Robla School District Board Meeting - January 15, 2026

001Okay. All right. We're going to go ahead and call this meeting to order at 6:33. And please rise and join me in the pledge to our flag. >> I pledge allegiance 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. >> Let the record show all board members are present and accounted for. Where did I just I just had that. Where did I put it? Oh, there it is. Uh in closed session, uh we took action on item B, personal matters, and the board voted 50 on that item. Uh that was the only action taken in close session. Uh at this point, I will entertain a motion to adopt the agenda. >> So moved. >> Second. >>

002Moved and seconded. All those in favor, please say I. >> I. >> Opposed. Abstension. Motion carries unanimously. Moving on to communications. Uh members of the public may address the board of trustees regarding any special board uh 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 should do so when that specific item is called by the board president being me. uh in order to speak or what we would what we ask for you to do uh is to uh to comment in person. Please fill out a request to be heard form and give it to the uh board assistant. Uh your name will be called during public comment on that agenda item or during spec will be called during

003that agenda item. Comments are limited to two minutes. Uh if you're watching online, there's two different ways in which you can comment. to submit a comment via Assembly Gamut meetings. Enter your name, email address, and the board assistant will will provide your comment to the board. Uh or if you're commenting via YouTube, uh you can type your comment in the live chat. Uh the superintendent or the board assistant will share your comment with the board as appropriate. With that, is there anyone who would Oh, by the way, now is the time in which you can address the board on an item that is not on the agenda. Please note that because it is not an agendaized item, we cannot take action on that. But do know that we are listening and we will do our

004best to try and address your concerns at the appropriate time. With that, is there anyone who would like to address the board on an item that is not on tonight's agenda? Okay, seeing no comments, we're going to go ahead and move on to reports and we're going to start with the Ro Education Foundation. Good evening. She's making me suspicious. Anyways, a couple of things from the foundation. I picked up the terrific 10 book orders. They had terrific 10 dinner yesterday. They all enjoyed it. I quizzed them and they enjoyed it and their orders have already been submitted. should have it back in another week. The other thing is, and I know all of you got the email today. Some of you aren't happy about it. It's time to start thinking fireworks booth. And I'm going

005to have looking forward to having the PTC and PTO groups fill the noon to six slot because we have Craig and a couple others on the six to closing time. Also got another crew that hopefully is returning this year that sets up the stand in the morning. So time slot 12 to 6 is the one we're going to push for. Any questions? None. Have a good night. >> Thank you, Mr. Rabbit. A robot teachers association CSEA superintendence report