital role speech pathologists play in helping students overcome communication challenges and reach their academic and personal goals. Therefore, be it resolved that the Robas School Board acknowledges and expresses deep appreciation to all certificated employees, including teachers, school nurses, and speech pathologists, for their tireless dedication, professionalism, and passion for the education and welfare of our students. And be it further resolved that the Rob school board encourages all

009members of the school comm community to take this opportunity to thank certificated employees for their outstanding contributions and to show appreciation for their commitment to excellence in education. >> You any discussion or debate hearing? None. We'll move forward to a vote. All those in favor will say I. All those opposed will say nay in a roll call vote. Trustee Cardona. I >> trusty Divine >> I >> trustee Barnes >> I >> trusty Hamilton Starks >> I >> trusty Doo votes I motion passes unanimously okay we'll now move on to communications and we'll start okay uh members of the public may address the board of trustees regarding any special board meeting agenda item during board consideration of that item please note that if you wish to address the board of trustees on an agenda item, you

010should do so when that specific item is called for by the board president. In order to do so, uh uh to comment in person, please fill out a request to be heard card and give it to the board assistant. Uh your name will be called during public comment on that agenda item or will be called on that agenda item. Uh comments are limited to two minutes. To submit a comment via Assembly Gamut uh meetings, enter your name and email address and the board assistant will provide your comment to the board. To submit your comment via YouTube, you can comment in the live chat and the board assistant will share your comment uh with the board as appropriate. All right. Now is the time to address the board on an item that is not on the

011agenda. Uh please note that because it's not an agendaized item, we cannot take action on it. Uh we will do our best to try and address your concerns and we may not necessarily do it at this meeting because it's not an agenda item, but know that you are being heard. Is there anyone who would like to address the board on an item that is not on tonight's agenda and nothing online? Okay, we'll go ahead and move on now to reports and we'll start with the Robo Education Foundation. That's an accomplishment. I made it up here. Uh, not too much going on. However, I've got a couple of flyers that are in the process of being drawn up. I have a a very able person doing the flyers for me this year. And We're going to

012get them printed up and sent out to every student with sent home with every student. In addition to having the school sites put it on their parent square, having this young man to my left put it on all the social media sites for the district on more than one occasion. And the last thing I have is next Tuesday night at the library at Robola, we will be having an organizational meeting for all the members of the foundation that are on my mailing list that are able to attend. That includes the three of you that have been working in the booth. We have to select a new president. just had the services today for our other our previous president. He passed away earlier this month. So kind of forced me into a situation I have to

013get a president which I do have a candidate or volunteer already but it's up to the people who attend to approve >> this person to become the president. That way everything is nice and legal. Looking forward to seeing you all there at 6:30 on Tuesday evening. Any questions. Thank you so much. Okay, next report. Uh, Robla Teachers Association, classified school employees association, >> superintendence report. >> Good evening. Um I'll try to make it quick because I know we have a long agenda and it's been about a month since our last board meeting. So just to highlight um we sent a we sent a team to the CASA conference and I know Miss Benjamin and Miss Lion will be sharing the work that um we um do in partnership with CASA and CCE. Uh President Doo

014and I had just attended Coast to Coast Federal Advocacy in Washington DC last week. Um, spring break camp was a success. Um, 10 10 straight days and we had an average of at least a hundred students each day, which is a really great um increase. Um, Taylor had their tree planting ceremony on Saturday, April 4th, and then the next tree planting event for Bell and uh, PreK will be Saturday, May 2nd. Um this Saturday, Main Avenue's um parent group is hosting lapjacks with families. So in they invited the entire district, pre-sales is $3 for students and $5 for adults. But um if you don't want a pre-sale and you just wake up Saturday morning and you want to have flapjacks at Main Avenue, it's going to cost $4 for students and $6 for adults. So

015great fundraiser. Um today we had um our last I would say regular season inter mural games for soccer because I think next Thursday is playoffs and finals. So really um close game between uh Glennwood and Maine um before Ramon and I had to leave to go over to Bell and Robo, but really really good. The kids were exciting. Um, and then so we will um announce what the schedule will be like for next Thursday when I think we do is it one versus two and three versus four or maybe one versus four and two three. I'm not sure. I think it's one, two, three, four, right? Okay. And maybe one team might um go against adults teachers. We'll see. That hasn't been finalized. Um and then finally the cast testing window starts next weeks for

016a few schools and the rest the following week. So parents, if you're listening, I encourage that your students get a good night's sleep the next three weeks, three, four weeks. Um, that's the end of my report. Thank you. >> Okay, we'll now move on to board member reports and we'll start with Trustee Cardona. >> Yes. >> Do you have anything to report? >> No. Uh, no. No moment. Thank you. Okay, Trusty Divine. >> Good evening everyone. Um, I was one of the people or uh trustees who was able to attend the CASA conference uh earlier this month >> and it is my favorite conference that we do because instead of being told like ideas to fix things, we get results of how they have happened in other districts and it is a great learning opportunity

017for us. So I am hoping that uh our district starts implementing some of the stuff that we learned. >> Resty Barnes. >> Yes. Um I was one of the uh members who was able to attend the CASA uh conference as well and it was very empowering and um I love attending conferences like that because they do allow us to learn more about um how to serve uh and and how to bring meaningful uh programs to our district. was a wonderful, wonderful conference and I do look forward to implementing uh some of the things that that we learned from that conference. Wonderful conference. >> Trusty Hamilton Starks, >> I just want to echo what they said. I thought the conference was really great. I'm always excited to go and learn and um be in community with

018other like-minded folks. And so um yeah, thank you for the opportunity to attend. Um it's really good. I had the opportunity to attend the coast to coast with superintendent Chen. And what was neat was really interesting this year was there weren't there weren't a whole lot of like partisan big huge partisan divisive issues. A lot of the conversation was around the uh the individual with disabilities uh education act. And this basically has to do with the requirements that deals with special education. And the interesting thing is well you as you may or may not know uh the federal government is required to provide a certain level of funding and they have well they're not providing that level of funding and what that does is it means that we have to take money out of our

019general fund in order to be able to to to meet those needs. Uh the great thing about this particular trip was uh everybody was talking about it. it it had bipartisan support in terms of working towards fuller or hopefully full funding but great more towards fuller funding. Uh and it was a great opportunity because everybody pretty much was focused primarily on that and that was the big that was the big conversation piece with each of the offices. The challenge was was that most of the Sacramento delegation was here in Sacramento uh because most of them are now running in competitive congressional races. The good news is that means they're here in Sacramento, which means all of you can have a chance to talk with them if you ever get a chance and you see them

020say you need to fully fund special education. So just just a a great talking point for each and every one of you. It's the it's the big issue right now, at least on the federal level for us. Uh, and trust me, every student is impacted because every dollar that every dollar that we're required to spend that they don't give us that they mandate that comes out of that comes out of the classroom. So, anyway, that was an that was an interesting point, but it was also uh nice to be able to go in and sing the same song as a as one course. And that will be it for reports. We'll now move on to public hearing. Uh this uh public hearing is to sunshine a proposal from the Roba Teachers Association to the Robla

021School District for the 2026 27 bargaining negotiations. This hearing is now open. I just want to share a little bit about where we're at with bargaining with the RTA bargaining unit. Um so this year um we are completely settled on all monetary items. So what you're seeing is um one of two potential articles that RTA can open and the district also has the option this year to open languageonly articles. Um it is our understanding from the teachers bargaining team that we may be bringing one additional article but they're wrapping up conversations with their unit. So that may come at a later date. Um the other thing is once we um finalize negotiations um you will find that we're going to have an additional article that will will be asked for approval um because it's actually

022carryover from last year and that's the teacher professional growth review cycle article. We created anou and 2526 to pause so that we could work through a pilot program and then come to agreement on contract language which we do have a TA on and you'll hear a little bit more about the pilot with the peer facilitators presentation. Are there any additional comments? >> Online comments. Okay, I'll entertain a motion to close the hearing. >> So moved. >> Second. >> Moved and seconded. Uh we'll do a roll call vote. All those in favor say I. All those opposed say nay. >> Trusty Cardona. >> Hi. >> Trustee Divine >> I. >> Trusty Barnes. >> Hi. >> Trusty Hamilton Starks. I >> trusty dooz votes I. Motion carries unanimously. All right, we'll now move on to presentations and

023information and we will start with uh item A the 202526 Roba teacher professional growth system update. Good evening, trustee, Superintendent Chen. Um, my name is Cheryl Coker and this is my colleague, Marcos Arnellis. Um, we are the peer facilitators that support the Rebel Teacher Professional Growth System and this is our annual update. All right. So, as Nicole alluded to, um this year the growth system has seen a number of changes. Um theou with the Reba Teachers Association at the end of March 25 outlined a shift in the program to align with the California standards for the teaching profession. Um as part of that agreement um those California standards for the teaching profession there are six standards with four to seven elements in each um standard. Um that agreement um agreed to focus on standards 2,

024four and six for the 2526 school year. Um, also part of that agreement for the 2526 school year, only temporary and probationary employees would participate in the review process. Um, another provision of thatou was um that certain job types would use um previous existing rubrics as that are housed on the frontline platform. Um those job types that were called out were the preschool teachers, speech language pathologists, psychologists, program specialists, nurses, and social workers. Um the final um provision of theou was a pilot program to um where permanent teachers could volunteer to participate and then as well as include assistant principles as facilitators. Um this the CSTPS were refreshed for 2024 and then in July 2025 um the continuum of practice was released. These two documents um provide the structure and um support um the work

025that we did to build the program. Um also as part of our work transforming the growth system um we researched digital platforms that could support that work um and thanks to your passing last month um we are in the process of implementing the new perform platform from powers school to help support our let's take a little um deeper dive into some of the changes and the impacts to the program. Um so in essence thatou split our rebel of teacher professional growth into three different structures within our system. Um the first group are those CSTPs those California standards for the teaching profession. Um temporary and probationary teachers including interns were there um using that standard 24 and six and so we have 31 participants there. The second structure were those um called out job types um

026that used the previous existing rubrics and there are nine participants there. And our last one was our pilot where we had those permanent volunteers. We were got 11 teachers to volunteer this year. Um and they're either working with uh Marcos and I the peer facilitators or we also included four assistant principles. That group is giving us lots of feedback. Um Marx is going to delve into that a little bit later. Um is in terms of numbers like thank you. Um so in terms of the breakdown of those facilitator case loads that principles and directors are seeing so they are the ones who are seeing all of the probationary and temporary including interns. So you can see the first column are the CSTP group. The second column highlights those in blue are those frontline group and

027you can see um the numbers of the case loads are still very high um especially for like Borowitz who's balancing two different systems um new house and very high case load. Um Marcus is going to go ahead and share a little bit more about the historical numbers and Let's see. Oh, there we go. Okay. Well, here we'll take a look at the number of participants over the last few years and looking forward to the next couple. If you'll take a notice uh prior to this year, 25 26. Our numbers were pretty stable in the 70s or so uh with uh about even numbers of permanent probationary. But you will notice that that number of probationary is ticking up and the number of permanence is going down. When we get to this year 2526, as Cheryl

028had mentioned, uh we are implementing the pilot program of our CSTV based system and that uh resulted in permanent teachers being pushed off a year uh except for those who chose to volunteer uh to give us some feedback. And so the numbers for 2526 you'll see there are just probationary interns. If we go into next year, we'll see that now we're starting to include those permanent teachers who will now be back in the review um in the professional growth system. And those numbers are pretty balanced about 20 and 20 or so, but these numbers will fluctuate as we have uh teachers joining us and teachers uh leaving us. So those numbers will will change just a little bit. Um what you'll also notice is the last year we have up there 2728. Oh, uh over

02927 28 you're going to see that we have a large number of uh permanent teachers joining the professional growth cycle again. Um again as a result of people coming back on track, people moving over from probationary to permanent status. Okay. And so now we Thanks, Chuck. All right. Now, thinking about those pilot teachers, those teachers who volunteered to give us feedback on our on our new system. We have here some just some thoughts that people shared with us. So, if you wouldn't mind taking a moment just to glance over them. You'll notice that one of the overwhelming sentiments was that switching over to CSTPs was a welcome change. A lot of teachers had mentioned how being able to do that allowed them to have a common language to be able to share and share their

030their growth goals with others uh to be able to focus on their their growth as a whole as a teacher as opposed to the um more focused uh system as previously laid out. So we we got a lot of positive feedback from that and as Cheryl also mentioned we are in the process of switching over our system to using the perform platform which is um based on the the group hours and one of the reasons for that is our previous system frontline uh had some userfriendly challenges and uh perform uh the technology available with perform um will address a lot of those challenges such as um being able to save work as they're working on it. An autosave function that seems like a small thing, but it is really helpful for a lot of a

031lot of teachers. Um being able to get notifications through the system, uh being able to document things as accurately as we can and uh so just some of those technological features that perform provides uh we believe will provide for a much more userfriendly system. Uh not to mention that this system will allow us to make changes uh as they're needed and help allow us to develop those tools that will support our our teachers and staff as well as all right so thinking about where we are right now what our next goals are going to be our first goal is once um excuse me at the conclusion of bargain ing. We're going to be able to then finalize any calendars, due dates, uh establish the CSTP goals that people will be focusing on within the system.

032And then that leads us to our second goal, which will be to uh finalize all the digitalization of everything, moving every everything over from right now where it is at uh in frontline or in our Google drive system over to the perform platform. Then our third goal is going to be to train everybody. that will include our certificated staff and our administrators both uh uh processes of the professional growth system but also in the use of the our our goals for the upcoming year and those will be done over the course of orientations at the start of next. >> All right, so that's what we have for you. If you have any questions, we'll be happy to take questions. Um, so I'm curious. I know that the the the previous system was developed in in

033coordination with with staff in order to really kind of get away from just the traditional evaluation system and really develop a system which which is what you want to do which says basically to provide professional growth in areas. How is this system different? Uh is is it more of an evaluation system? I mean I I'm I'm just I'm curious why the change. So one of the the the main driving forces behind the change was uh when the initial system or the the system that we had previously was developed uh the district was really um investing in sore training and so a lot of our teachers were being uh were provided professional development in the sore teaching which is based on on standards within California but as we've stepped away from that we were finding that

034our newer teachers weren't as getting that same level of training with the slower uh teaching And so, uh, one of the overriding, uh, questions was, well, how do we support these new teachers coming in? They're not getting that same. >> And so, the thought was, well, the CSTPs are what they're learning when they're in their preparatory programs, whether an induction, they're working with um with CSTPs. And it's provides again a common language that that everybody who's coming in from other districts or other or uh teaching preparation programs are going to be familiar. and and it is still based on uh teacher professional growth. If we take a close look at the rubric, all of those standards um within the continuum, which is uh really lays out what that professional growth will look like at their

035very >> and then the software system that you're using is actually going to be more conducive to that. >> Exactly. As we're switching over to that new system, now we can develop it within uh or switching over to the CSTV based um professional growth system. Now we can develop it on this new platform uh which will allow us to to really um provide supports for those teachers. >> How do some of the more experienced teachers feel about the change? >> Well, some of the feedback that we've received, those pilot teachers, they're all um they're all experienced permanent status teachers who volunteered to share with us um how they felt about it. And what we're seeing is is a welcome um that is a welcome change that addressing this our professional growth through the CSTPs allows

036us all to look at the >> absolutely >> okay and power you use p school for anything else or >> as of right now it's it's new to our district so u so right now it'll be used for uh the professional >> any additional questions or comments Thank you so much for the presentation. >> Thank you. >> All right. All right. Now, we're going to move on to item B, African-American Student Success Network Case Study and Student Outcomes Update. >> All right. Good evening. Um, Principal Benjamin and I are going to share with you a little bit of the work that we've been doing over the past three years. This is our third year of working with this network. So, I'm going to start off with sharing with you a little bit about what the

037African-American Student Su success network is. Um, the African-American Student Success Success Network is a collaboration with the California Collaboration for Education and Excellence. California Collaborative for Educational Excellence is a state agency that works with LEAs to help uh look at student improvement um and addressing specific student groups. This network is also in conjunction with the California Association of African-Americans African-American Superintendent and Administrators. A lot of long names here. Um so we work with a team from the California um CCE as it's called as well as representatives from CASA. The network is as focused on supporting local education agencies, as I said, in looking at our data, identifying barriers, and implementing evidence-based practices to improve the academic, social, emotional, and lifelong outcomes for our black students in California. We are one of 10 networks currently working

038with CCE. I hope you don't mind if I refer to them as CCE. Um, and these are the networks that are currently working with them. You might ask why us? If you had noticed on that slide, we are the only elementary district that is currently working with CCE. Um, but if you look at our data, our statistics and to and to who we are, um, and when you look at California and Roba, we serve a larger percentage of black, African-American, um, and brown students than what's currently in the state of California. So, we have a high percentage of those students in our district. We also, if you look at by school, you'll see where those student, our African-American students um and the other uh brown and black students lie within our district. We chose Taylor

039Street to be part of this collaborative work because it holds the highest number of African-American students for our district. As I said, we've been on a three-year journey so far. Um in the beginning the process was looking at our data and identifying our problem of practice. One of the things that we really noticed was the attendance you know attendance overall chronic absenteeism daily attendance and suspension rates. We also looked at the academic performance of our African-American students. So in year one we focused highly on that attendance piece and we looked at like what what is bringing our students to school? how can we as incentivize our students to come to school and is there something that we're doing that we can identify is bringing our students to school. So part of that year we looked

040at we had the Freedom School at Taylor Street School. So we looked at the attendance at Freedom School um and overall to see if that brought up the attendance rate but we couldn't make a direct correlation with attendance and and the afterchool program. We did find from talking to our students u doing interviews with our students that they really enjoyed the freedom school especially the piece called harambe and uh Roberts was very uh responsive in increasing the amount of harambe to hopefully again bring those students to school knowing that that was something that was going to happen more often. The second um year we really looked at the dedication of our community outreach assistant at Taylor Street School who focused working with our African-American students and their families um and that role that that played

041and then going from year one to current um principal Benjamin is parent looking at parent engagement and the homeschool bridge and connecting with the families and just building that inclusive environment that welcoming environment for the students. our African-American outreach position. As you know, we've had a number of different people in that position. We're happy to say that the individual that was holding that position last year um is now working towards a teaching credential. So, she is working in the district as an intern, but which means again we have lost some consistency in having a person in that position. This year, we do have the community school grant. So, we looked at the community school liaison and what role can that person play. So, we've been looking that this year at that. It's like how can

042they fill this gap um in the time that we have not been able to find another African-American outreach or can they do the position um and and meet the needs in that way. So, that's where we're standing right now in terms of our strategies, our data learnings. Principal Benjamin is going to go over some of the data, but we have learned that with some intentional focus and some really looking at our students, who they are, when they're absent, um, reaching out to families that we can make a big difference in attendance as you well know because you've heard many times about her winning the attendance challenges at her site. She's going to sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh

043sh sh sh sh share with you some increases in the ELA and math scores for African-American students and the decrease in suspension rates, which overall our district does not have high suspension rates, but the dashboard sometimes is a little uh deceiving because you see like you go from green to yellow, but that might mean one suspension when you look at the our numbers. So, she's going to share all that data with you all. Um, thank you, Ryan. So, I'm going to show you, um, I like to say the good stuff, right? Um, so the data that shows this particular slide was showed at CASA around all of um, Miss Lion had mentioned all of the districts that are in this network that we're in as well. So the red line represents all the African-Americans in

044those districts along with ours compared to the state African-Americans in both ELA and math. And as you can see um the students within those districts including ours are performing a little bit better than the state um African-Americans as well both in ELA and in math. So that's showing a lot and saying a lot about the network and the work that's being done with our African-American students. Um so to drill down to Robin specifically, we went back um from 23 24 25 and then October of this school year and recently of last week. Um so you can see the district overall is in the 90s. Um and then the African-Americans have been fluctuating between 91 currently now at 92. For Taylor um last year it was a huge year at 96. I mean that's great. um

045historically has been really low. There has been a dip, but we are making our way back up um and at 93 and then same with our African-Americans um in the 90s. Last year at 94, which is great. Um and then there has been a dip, but we're slowly making our way back up. uh chronic absenteeism similar u we went back to 20 22 as the baseline and then we have 23 24 and then our current data and as you can see it is decreasing which is the the way we want to go which is down um just highlighting even in the blue in October at 14% which is great and then 20% um and then currently now we're at 28 which is a little lower than the district 34 so we're moving in the right

046ction. Um, and I'm going to talk a little bit about that. Um, at Taylor specifically, um, with our push for attendance, um, she had mentioned we had a designated BCOA and this year our community school leaison is really, really doing a great job working with our office staff and families around attendance, continuing that work at Taylor in suspensions. I'm not going to spend a lot of time on this, but um like Miss Lion mentioned, it's not high for the district um or the African-Americans um districtwide is about 3.5 at Taylor last year was 1.4. So, it's decreasing um overall for overall Taylor and for our African-American students, which is way lower than the state suspensions. So for ELA, we wanted to highlight that if we look historically at Taylor and the district, um we're doing

047pretty good. Um we could see in the 20s overall in the district, Taylor last year was in the 30s, um 32 and then the Roba African-Americans in as a district also improved from 22 to 36 and then at Taylor we went up from 22 to 43%. Um, and she had mentioned Taylor does have the largest African-American population. So, that's quite a few students that jumped from 22% to 43%. The 49% is represented just the California overall um ELA standards, students meeting those standards. Uh, similar for math. I mean, we still we're we're moving up. Um, we're putting in a lot of work for that. districtwide is in the 20s. Taylor similar um we went up from 24 to 25 and then the Rob overall district African-Americans 16% and last year we went up from uh

04820 jumped from 10 to 20 and then to 24. So again, we're moving in the right direction overall California students meeting standard just overall is 37. So we're that's kind of the where we're trying to get to. Um lastly, one of the the key things every month we meet with CCE and CASA the part of the CASA and we are really focused on the intentionality piece of it. Um the work that we're doing in that network along with all the other districts is really impactful because we just don't talk about it. We're in there doing the work. We're talking about what's happening, how it's happening, and we're sharing ideas. And I just I'm really proud of Taylor. I've been in the district a long time. Um, and just historically just to see this movement um,

049with our African-American students and African-American students across the district, it's really great to see. And I do want to say thank you to the board members that are able to go to the um, CASA conference. It makes it people are like, "What? You have board members here?" So that's really great. It shows the support. And I think that's all. That's it. >> Any questions? >> Um, want to add one little piece that happened after we put together this presentation. We recently went into a partnership with Parseek, which is a a dashboard that compiles all our data and gives us an opportunity to really quickly and easily home down to different student groups and whatnot. And I just wanted to share that working with these partners, um, they shared with us, they saw our data with

050our African-American students and they were like, "Wow, you guys are making gains faster than anybody else we're seeing. What are you guys doing?" So even though we don't have our students where we want them yet, we aren't moving the needle and we're moving the needle faster than other districts in the state of California. That was really positive, good feedback to hear. >> Questions? >> I have a comment, I guess. Um I just um thank you for this presentation. I'm really excited to hear that the numbers are moving and growing. Um I do kind of want to give a sh not kind of I do want to give a shout out to Roberts Family Development and Mr. Roberts and the work that they're um partnering with y'all and and doing. I know that we might not

051have the data to show a direct correlation. I do believe that they're import an important part of the um of the strategy and so I just want to give them um a shout out for the work that they've been doing. So yeah, >> I second that um Roberts Family Development Center and Daryl Robertson in the back. You you can raise your hand, you know, leave. So a shout out to him. I I do have a um a question. So, I I love the approach that um that that you were focusing on um the students that that that showed up um and and you because that those are best practices, you know, why you can you can continue that. You also also focus on the ones that didn't show up and figure out why. Can you

052tell us a little bit about about this? >> Sure. Um so, those would be like our chronic absenteeism. So, we have um a lot of students that move in and out of the district as well. Um and then we had some that were um I guess you can see just um living with other family members. So it's just kind of hard sometimes to get to school. So that's where our um dedicated BCOA and our community school liaison kind of steps in and do what we can to help them get sometimes we have bus cards and you know so things of that nature and being in contact with the family we get to know what's going on. Um and so that's been very helpful as well. So generally it it has to do with kind of

053living situations. >> Tell me a little bit more about intentionality. What do you mean by intentionality? Um, so I think for since beginning in the program, um, we've been very intentional in, um, addressing and being, um, I guess, you know, authentic with the data around African-American students. In this particular case, historically, they have had the highest suspension rates at Taylor. Um, even the chronic absenteeism has been really high, the suspensions have been really high. So, being intentional with, okay, well, why is that? And having those open conversations, which aren't always easy, but having those conversations with the staff. I want to give a huge shout out to the staff as well. Um, and then looking at best practices within the classroom. How can we address student that are struggling with learning? Um, and one of

054the key things we found in here was there is a correlation with the attendance and being at school. >> What are we doing? Are we doing something different with our African-American students either than we were doing before or that we're doing with other students? Um I think in this case I want to say from last year when we had our dedicated BCOA I think there was this academic component that was happening as well. They were connecting with parents um to get students at school and then they were also doing an academic piece of it pulling small groups as well. But I feel like overall the intentional pieces all students um but having that dedicated person you know there to help with the additional academic supports um was key >> as well. I guess because I'm

055what I'm seeing here is what you're saying is by focusing and making sure that we're doing the basic blocking and tackling the basic things that we're supposed to be doing and we're intentionally monitoring and making sure that we're doing it for these students. It's getting done and it's showing results >> and which probably means that if we can do more of that with more of our students, we can see broader results across all groups. >> Okay. And I would just want to add in terms of the intentionality when you're part of this network as they mentioned we meet every month. So we are held accountable every month to um report on our data and share what we did right. So I think that holds her staff extra accountable, right? Because we know we have to

056report the data. So if she goes a month without discussing it in a staff meeting or discussing a an um a practice that is going to um be reported in the next meeting and obviously you don't want to report that right so I think that's the intentionality because we're also held accountable so yes can we should we duplicate this for all our students absolutely right so the conversations of intentionality and holding accountability should be um duplicated you know or a best practice in everything that we do. >> Well, thank you so much for the presentation and thank you so much for the work you're doing and I'm looking forward to future reports because I I like seeing success. >> Thank you. >> Okay, now we're going to move on to item C, special education update.

057Yeah. >> Yeah. All right, good evening. Thank you for having me this evening. Um, my name is Janet Horowitz, director of special services for the Robasa School District. This is my fourth year in the district, my third year coming before you and presenting data on where we are with our programs and where we're hoping to head. Here we go. These are our current numbers for the 2526 school year as of April 2025. Our total district enrollment is 2008 students kinder or preschool through 6th grade. Of those students, 351 receive special education services. Um that totals 17.4%. 4% which is slightly above the statewide average of 15.2 and about 1% higher than we were last year. Um these colorful lines here represent um each of the three years that I've brought this uh information towards you.

058Um the blue is the 2324 school year, red is 2425 and green is 2526 the current year. So at this point in time just looking at these to point out some trends for you. As you can see, our number of students eligible under the category of autism has increased pretty significantly over the last two years um for a total almost a 34% increase in students eligible under autism. um that can be attributed to a lot of things in the research um including better identification practices, but also um there is a component of during the um for the students especially in preschool that were growing up during the years of COVID that weren't receiving the same level of interaction with social peers. Um things like that that has resulted in some increases in those numbers. It's

059expected um however that our autism numbers will continue to grow. Um one thing that I've um noticed in our district that did you >> I'm sorry. I want I have a question. Can you tell me what the blue line and the red line and the green line? >> Blue is 2324. >> I missed that. >> It's okay. Red is 2425 and green is 2526. >> Okay. Thank you. >> So it's just if you look at you know you can see that pattern of an increase over the years. Um most of our other um eligibility categories have stayed pretty consistent in their numbers um with really minor fluctuations in identification. But it is that one um category of autism that is leading most of our increase in special. >> What is uh what is S? Wait,

060it's on here, isn't it? Speech language impairment. SLI, speech and language impairment. That is our largest category by far far because it also includes a lot of our preschool students who receive articulation services. A lot of the students that are eligible under speech and language impairment will exit from special education. >> So this is people aren't under two categories. Correct. >> This is primary disability. Correct. It also could be that a student with autism also has a speech and language impairment, but we're counting each student once. Okay, looking at it by grade level, um, as you can see, preschool is a lot of our numbers, as I said, because of speech and language impairments. Um, our sixth grade numbers, um, well, they're not really, they look like they're so much larger than sixth grade last

061year, but if you look down where you look, blue in fourth grade becomes red in fifth grade becomes green in sixth grade. So you if you look at your cohort that um sixth grade year is one of our largest groups for special education eligibility. Those are students who were impacted quite a bit during COVID um by having either distance learning or some of our students just didn't participate in learning during that time um for whatever reason and then we went through all of the the catchup from that. So there are quite a few students who are still continuing to receive special education services. Looking at primary program um speech and language only programs um have most of our students in them. Those are students who might receive 30 minutes a week or 60 minutes a

062week of speech therapy. Our specialized academic instruction can be provided as a small group pullout. It's sometimes provided as a special education teacher pushing into the classroom, supporting students in the general education classroom so that they're participating in general um education grade level curriculum. That's SAI. That's our next largest group of students. Um the next two are mild mod self-contained and extensive support needs self-contained classrooms are students who are in a special education classroom for the majority of their day. That could be anywhere from 51% to 100% of their day. Um typically the students will receive some mainstreaming. They will participate with peers for lunch, for recess, for art, for music, science, those sorts of activities. Um some students will participate in for um academics as well. Each students participation in mainstreaming is driven by

063their IEP or individualized education program. Um the small smallest program right now is our inclusion program. Um I know I've been talking about this every year for the last three years and as you can see we're showing some pretty successful growth in our inclusion program. That is one of the areas where the state is um encouraging all districts to ensure that students have meaningful access to general education programs. They have the ability to participate with general education peers to the maximum amounts possible. >> And we've done a significant amount of professional development in this area as well, right? have done quite a bit of professional development in this area because it's not just enough to have a student with an IEP in a general education classroom if they're not being supported and participating in a

064meaningful way. So, um over the past three years or the past two years coming up, we have a contract tonight for a third year. We've been working with changing perspectives specifically um at several of the school sites to increase um teacher and staff awareness and understanding of inclusive practices. Um providing coaching also um just ensuring that we are um providing best practice in that area. Um along those lines, I just wanted to share a little bit of a summary for you from um Mr. Sam Drezen, who is the founder of Changing Perspectives. Um we are so fortunate that for whatever reason, Mr. Drezen moved from Vermont to NAMUS three years ago. So we've been able to have a lot of access to him in person where a lot of districts have more remote um or

065virtual coaching. Um, in year two, Roba Elementary uh established two goals. That they would by May of 2026 create a system of communication between general education teachers, special education teachers, and pair educators to better support the academic and social needs of students receiving special education services. Also to cultivate a school community through relationship building, intentional language for all adults to view all students as their students by providing multiple opportunities for adults to learn about all students and for all students to learn about all adults. Um notable achievements at Roba this year have included um creating an inclusion leadership team, gathering data on current strengths and weaknesses within the school, developing a system of communication between all adults within the classroom. Uh Mr. Drezen has provided teachers with the opportunity to meet with him for one-on-one

066coaching um at the school site to empower teachers. they can bring students that they have concerns about to work with him and brainstorm ideas to help support those students um and to provide teachers with practical strategies. They have received professional development in multiple areas throughout the year. Um, Taylor Street is also in their second year with goals around developing a common inclusive mindset to be demonstrated through the use of inclusive language and actions that reinforce that all students are our students. Um, and to clearly define the roles and responsibilities of all educators. Um their achievements include increased consistency and shared language across campus, a cycle of feedback model to support identified teachers in their practice through multi coaches coaching sessions and observations, increased teacher knowledge on specific disabilities, providing teachers with practical strategies to increase

067student engagement, and he noted a huge win, which is that our PE teacher at Taylor has absolutely seized on the concept of inclusion and is doing full inclusion for all of our special education students during the day, which is tremendous to watch. And um I would encourage you to ask Miss Benjamin to see some of the photos that she regularly sends me of our students engaged in activities. Um, I also just want to note that it was shared with me this morning just as a an anecdotal but data based um uh anecdote that uh we had an IEP uh recently for a student in the inclusion classroom at Taylor. This student came to us from a non-public school which is one of the private schools that only serves special education students. Um when the student

068came to us, they went into one of our self-contained classrooms and did some uh the next year some main mainstreaming. This year he went into full inclusion and he is currently reading at grade level which is just an incredible progress to see in just a very short period of time. Um the other schools participating um have included Rob Preschool which is um working on increasing their knowledge around inclusion and how that fits into the early childhood education context um and uh building in inclusive mindsets with assetbased language. They received professional development in a common understanding of inclusion, taking a deep dive into assessment um and also understanding how to use um flexible seating, fidgets and other occupational therapy tools to build student success. Um Main Avenue also is in their first year with common uh

069changing perspectives. They developed a common definition of calming corners which they really wanted to focus on this year as a team. Every classroom now has a common a calming corner and is able to explain to students how to use it effectively as a reset area with the opportunity to rejoin the classroom and engage in activities. Um they've also created an inclusion leadership team and are working on an alignment of inclusive mindsets throughout the campus. So that's where we are at this point in time. As I said, we are um bringing forward a contract with Changing Perspectives for a third year. Um I've again worked with College Futures and secured their support in helping fund this program for us as they see the benefits of all students being able to participate meaningfully in the general education

070program. Any questions? >> Thank you. >> No questions. This is a comment that um this does show um how everything is connected the the the comments that that trusty douch um mentioned earlier about the advocacy superintendent Chen and Trusty Duth um and how it's all connected. So might be a good time for you to repeat what you said earlier. >> Yeah. Yeah. Well, with with the increased demand and the need, the reality is is that the need is there. And regardless of whether the federal government sends us the money or not, we're required to provide the services. If they're going to mandate it, well then my attitude is they ought to make sure that they fully fund it. So once again, if you come across any of our congressional electeds, that would be what Doris

071Matsui, Kevin Kylie, and uh Dr. Ammy Bara, come across them because they're they're they're out and about. They're campaigning because they want to they want to stay in Congress. Make sure you tell them fully fund IDA. Real simple. Fully fund IDA. >> Well, funding is a concept that's been near and dear to my heart for >> too long. >> 30 years now. >> Um, and just as a number for those of you in in the audience in case you aren't aware, um, the federal government provides about 12% of the funding for special education. when um IDEA was um adopted, they stated they would provide 40. They've never provided more than I think the max I ever heard about was 70. >> Yes, exactly. And and once again, as we're getting better at identifying, we're seeing

072the numbers of students go up. We're not seeing any additional resources come our direction. And uh once again, even if you don't have a student whose special needs, the money is coming out of that classroom in order to help address these needs. So all of our students are affected by their lack of uh commitment to full funding. >> Thank you. >> All right. Now, we're going to move on to uh professional learning support teachers pl update. Hello and good evening um everyone. My name is Alicia Wed and here with me we have Lindseay Clark and John Byum and together we serve as the professional learning support um teachers of PLSTs. So today um sorry I'm a little nervous. Um we are very lucky to be in this role as PLSTs. Um mainly because we get

073to work together. We make an amazing team and we get to see all the amazing things happen in the district. Today for this presentation, we will be sharing an overview of our role as PLSTs. Because our work spans many areas across the district and how we support teachers as well as the district, we want to give you a clear um picture of what it looks like in practice. I will begin um with um how the support we provide. In this next slide, you will see a list. You will see a list um of support that the PLSTs provide to teachers here in the Robus School District. We provide support with unit and lesson planning. This includes unpacking grade level standards, also refining lesson structures and backwards mapping. We also support with navigating the other curriculum

074programs we have here in the district. PLSTs also provide demonstration lessons which entails planning and teaching a lesson in a teacher's classroom, modeling a specific strategy or area of focus that the teacher would like a little bit more help in. We then debrief the lesson and see what we can do and provide that teacher so that they can implement it as well. Observations with feedback. So this is when a teacher will request that we observe them and provide some feedback on a specific area that again that they want to focus in on. So there we're able to focus and highlight the good and the positives as well as point out some areas of growth that we can work on and focus on and work together to um improve on. Guided observations. This is our favorite

075support um because it can really impact positively so many and everybody involved in this. In this process um a teacher will go observe another teacher in um their school site or at another school site. A PLST will provide coverage so that they don't have to do subplans so it's like low stakes for them um and teaching isn't lost. And another PLST will accompany that teacher to go do the observation. The PLST is there to highlight the high um the pra the teaching practices that are occurring and also to point out little details that we would probably go over our heads but that are super important and can really shift and change the lesson for the positive. And so after that a PLST will sit with that teacher and debrief and go over the lesson and

076then see what ways that they can start implementing those strategies that they saw in the classroom that they observed. um shortly after they done the observation. Classroom management's a big one. Um because we have uh newer teachers in our school district, we provide teachers with um building consistent routines, clear expectations um and helping them implement proactive strategies that m maximize instruction instructional time. And lastly, with assessments, um especially primary, there's a lot of one-on-one assessments that need to be completed. So, uses will go in and um teach um the lessons so that teachers are able to do those assessments with their students to see their growth progress. So, the teachers we have supported. So, this is exciting. So, we are on pace to work with 100% of the teachers through peer observations by the end

077of this school year. Um, we're currently at Maine conducting peer observations. In addition to the peer observations, we've worked with 64 out of 78 teachers um ranging from TK to 6th grade this school year, providing individualized support on a weekly, bi-weekly, or as needed basis. Of the 64 teachers, 16 of those teachers are cons are in their year one or year two of teaching. And we're really happy that we've been able to provide individual support, individualized support for them. As well, in the next slide, you're going to see the um the support that we've provided with teachers and grade bands. And so we have TK K first, second, third, fourth, fifth, and sixth. Although supporting our newer teachers remains a priority, they account for about 25% of the 64 teachers we've provided individualized support for.

078Um, the largest portion of the support falls in the range of teachers with six plus years of teaching experience. they make up about 42% and that's roughly about 27 teachers of the 64 teachers we've supported this school year. Um the next group, the next portion that's the second largest is the teachers from 3 to 5 years almost about 33% and that makes up about 21 teachers who have sought out individual support by a PLST. We're really proud that we've been able to reach and provide individual support for an additional 82% of the teachers aside from the 100% um goal that we're going to reach by the end of the school year. >> Quick question. Do you do any work with like long-term sub substitutes? >> Yes. Yes, we do. >> Yes. >> Yeah. >> No

079question. By the way, by the way, I asked that because when I had spent time both as a classroom teacher and as a long-term substitute, I'll tell you, >> I really could have used your help. >> We provide support with planning as well as assessments because they're, you know, it's new to them. Um, so we're in there. doing demos. >> Uh, another thing we've been doing this year is supporting school sites with their individual initiatives that they have at their sites. Um, at Bell Avenue, for example, the focus was on guided language acquisition design, also known as GLAD. Um, as a glad train school, uh, Bell expressed a strong interest in continuing this work and deepening their practices. To support this work, I partnered with uh principal hall and a glad trainer to support coaching

080cycles focused on effective teaching strategies. Teachers chose either a new strategy to them or a strategy they've been working on but would like feedback and would like to grow in. Uh they teachers were able to meet with the coach and myself to plan for the lesson and were observed later in the week. They then received day of feedback for their lesson. Uh we later built on this work uh by connecting peer observations to glad strategies and student engagement. We will share about peer observations in a few slides. Overall, teachers provided uh positive feedback and found the process um very valuable. At Main Elementary School, their initiative was to focus on strengthening kinder through sixth grade phonics instruction. Um we collaborate with the principles Sarah New House and Dedra from Skoey to support the implementation. At

081the start of the year, we worked um with teachers to define what highquality phonics instruction looks like. Um the process on how to approach this looked different depending on the grade level band. And it was based on a six-step phonics instructional um like an template like a alignment of of um to follow. So PLSTs co-planned and modeled a 4-day phonics lesson and demonstrated these um in the school site. So depending on the band, we provided that 4-day lesson so that they can see all six steps and how it progresses from day one to day four. We also provided coverage for um debriefs for teachers who went to other school sites to observe a phonics lesson of a teacher who super experienced in that grade level. We also facilitated debriefs of teachers observing one another or

082requesting that a PLST observe their phonics lesson so that they can debrief and see what they can do differently um to improve their phonics lesson. After the initial work, we realized that the grade level bands needed to move into different directions. I worked with second um kindergarten to second grade to continue the phonics to continue working on phonics while third through sixth grade shifted and um their focus went into reading comprehension. So I supported kindergarten through 2 grade by analyzing the screener data um and working alongside the intervention specialist at Maine um to strengthen tier 1 classroom instruction. We used the data and created targeted small groups based on the students needs um and allowing instructions to be more intentional. Um this approach varied across grade levels. Some um kindergarten focused on centers and how

083they can utilize centers differently so that they can target those um those groups. Um first and second grade shifted their sixstep phonics lesson and created small groups towards four, five and six steps. Um, and that vary depending on the day and what the lesson was. Maine is currently doing peer observations as we've mentioned that will be discussed shortly. Um, and teachers are focused on specific areas within the sixstep phonics structure to observe and debrief on. I was able to support the intermediate teachers at Maine when they shifted from their phonics instruction over to reading comprehension lessons. and we were able to do something that we haven't really done before in Robola, but we've been talking about for a while. I went into a fifth grade classroom over at Maine and taught a full reading comprehension

084lesson. Lindsay and Alicia came with me and they filmed my entire lesson, which was about an hour and 15 minutes. During that lesson, I was really focused on supporting comprehension skills before students read an article, while they read their passage, and then after they read that passage. Once we filmed the the lesson, the third through sixth grade teachers sat down and watched large chunks of that lesson. Their job was to discuss the strengths, but more importantly, they were looking at missed opportunities of my lesson. They were looking for spots Whoops. that could be clarified or where students were under supported or maybe they were oversupported. We really look forward to adding to our video library because they're really great tools for reflection and growth. Something new this year that the PLSTs have been excited to

085support and facilitate is the introduction of Robola's instructional model. An instructional model is where the teachers come together and we define what good teaching looks like. It's based on the educational research of Dr. Robert Marzano and it's a researchbased framework that guides how instruction is delivered. We want to make sure that everybody is emphasizing and prioritizing the same things in teaching. and to create that common language that allows teachers and students to talk about teaching and learning regardless of their grade or school subject. This year we had three professional development days with Dr. McGee, a representative from the Marzo Resource Company. She's worked on engagement, direct instruction, ways to assess, and practicing and deepening lessons. What's great about these is that they apply to TK teachers, music teachers, art teachers, because everybody has to engage,

086do some form of direct instruction, assess their students, and have their students deepen their understanding of the content. When we were implementing this work, the PLSTs collaborated with site principles and staff to establish a instructional model share out practice. What this entails is teachers receiving professional development, trying new instructional strategies in their room for a few weeks and then sharing out at staff meetings individually for about five minutes about what they tried, when they tried it, and what was the imp what was the impact on students. For example, in August, Dr. McGee came and our focus was engagement and direct instruction. Following that professional development, we helped teachers set goals on increasing the engagement in their classroom. They went and tried new strategies from the professional development. They came back and reflected with each other

087about how those strategies went and how what was the impact on students. We repeated this process again in November when Dr. McGee arrived for her second time. We continued to work on engagement direct instruction and teachers set goals on enhancing their direct instruction. Again, they tried some different techniques from the professional development and they came back and shared out what the impact was on students. Most recently, Dr. McGee was here just last month working on ways to assess and practicing and deepening lessons. Again, teachers are setting goals, one from each area, and then they will be trying strategies in the room and coming back over the next few weeks to discuss what the impact was on students. We're really excited about the arrival of the instructional model and expanding and deepening our work over the

088next year or so. Thank you. >> Can I ask you a quick question? >> What does it mean by the bottom of the last slide, teachers spent about five minutes in pods? >> Yeah, I can I can clarify that for you. >> Okay. Uh, at our staff meetings, teachers were in pods of three or four. >> Oh, okay. >> And they just shared out for about five minutes each about what they tried in the room. >> Okay. I didn't know if like they were like typing it into like a system or stood for something. So, I just wanted to make >> uh peer observations. Uh, this was our second year implementing peer observations here in Robla. It's a simple but powerful process where teachers have the opportunity to observe a colleague either in their same

089grade level or a similar grade level. um teachers uh observe but are also observed themselves and receive feedback. The goal is really about creating a culture where classrooms feel open, not isolated, where teachers can learn from each other in a meaningful way. It also keeps instruction at the center of our conversations where we want it to be. Uh new this year, we were more intentional about connecting peer observations to site initiatives as well as district instructional model. Each site chose a common focus such as GLAD, phonics, math. During these um teachers focused on engagement and direct instruction as mentioned during the instructional model we wanted to make that connection. Uh this gave the observation a very clear focus like what they were going uh the peer observation process uh requires some planning and logistics behind

090the scenes. Uh we start by meeting with the principal to decide on each site's focus. Then we went to staff meetings to introduce the process and collect teacher schedules. Uh from the beginning we wanted this to be as seamless and low disruption disruption as possible for teachers. Uh we didn't want teachers have to rearrange their day. Um so if a one teacher taught math at 8:30 or one taught it at noon, that's when the observations happen. Didn't want anyone having to move anything around. Uh we also had to be mindful of things like enrichment, field trips, and other events that impact the school day. Uh from there, we built the observation schedule and provided classroom coverage. So we were the ones coming covering the class. That was a big priority for us. We didn't want

091teachers to feel like they were losing any instructional time by being out of the classroom. Uh so we stepped into their classroom. We taught what was already planned. So no lesson plans needed. Um and during the observation, PST would accompany the observing teacher and then facilitate the the debrief after. Uh we have completed peer observations at Taylor, Glenwood, and Bell. We are currently in Maine at working at Maine and then Roba will be in May. We will have done all five sites by Oh, whoopsies. Um we can share the work we do, but we thought it would be better for you to hear about the experiences of the teachers that we work with. Uh we have included testimonials from teachers uh we work with um that are at all stages of their careers from it

092being their first year to you know 10 years to all the way to 25 plus years of experience. Uh we also included a few principal testimonials this year sharing what it's like to partner with us and have support on their campus. Uh these testimonials are included in our presentation. I know um the font's a little bit small so I just wanted to highlight a couple sentences. I didn't want to read them all, but um from a uh DLI combo teacher uh with eight years of experience, uh she stated, "I have received support from multiple PLSTs over the past 5 years, ranging from collaboration to support evaluations, informal observations to receive feedback, coverage to observe peers as well as join PLC's, and more importantly, now math lesson support with her combo class. Although I am not

093unique in receiving the support from PSTs, I am very appreciative of their openness and willingness to push in with whatever task is necessary for my professional development across multiple and then back here um from principal Benjamin. Uh their presence on site is strong. They actively support lesson planning, participate in both grade level and site PLC's and even serve on our leadership committee. Their depth of instructional expertise is evident in the way they effectively support both new and veteran teachers, helping to strengthen teaching and learning across our site. So those are there if you'd like to read them. And next year, uh, next year we want to continue to build on the progress of peer observations. Our goal is to make it that all specialists, including enrichment, ELSTs, intervention, and special education staff have access to

094this meaning and relevant experience. uh for example, an art teacher should observe another art teacher so that those strategies are relevant to what they are doing on a day-to-day basis. So that would require some cross school um observations. We would like to also continue with the uh cross school observation opportunities. This would allow staff to learn from best practices happening across all sites. Uh for instance, at some uh some of our tailor teachers are being glad trained. So it' be really beneficial for them to go to Bell um where GLAD has been around for a while and observe teachers there um to see it in action. Uh we also want to move towards a more authentic lesson study model. This is where the teachers actually plan the lesson together. One teacher teaches it uh they

095debrief after they make revisions to it and then the second teacher would teach it and then they would be observed. And so that would show the importance of planning, you know, constantly refining our our practice. Um so that's something we would like to work towards next year. Um pop-up PDs will also continue to be an important part of our work as it allows us to provide just in time support for teachers. We want to keep identifying and offering sessions that meet emerging needs throughout the throughout the year. Uh we're really excited about the direction we're heading next year and the opportunities it will bring. Thank you. And we're happy to answer any questions. >> Thank you. I have two kind of thoughts. Um one is thank you. I love this idea of um you know

096co-planning a lesson and and I um I have been like asking this question like why don't we have like an intervention model for the district like across the board but I think um I I understand there might be some nuances and like the different strategies but I think that um having someone who's glad trained observe someone else who's glad trained might um continue that buy in and continue you know to have an impact on the district. My other question was I was looking at um the instructional models and I was looking at the different plans that schools had, but I noticed that there wasn't um a goal or a plan for Taylor or Glenwood and kind of wondering why um certain sites partner with Skoey forus and initiatives and currently Maine and uh Bell have

097those those plans in place. So that's why we were supporting >> I guess it's a a note for you is that I would like to see this like at all the school having like a goal or a plan. I'm sure they're all like they're all connected some sort of way. So to see it AC some consistency I think would be helpful. Um because I think when we're looking at, you know, the little test scores and things like that, like we see some schools having a greater impact on things like reading and math. Um and I think that comes with having a goal and being I would say that every site has a goal. Like for instance, um Rob Elementary focused on step up to writing, but that might not be a goal that the PLSTs

098were actively involved in. Um, and I we do know that Glenwood is an AVID school, you know, and again, that might not be an initiative or goal that you guys have been. So, is that correct? Okay. Okay. >> Um, I I want to say a year or two ago, Taylor did have something with phonics and we came and we did what does phonics look like in the intermediate grades mainly because those teachers don't often have a lot of classical phonics training and I know Superintendent Chen was there for us when we did that. >> Couple of questions. So you talk about like at at Rob you're talking about you know the Marzano instructional model. What was the instructional model before? Was it like Paulo Fier? >> That's actually it's a really good question. Um and

099it kind of came up I think earlier soar I think was supposed to be an instructional model and co happened and things happened and the training kind of stopped for that. And so um the Marzano instructional model uh is a little broader than what we were doing in Soore. For example, in Soore, we were doing things like getting kids talking more in math and that was very very very specific. This is uh because not everyone teaches math, right? Your PE teacher doesn't teach math. That training doesn't apply to them. So our instructional model here with Dr. Marzano uh again encompasses everybody. Everybody's got to engage. Everyone's got to have direct instruction. it does apply through uh all grade levels and subjects. Uh this is just the first part of the instructional model, right? We're rolling

100it out slowly. Um but the major components are feedback, content, and context. Making sure students are getting that feedback, you're setting the content, um and that you have the appropriate context, building relationships, and and establishing connections with families. >> Yeah, I agree. It's a like I said, Paulo Farah Fer, I always mispronounce his last name. Um I I'm not a big fan of his educational model. I do like the science of educational science of teaching much much better. Uh it tends to be a lot more organized. Uh and it and and it's about driving about driving results. So I'm glad that you're doing that. The other question that I had was you were talking about in terms of the development of the lesson plans. You used the word you said authentic and I I'm asking

101what you mean in that context only because you know I I hear words like uh intentionality and I have no idea what they mean in terms of the context of education. Can you tell me what you mean by uh develop them in an develop a lesson plan in an authentic way >> for the lesson study? >> Yes. Yes. the lesson >> and and just a lot of teachers don't have the opportunity a little during the the regular year. >> I'm sorry. Thank you. >> And so it's a chance for them to really sit down and plan together and go through all those processes of a lesson plan and not in a >> kind of a low pressure like we're planning it together. We're going to teach it together. We're we're trying to create that culture

102where we're trying to learn from each other and it's not about being evaluated. It's about really getting the opportunity to learn from each other. >> There you go. I appreciate that clarification. That's really helpful. >> Okay, any other questions or comments? >> Thank you so much for for your presentation, for all the work that you're doing. >> Okay, now we're going to move on to consent agenda. I will entertain a motion to approve. >> I moved. >> Second. >> It's been moved and seconded. Uh we're going to do a roll call vote. Do we have uh Trustee Cardona there? Hi. >> All right, Trusty Divine. >> Hold on. I'm here. I'm here. >> Okay. Uh, we're on the consent agenda. >> Uh, oh, sorry. I'm entertaining a motion. First, let me remember. Did I entertain

103a motion to >> Okay, we have first we have a motion in a second. Okay. >> All those in favor will say I. All those opposed will say nay. Trusty Cardona. >> I. >> Trusty Divine >> I. >> Trusty Barnes. >> I. >> Trustee Hamilton Starks. I >> trusty dooz votes I. Motion carries unanimously. >> Oh, I'm sorry. >> That's okay. I would just like to speak to this item this evening um because it's always exciting to make sure that we're having an opportunity to welcome new leaders into the district and ensure that they have um some time to meet the board. Um, and on this consent agenda, we actually are welcoming two leaders, one of whom wasn't able to join us tonight, and that is Crystal Gonzalez. And she has taken on the role

104of the site community liaison um there at Glenwood School. And um, she comes to us from a charter background working in a similar capacity for charter schools. And she actually is a product of Roba and has family um, currently in Robla. So that is one measure of our students successes, right? Um and then our next um leader that we're welcoming actually is joining us virtually by Zoom and this is Kelly Briggs and she's going to become our special education director starting next school year. Kelly. >> Hey everybody. Thank you for inviting me tonight. Um yeah, I'm super excited to join Roba. One of the things that really attracted me to this district um is the demographics. I um am really passionate about the um lower income kind of demographic and having been a single mom

105myself and you know working my way up um I really it's just a passion of mine and so I'm very excited to join. I also noticed with um what I saw with Robot was that you guys have a really high inclusion rate for special ed students and that's really exciting to me and I would love to see that continue and really be a part of continuing that culture of inclusion. Um my background is I've been teaching for well in in education um started teaching about 15 years ago and I've been um this is I'm finishing out my sixth year sixth year in administration. I've worked in charter schools. I've taught um K through 12. I was a um special ed service provider. Um so I actually have a really broad kind of spectrum of experience

106which I think is really exciting and I'm excited to learn more and and join everybody at Robla. So thank you. >> Thank you Kelly for joining us this evening. >> Welcome to Robla. Welcome to Rob. >> Thank you. >> Okay, we'll now move on to action items. We'll start with item A. Approve 2026 27 comprehensive data assessment system. Amplify. >> Can I stop you for a second? >> Yeah. >> She came up and talked. We never did the vote for the um Was it the cassette? >> Oh, we didn't do the vote. >> Huh? We did not do the vote. >> Good catch. Okay, there's a motion on the table. >> Yes. >> And a second. Okay. Trustee Cardona. >> I. >> Trusty Divine. >> I. >> Trusty Barnes. >> Hi. >> Trustee Hamilton Starks.

107>> I. >> Trusty Doo. I. >> Motion passes unanimously. Can I move on to action items? Item A, approve the 202627 comprehensive data assessment system amplify. >> So moved. >> Second. >> Been moved and seconded. >> Discussion. >> I have a quick question. I was looking at the documents for this and I'm slightly confused. Is this an additional testing program that we're going to be adding or is this a data gathering? >> Mr. Pen is going to do a presentation. Oh, I'm sorry about that. I was trying to walk up here, but I was >> sorry. >> Come or not come. >> Well, there's my question. >> Okay. All right. Well, I'm going to give you some answers. >> Perfect. >> Um, I'm excited to be here today for this assessment system. I'm a director

108of curriculum and assessment of Mario Penman. Um, this is kind of a a timely thing needed for us. So, I hope that we um in the end decide to go forward with this and I'll explain why in a in a few minutes. So this is our agenda by a district assessment system from benchmarks and student support. The committee and exploration of assessment systems criteria for the assessment system assessment system was chosen and the platform information and the possible next steps. So, as some of you know, um, we've had TCI here for, I think every year I've been here, 19 years. And TCI was a teacher curriculum institute where teachers um, came together in all grade levels from all school sites to work on ELA, math, science, curriculum, mapping, and standards and assessment benchmarks. They did

109this every year for the 19 years I've been here to work on the assessment system and that took them five days. It was about 22 people. They built things into illuminate the system that the the data was put into. Um but in this this day and age with the advent of all the technology and data systems that we have um now they are so much more capable. They are more sophisticated and robust. And so it's time for us to kind of go into that direction. The admin of these data system allows us to access things immediately. So if I'm a teacher giving a test on ELA or math, I can access a chart of those students scores and what they need students um interventions to be immediately. And we don't have that. It's usually cumbersome

110for us to gather a lot of data. And so when Superintendent Chen said, "Can we get this data? Can we get this data?" it doesn't come immediately to us through our system. So this would allow us to have this immediately for not only the teachers but for the site administrators and for the district. We took a look at um I Ready Amplify and Renaissance. I do want to thank the committee. We had a a lot of meetings to process all of the information with these vendors. We met with EXL, I Ready, Amplify, and Resauce. And we met with a couple couple of them a few times because we wanted to make sure that we further ask some questions that we had questions about as we discussed them. And so I want to thank those um

111the director Cindy Lion and the A teachers and the PLSTs and Sarah New House. So this is a criteria for the assessment system that we looked at. We looked at a lot of things and some of the vendors that we looked at prior to the four that we chose um didn't make some of didn't um have available for DLI. Um they didn't have some components that we were looking for. So they were immediately eliminated and so we that's why we landed on four. I think for the one that we landed on I think the data easily accessible really stood out. The teacher resources in the platform also stood out and the length of the assessments and parent home connection really were a lot more robust than the other ones. One that we did choose is

112Amplify. I think that some of you may remember that when we did the K2 screener, the state offered us four choices and Amplify was one of them. We did um choose Amplify for various reasons from that criteria. It is an amazing platform that I have seen over the years. Um this is this is the best and the committee recommended this one um wholeheartedly. This data system allows teachers to see reports um immediately like I said for the benchmark. The dashboard info on the left shows an overall summary of how the overall class is doing in the skill area. The letter names, letter sounds, decoding, word reading. The one on the right shows a breakdown on the child's how how they also performed and it shows just a kind of like the CAS where it says

113above at below or well below benchmarks. So it gives the teachers an idea of where their students are. So when the teacher gives this to their kids right now this will pop up right after that session there. Also in this platform it automatically groups your students for you. Um it gives you the skill level at each area. So it'll group the students who need specific skill areas. The teacher can now take that information and have specific small group instruction immediately off the platform. Not only that, but on that platform which is extremely accessible to the teachers, they access activities in those areas immediately as well for those small group instructions. So that's a really nice component for teachers and students for that matter. There's also um a component which I really like which is called

114boost which is an overall for K6 students with intervention challenges. It can help them further learn. It shows around an 8% statistical growth for students if they are on this computer adapted program at least 30 minutes per week. Computer adapted means that it it gives them practice at their level. This is also good for coherence across our districts because we have used multiple multiple things across our district in different schools for ELA and math. This will take that away. This will go across the board where everybody is being coherent on what we're using for every child in our district in the area of ELA and math. >> Real quick, is this going to be accessible by the students also at home? >> It sure is. I was getting to that, but you're Yeah, it's accessible

115to the kids at home. Absolutely. This is the parent component. Um the families get something to see as well. The student reports comes right out of the system for the teachers to send home. Um they give activities for the families which is the one on the right side. It gives them exactly what to do for certain areas of the the the student needs. And so that's a tremendous benefit for the students as well. And yes, um board member Deloo, they can do it at home as well. So, I know the board last time at the last board meeting meeting, we talked about um budgetary considerations. We wanted to make sure that we are mindful of purchases. Um these systems are very expensive, but I'm going to um hopefully sway you in a direction that takes

116you away from that huge cost because we're going to also take away some costs. If you look at amplified K6, we didn't do any of that um K6. So, it was zero for 2526, but we had the Amplify K2 screener down below, which was $10,000. The system in 2627, which we're putting into tonight, is $130,000, but 10,000 of that we're already utilizing. So, that's already budgeted. So, that's why I put 120. 40,000 of that first year is PD. So, for the following year, 2728, it'll be $80,000. So, Renaissance was the other part that we were using as well for our ELA. That was $65,000. We are no longer going to be using Renaissance because now we're going to have Amplify to take over that piece. Um, we are going to keep 13,000 of that, but

117that's a saving of minus 52,000. And the reason we're keeping that Renaissance piece is because it houses our report cards and our teachers grade books. We're going to keep that for now until we find some other access point um to maybe get that out of there as well. And then TCI um as I spoke to earlier, that is probably around a cost of $40,000 every year to get all of those teachers together for 5 days to do all of that work that we were talking about. Now the system's going to do that for us. So that'll be a cost of 3 I mean a minus 35,000 on that. There will be some maintenance to be done when we talk about making changes like that. We have to change curriculum maps. We have to change assess

118assessment mapping. So that's why I have 5,000 still on there because some of that maintenance still needs to occur. If the board um next steps if the board approves tonight uh we plan on purchasing the product in May for next school year. The training would of course happen in early August in our first professional learning day. Any questions? >> Want to thank you for the budgetary considerations cuz Yeah. >> Yeah. I knew I was going to fight that one if I didn't have something and we do have some genuine concerns about that, but we have everything kind of I think lined out that it was going to be okay. And actually, we have some um state funding coming to us for professional development and early literacy or literacy in general from the state that's coming

119to us next school year. I don't know what they're going to give all the districts, but money is coming for that purpose. We could probably use some of that for this. >> And this is for all school sites, correct? >> This for all school sites, >> right? Will we be talking with our parent or with our parents to explain the printouts or are they going to get them emailed or >> We have um done that for K2. So now we'll have to because they had the K2 screener for for Amplify already. It's the same kind of system for for all the K6. So we'll have to do that for our three through six. And does this program allow you to translate it into other languages for when the students take it home to their parents

120if they are unable to >> It does allow us to translate in other languages. Um not you know like every language but I think it has like top four. >> Okay. >> And then of course we have the Spanish for sure because of the DLI program. >> Did did you have a tr a question trusty Cardona? >> No. No. all my questions being answered. >> Well, I'll tell you I'll tell you, you had me at one quicker and easier access to data. >> Uh, and then the ability to group students according to skill level and actually have examples of of of tasks and skill development interventions that they can focus on. I >> Yeah, you had me at that. These >> these programs are pretty incredible these days. Yeah, >> it looks like a pretty

121good uh committee ch Thank the committee. There's so many there's just so many different um vendors. It's hard to decide like which one going to have the uh greater impact, but I'm excited to see um how it works. And hopefully it's something easy for our teachers to use um and for them to um have the support to be able to do that. The thing that I would really love to see is there not to be like so many different places where our data is housed. So hopefully like this will kind of streamline some of that. >> I I think it definitely will because as I alluded to earlier, there's schools that are doing a whole bunch of different things and so we're not accessing it districtwide and I think that coherence piece is missing for

122sure. So this will take away some of that. >> By the way, I also appreciate you kind of sharing the process of how you arrived at it, who was involved in the process, the criteria that you looked at, and how you went through the process of elimination. that really >> made it easy for us to understand how you landed on Amplify. >> Thank you. >> Any additional comments or debate? >> Hearing none, we'll move forward to a vote. All those in favor will say I. All those opposed will say nay. Trusty Cardona. >> I. >> Trusty Divine. >> I. >> Trusty Barnes. >> I. >> Trusty Hamilton Starks. >> I. And >> Trusty Doo votes I. Motion passes unanimously. Item B, first reading, revised policies, regulations or exhibits. >> So moved. >> Second. >> Now

123this is this is actually a pre Okay, that's what I was going to ask. So this is actually approval of revised policies, regulations, and exhibits. Once again, I'll entertain a motion to approve. >> So moved. >> Second. >> Improve. Moved and seconded. >> Did you have any discussion? Anything you want to share? Um the one thing I wanted to note was the response to immigration enforcement that is uh something that is basically now being required by by law for us to approve. >> Correct. >> Okay. Is this significantly different than previous board policy relating to other law enforcement other law enforcement actions or enforcement? >> Well, the 1000 series applies to community 5000 series applies to students. Um, I will say there's an example, I think it's 5,145, um, where where we allow law enforcements

124to speak to our students, right, without informing parents. An example would be if they're investigating a CPS report, right? So, the immigration uh board policy one 445 outlines when um immigration enforcement or officers come to our campus, they are not allowed access to our staff or students without a court order. Right? We do not require a court order for law enforcements to um like interview our students if they're doing an investigation. So that's an example where we are not consistent, where we don't require a court order, >> but otherwise it's it's pretty much consistent. >> And once again, I wanted to share that because I just wanted the community to know we have always put students first, students safety first, we've always made sure that when kids come to school, when our students come to

125school, this is a safe place for them. And uh that's in overall when dealing with any law enforcement agency, not just immigration. So I just wanted to kind of point that out. Any additional comments or debate? No more discussion or debate. Move forward to a vote. All those in favor will say I. All those opposed will say nay. Trustee Cardona. >> I. >> Trustee Divine. >> I. >> Trustee Barnes. >> I. >> Trustee Hamilton Starks. >> I. >> Trustee Doo votes I. >> Item C. Vote and approve 2026 CSBA delegate assembly runoff election. >> So move. >> Second. >> But we actually have to uh we actually have to pick a candidate to whom we are going to endor to whom we are going to vote for either Sasha Sasha Vot or Dileia Bowwin. uh

126as a uh member of the delegate assembly, I my I I would throw my weight behind behind Miss Bowlan, but you know, whatever y'all think. So, as we do put forth a motion, it has to be to to vote for one or the other. >> I also support Miss Bowlan. >> Same. >> Would you like to introduce a motion? I would like to introduce a motion uh to cast our board's vote for Dileia Bowwin. >> Dileia Bowen been moved and second. Is there any additional discussion or debate? >> Hearing none, we'll move forward to a vote. All those in favor will say I. All those opposed will say nay. Trustee Cardona >> I. >> Trusty Divine >> I. >> Trusty Barnes >> I. >> Trusty Hamilton Starks >> I. >> Trusty Doo votes I. Motion

127passes unanimously. Item D, approve 1.0 FTE bus driver custodian position effective May 1st, 2026. >> So moved. >> Second. >> Okay, it's been moved and second. Is there any discussion or debate? Hearing none, we'll move forward to a vote. All those in favor will say I. All those opposed will say nay. >> Trusty Cardona >> I. Trusty Divine >> I. >> Trusty Barnes. >> Hi. >> Trusty Hamilton Starks. >> I trusty Doo votes I. Motion. Motion passes unanimously. Item E, approve and adopt dismissal of certain certificated probationary employees resolution number 946. >> So moved. >> Second. >> Been moved and seconded. Any discussion or debate? Hearing none, we'll move forward to a vote. All those in favor will say I. Those opposed will say nay. Trusty Cardona >> I. >> Trusty Divine >> I. >>

128Trusty Barnes >> I. >> Trusty Hamilton Starks >> I. >> Trusty Doo votes I. Motion passes unanimously. Item F, approve and adopt resolution number 944 increase in level one statutory school facility fees for 2026. >> So moved. >> Second. >> Been moved and seconded. Discussion. >> Good evening everyone. Um, to give you all a little bit of history, back in January, the state allocation board increased the maximum allowable amount that can be charged for developer fees. Um, and this resolution authorizes, if it's passed, approved and passed, it authorizes the district to start charging those higher fees through July. Um, when we get to items L and M, this will become very important as well, and I'll explain more about that then. But this resolution allows us to uh start charging the higher fees effect uh

129going into effect. >> Any additional discussion or debate? Hearing none, we'll move forward to a vote. All those in favor will say I. All those opposed will say nay. Trusty Cardona, >> I. >> Trusty Divine, >> I. Trusty Barnes. >> Hi. >> Trusty Hamilton Starks. >> Hi. >> Trusty Deloo votes I. Motion passes unanimously. >> Item G. Approve inspector of record service agreement with MCF construction services for shade structure projects at Bell Avenue, Glenwood Avenue or Glenwood uh Robla and Taylor Street schools. >> So moved. >> Second. >> So moved. Okay. >> It's been moved and seconded. discussion. >> Yes. So, the uh metal shade structure projects are moving ahead and we are required for projects like this to have an inspection record on site to make sure that we um comply are in compliance

130with building codes and safety standards. Uh MCF Construction who happens to be the IR on the current main project has submitted a proposal to do the same for these projects. And if you approve the service agreement, he will be uh in place to start doing the same sort of um duties and responsibilities as he's doing for main chain structure. >> This is a requirement. This is a state requirement. >> Do other states have this requirement? >> I would assume so, but I don't know. >> Okay. Wouldn't know. Okay. >> But I would assume there'd be some kind of safety and building code. Yes. >> Okay. Any additional discussion or debate? Hearing none, we'll move forward to a vote. All those in favor will say I. All those opposed say nay. Trusty Cardona. >> I. >>

131Trustee Divine. >> I. >> Trusty Hamilton Stark. >> I. >> Trusty Barnes. >> I. >> Trusty Doo votes I. Motion carries unanimously. Item H. Approve contract with Diablo roofing and waterproofing for Taylor Elementary School roof replacement. >> So moved. >> Second. It's been moved and seconded. >> I'm assuming this one's pretty much self-explanatory. It >> is. >> All right. Any discussion or debate? >> Hearing none, we'll move forward to a roll call vote. All those in favor will say I. All those opposed say nay. Trustee Cardona. >> I. >> Trustee Divine. >> I. >> Trusty Barnes. >> Hi. >> Trustee Hamilton Stark. >> I. >> Trusty Doo votes I. Motion passes unanimously. Item I, approve contract with TSSE, construction for Main Avenue, ES new library renovation. >> Second >> been moved and seconded. Discussion >>

132nothing add. >> Pretty self-explanatory. Okay. Any additional discussion or debate? >> Hearing none. We'll move forward with the roll call vote. All those in favor will say I. All those opposed will say nay. Trustee Cardona. I >> trustee Divine. >> I >> Trusty Barnes. >> I >> trusty Hamilton Starks. >> I >> Trusty Doo votes I. Motion passes unanimously. Item J, approved and adopt authorizing change order with utility exception for the Glenwood Emergency Portable Relocation Project resolution number 947. >> So moved. >> Second. >> Been moved and seconded. So there I have learned that the the building code requires you're limited to have change orders totaling 10% of the original bid amount. If you come to that threshold and need to go over it, you have two options. You have two options. Option one is

133to say, "Okay, we're going to pause where we are. We're going to go out to bid for just that extra amount. While we go through that whole process again, the project's kind of on hold." The other option is to do what what we're doing here and do file a change order. It's called a change order via futility exception. Um J and K are actually kind of interrelated. J is the resolution authorizing the change order. K is the change order itself. Um excuse me. The reason for the change order is because DSA when we submitted and I don't know the right terminology but when we submitted our progress plans to them for review DSA came back with some additional requirements they needed us to with related to lighting and data drops I believe and so that

134took us over that 10% threshold. So, in order to keep the project from just sitting on pause while we go out to bid, we're asking that you approve the uh you authorize the change order through the resolution and then K is the resolution. I mean um the change order itself. Did >> did they give a reason why they didn't request those things initially? >> I I was No, they did not. >> I did not see one. It just I just um when they when they changed they required the adjustment following the DSA approval the findings whatever the DSA findings were necessitated additional lighting and extra data drop installation. >> Okay. Any additional discussion or debate? >> Uh I just have a um this is just minor thing but I think there's a typo on the

135resolution number 947. It starts off with the um the line from the National Mental Health Awareness. >> Do we believe that any other bids coming if we were to wait would be around the same price? >> The general thinking is it's uncertain. I mean, because we have this this process already started and in place, this seemed the smoother way, the cleaner way, the probably more economical way to go. >> And again, doing it this way keeps you from having to put the project on pause while you go through that whole process again. >> All right. So do we need to like amend maybe uh amend the motion to make it such that it'll be the amended resolution 947 because yeah it the first whereas is all right. So I would ask both the maker of

136the motion and the seconder of the motion to approve uh the amended resolution number 947 or resolution 947 as amended which would include the elimination of the first whereas >> made the motion >> h made the motion >> shirona >> oh oh I'm sorry um how do I need to word it >> uh all right I'll entertain a motion entertain A motion to amend your motion. >> Yes. >> To adopt uh res the a sorry that that was easy for me to say. To adopt resolution number 947 as amended. >> I like that better. >> All right. >> Now it's up to Ramon to figure out. >> There you go. Ramon will figure it out. Okay. Any additional discussion or debate? Hearing none. We'll move forward to a roll with a roll call vote. All

137those in favor will say I. All those opposed will say nay. Trusty Cardona. Hi, >> Trustee Divine. >> I >> trusty Barnes. >> Hi, >> Trusty Hamilton Starks. >> I >> trusty Deloo votes I. Motion carries unanimously. Item K, approve change order contract with EGA network for the Glenwood Emergency Portable Relocation Project. >> Second. >> Been moved and second. Is there any discussion or debate? >> Again, this is just a change order reference to >> any additional discussion or debate hearing. None. We'll move forward to a roll call vote. All those in favor say I. All those opposed say nay. Trusty Cardona >> I. >> Trusty Dine. >> I. >> Trusty Barnes. >> I. >> Trusty Hamilton Starks. >> I. >> Trusty Doo votes I. Motion carries unanimously. Item L, adopt and approve supporting preschool

138transitional kindergarten and full day kindergarten facilities grant program for Glenwood Elementary resolution number 948. >> So moved. >> Second. >> Moved and seconded discussion. >> So this is just like J and K were related. L&M are related. Um this is an on gone ongoing funding source that's administered by OPSC. Uh this is the funding source we got the funds for the main and bell projects and now we're looking or we're looking at doing this the same. Um the reason that L&M are separated is because there are three pots of money in this overall source. One is for full day, one is for TK and one is for preschool. Um each resolution has to be separate. One is for preschool and one is for TK. Glennwood already got some funding for K full day kindergarten a

139a couple of years ago. I understand. >> So that's why there are two resolutions. Um the reason I mentioned when we talked about the developer fees the importance of that in this and that's because the awarding of the funds is based on a rating scoring system of 80 points. And in order to get 40 of those 80 points, you have to be offering or you have to be collecting developer fees at the maximum allowable rate. Um that so that's half the points right there. >> And if we did not do that, clearly it'd be slim to none that we would even get a you know piece of the pie. Also, the piece of the pie this round is very small. Statewide it's only $31.6 million total. >> We need every point we can get. And

140um again, L&M are the same thing. It's just one is for TK and one is for pres. >> And just to add a little bit more, um Maine qualified under round four. We weren't sure that they were going to fund round five. So they are funding round five to not the same amount. So we definitely want to take advantage. And Glennwood is the next school based on their enrollment. >> Any additional discussion or debate? Hearing none, we will move forward to a roll call vote. All those in favor say I. All those opposed say nay. Trusty Cardona >> I. >> Trusty Divine >> I. >> Trusty Barnes >> I. >> Trusty Hamilton Starks >> I. >> Trusty Doo votes I. Motion carries unanimously. Item M, adopt and approve supporting preschool transitional kindergarten and full day

141kindergarten facilities grant program, Glenwood Elementary resolution number 949. >> So moved. >> Move. Second. It's been moved and seconded. Any discussion or debate? Hearing none, we'll move forward to a roll call vote. All those in favor say I. All those opposed say nay. >> Trusty Cardona >> I. >> Trusty Divine >> I. >> Trusty Barnes >> I. >> Trusty Hamilton Starks >> I. >> Trusty Doo votes I. Motion carries unanimously. Item N, approve renew of cont renew of renewal of contract with Colby Technologies. >> So moved. Second. >> It's been moved and seconded. Discussion or debate? >> This This is just a renewal of the contract, excuse me, that we already have in place with Kobe Technologies. Kobe Technologies uh does the reviewing and scoring of any and all pre-qualification applications we get, any Cubka

142applications we get. And this is just to renew the contract. >> Any additional discussion or debate? >> Just I just want to say Thank you. Because uh this particular round of of items has been a lot more challenging and um I appreciate your your diligence and and making sure that we're on top of things and also being able to explain to us, you know, before this. >> You're welcome. Thank you. >> Any additional discussion or debate? >> Hearing none, we'll move forward to a roll call vote. All those in favor will say I. All those opposed say nay. Trusty Cardona >> I. Trustee Divine >> I. >> Trusty Barnes. >> Hi. >> Trusty Hamilton Starks. >> Hi. >> Trustee Delu votes I. Motion carries unanimously. Item O approve 2627 expanded learning vendor recommendations for RFP

143number 26-107 core expanded learning and RFP number 26-108 supplemental and enrichment only services. >> So moved. >> Second. So moved and seconded discussion. >> All right. >> Good evening everyone. Alexiovakas, expand learning coordinator here for the district. Um just a quick summary. On uh February 13th, 2026, the district issued two requests for proposals for the 2627 expanded learning pro opportunities program. RFP number 2607 sought qualified providers to deliver core expanded learning program services including before school after school interession and summer programming for transitional kindergarteners through sixth grade students. RFP number 2608 sought qualified providers to deliver supplemental and enrichment only services within the district's ELOP programs for the same grade range. Um, and tonight I'll be presenting the request for proposals process we used to select our 2026 2027 school year program partners. Nuvia, we're

144just waiting for the presentation to be um presented, uploaded. So, the process followed five deliberate steps starting with family voice and ending here tonight. And we'll walk through each process and step briefly. First, we had the parent voice survey. Before a single page of the RFP was drafted, we surveyed families. 120 households were responded across four different languages. Academic support, new enrichment, and safety rose to the top, and those priorities were directly built into our scoring rubric for this RFP. We then hosted a parent feedback night on January 14th at Main Avenue Elementary to validate what the survey told us. Parent input was documented and used to finalize the scoring framework before the RFP was ever published. Vendors were evaluated on criteria that came directly from our community. This slide shows a direct translation. Every

145priority families raised had a corresponding domain within the RFP. So as you can see academic support and homework help directly translated into the grading criteria as program design and student engagement and the rest new enrichment not in the school day translated to how we graded the programs based on their enrichment variety and their cultural relevance and goes down for safety supervision, family communication and behavioral support. Both RFPs were posted publicly on February 13th. known providers were directly notified and a public notice ran in the SACB B meeting all legal bidding requirements. By March 20th, the deadline, the district received 62 proposals across both RFPs. Each proposal was reviewed by an independent panel of nine district administrators, including district office staff and representation from every single school site. Proposals were then evaluated on the proposals proposers

146understandings of our needs, their staff qualifications, relevant experience, demonstrated success with similar programming and pricing competitiveness. The pro the process ran on schedule from start to finish. As you can see, we launched February 13th. Deadline for questions was February 24th. The district issued responses on March 4th. Proposals due March 20th, and board approval tonight is planned. We are so excited to show and and uh we are so excited for all of our selected partners and the possibilities for our students moving forward for the following school year. >> Any questions? >> Not a question. I just want to um you know this this is a really good process and and I want to thank uh the committee for everything that they did because it it really seems like they that um that you listened to and

147looked at what happened um in our first attempt at this and tried to make sure that uh we address all those concerns. So I just want to thank you and the committee for that. >> Yeah. I would say probably though the one thing I would have liked to have seen was was uh as part of the criteria a demonstration of familiarity with Roga community. Um and I don't know maybe that maybe that was part of it. It was maybe that was under in one of the areas. >> I believe that was part of the rubric if they um if they were a vendor that partnered with us >> before. Is that what you meant? Yes. Yeah. I do believe that was one part of the rubric. Is that correct? >> Yeah. was it wasn't incorporated

148into the rubric and they got additional points for being a a prior uh partner with us. >> Excellent. Okay. Um now we have one uh public comment on this. Uh Brandon Gonzalez. >> I just wanted to come and introduce myself. actually submitted an RFP u to be a contract service provider for the 26 27th year. And so I just want to say good evening uh board members. My name is Brandon Gonzalez. I'm the co-founder of Flawless Boxing and Fitness. I want to thank the district for the opportunity to be considered as a part of the expanded learning programs. Our organization partners with multiple districts across the region delivering non-cont boxing, mentorship, and wellness programming. Uh we've seen strong outcomes in student engagement, confidence, and overall focus. And our goal is to provide a safe, structured

149environment to support both physical and personal development of the students. And we would be honored to serve the students and families of the Robasa School District. Uh thank you for your time and consideration. >> Thank you. >> I like that clarification. Non-cont box. >> And I have I think you have any questions about the program? And I also have uh some um items that I can share with you guys a little bit more about our our foundation as well as my uh gym. We're a local community. So uh the good thing is that we service a we service the schools inside other districts. We get a lot of them to come back to uh our facility and train and that that's really where they get the experiences. Um so I formed a nonprofit called Flaws

150for Youth about 15 years ago. Uh you know we've been doing it ever since. Actually Mr. Roberts was one of our first partners that we partnered with when we started the boxing program. And so, uh, once we get them into the facility, we can deliver a lot of services. My, uh, my business partner, Janelle, she has a master's degree in social work. She's a, uh, county, uh, she's a man, she's a planner for the county. And so, we have a lot of services that we can introduce, uh, to the families at the gym as well as our scholarship program. Our scholarship program is basically we raise money throughout the year and also from our other partners where we never tell a kid that they can't train because of financial barriers. So, um, that's good that

151we get the kids, uh, from Washington Unified, also Sack Unifi that come that may not have the resources to train, but because of the fundraising that we do, that we're able to provide the training service for them as well. >> Where's your facility located? >> Uh, 600 Broadway. >> 600 Broadway. Now, do you guys just do boxing? Do you do other like mixed martial arts or anything? >> No, we just do boxing. All of my trainers are are are active coaches or boxing. Uh, we have a great partnership with Sacramento State as as well. I'm developing the boxing program over there with Combat U. I don't know if you guys are familiar with it. Uh but so we have a bunch of the uh student athletes that I train uh also train and mentor the

152kids as a part of the uh program as well. >> Well, you have some quality partners there. >> Yeah, I appreciate that. Yeah, Dr. Luca is a big supporter, >> sir. Thank you. >> Okay, we also have Sabrina Oliver. Hi, I just had more questions mo mostly about the next steps in the process um that aren't address I don't think they've been addressed yet. Um one like what are the next steps? What is the pro uh what plans does the district have to selecting the the final vendors? Like I know this is the approved list of vendors to hire but not all of them will be selected next year. So what is the process that the district plans to move forward? Um, will parents be involved in able to provide their input or will the

153vendors that were selected tonight present for parents to see and then provide input? Kind of like last year where you know once you had the approval, they came and did presentations, there was some feedback and then choices were made. And how are how is the district going to decide which vendors go to which sites and if there will be a maximum number of vendors at one site. I say that specifically because the way things shook out at Glenwood we had the largest number and it was kind of not great. I think for the students it was really hard because there were so many some of them had smaller numbers and I understand why that happened but I guess I think a lot of parents hope that won't happen again. I was almost a situation of

154too much choice. Um and then same for the you know the other I forget what they're called the supplemental vendors like how are we going to have those um just like what's what are the next steps for that? Well, that was a lot. Um, I won't answer all of that right now. I will say, you know, um, I will be working with Mr. Buckus and then, um, we will have to write all those questions and then we will present at a future meeting. But, um, we will look at needs. We did hear it. Is it going? Okay. We we did hear the feedback, you know, um in terms of having too many vendors at a site, but um we will be um looking at um all our vendors and seeing the needs of the schools,

155right? And um as well as what um all vendors submitted for proposals, right? But we will come back and explain the process when those um when that comes up. But just to clarify, you are right. We are just recommending the approval of the vendors. Contracts will be coming up at future board meetings. >> And next we have Revena Hamlet. >> Hi everybody. My apologies. I completely missed the public card. So, Ramon, I'm sorry we're all attacking you. Um, but yes, Roina Hamlet with Robert's Family Development Center. I just wanted to take a moment to thank the board um for our continued partnership with Robert's Family Development Center. One of the components I heard somebody speaking about earlier was Harambe, which is, if you guys don't know, our morning prep rally to get our students and

156our families engaged to the start of the day. We hope that you guys will all come out to our sites to be a readaloud guest for our students. But I just wanted to take a moment and say thank you for our continued partnership. Thank you guys. H me up. I'm have my dance ready this time. >> All right. Uh next we have Evelyn Morales. >> Hello board. It's um very nice to talk to you guys tonight. My name is Evelyn Morales. I'm the program director at Food Literacy Center. We are one of the considered uh contractors for enrichment pro uh providing services. And uh for us at food literacy center, Robla Elementary School District is one of our priority school sites. We love this school site. We love the district and we've been working with

157students for the past four years in bringing uh cooking, nutrition, and also food access programs now to the district. And we are thankful to see the enrichment provider uh contract out for this year and excited to apply. Uh this past year, although we weren't um we haven't been working with our students, we still uh through the afterchool program, we've still been connecting with the Robla community. We provide field trip programs to students to come out to our site to do hands-on cooking, um a farm-toschool, um uh a skill building. Uh and this month, actually, we are working with all of the Robbo Elementary School Districts to be providing our recipe kit, food access program where students are taking home one of our recipes in a kit to go home as we know that food and

158grocery prices are going up. It's one of our missions as well to make sure that uh our students that we serve are receiving equitable access to healthy and fresh foods, foods and vegetables. Um our program provides our 10-week series where uh students get to uh learn basic cooking skills, basic nutrition skills, and are building resilience through healthy cooking and eating as well as um being able to build new skills that we know our kids are um looking forward to doing. Sorry. And uh and through our food distributions the uh this past month, we've been excited to see kids who remember our staff that are out passing out um uh uh our recipe kit bags and our produce bags and um are saying, "Where's food literacy? Are we going to see you guys again?" So, we've

159been seeing a lot of good feedback from our students and parents about our program um hopefully returning uh this upcoming year. Thank you so much. >> Any additional discussion or debate? A couple of things that I wanted to note. Number one, I want to thank staff for uh the the great amount of work that went into making sure that there was community input to make sure that uh to make sure that there was the process was transparent uh to make sure that we all kind of knew what was going on and working with working with vendors. I want to thank uh the the vendors every all the all those who who applied or responded to the RFP and those those who got accepted or were looking to approve tonight. I want to say welcome to

160the Rob family and I want to thank uh community members who this process went better because of community members. We know last year I'm not going to say it was a hot mess but it it didn't go as smoothly last year but it went much better this year. There was much more transparency. there's much more clarification and I think it was a much better process and that wouldn't have happened without the members of the community who came out and uh well requested strenu strenuously requested >> strenuously requested uh that that take place. So anyway, I just I I wanted to make sure to say that because that I just want you to know and people in the community, we hear you and we will do what we can to respond to the uh to the

161concerns that you have because we know that you have them because you care. With that, if there's no additional discussion or debate, we will move forward to a roll call vote. All those in favor say I. All those opposed say nay. Trustee Cardona >> I. >> Trustee Divine >> I. >> Trustee Barnes. >> Trustee Hamilton Starks >> I. >> Trustee Deloo votes I. Motion carries unanimously. Item P, approve 2627 contracting contact a contract with changing perspectives. >> So moved. >> Second. >> Been moved and seconded. Discussion. >> No. Miss Horwitz mentioned it in a presentation. >> Okay. Any additional discussion or debate? >> Hearing none. >> Actually, really quick. >> Yes. >> Uh, it only lists two schools. Are these the only two schools we are going to be or two school sites we will

162be using this at? So Bell Avenue and Roba. >> No, we we are continuing we're going to continue with actually all of them but am I the wrong one? >> There should be there should be Oh, wait. Never mind. It says five. Sorry. Okay. My screen was scrolled down to only the second paragraph. Any additional discussion or debate hearing? None. We'll move forward to a vote, a roll call vote. All those in favor will say I. All those opposed will say nay. Trusty Cardona. >> I. >> Trustee Divine. >> I. >> Trusty Barnes. >> I. >> Trusty Hamilton Starks. >> I. >> Trusty Doo votes I. We now move on to board member requests for future agenda items or reports. Trustee Cardona. >> Nothing request right now. Trustee Divine. >> Nothing at this time. >>

163Trusty Barnes. >> Um, at some point for the spec um contract, it it lists all the rates. At some point, I think we should have a discussion on well, we should get the numbers of how how many how much we're spending on this and have a discussion on um should we be actually recruiting someone for these positions as opposed to the contracting out. So, I would love to get those those numbers. >> Trusty Hamilton Starks. >> Hi. >> We're just used to She's in a She's in a flow. >> Yeah. I was like I was like I was like I WAS LIKE WE DIDN'T APPROVE it like No, nothing to report. No, no, no. Now I have nothing else to say. >> Nothing to report. The only thing that I would like to add would

164probably be a study into the conspiracy to schedule a board meeting during the night of the NFL draft. >> Other than that, >> so I don't have to watch you at home with my husband. >> Okay. Other than that, uh, next scheduled board meeting is Thursday, May 28th at 5 2026. No, >> May 13. Okay. Well, look, >> I'm just reading what's there. >> So, we need to update that. >> Oh, there you go. That's the board. That's a board banquet, >> but technically it's a board meeting. So, okay. May 13th, we'll be doing the board banquet meeting, and then May 28th will be the next full meeting of the Robla School Board. and with that this meeting is adjourned. Thank you for everyone. Thank you everyone.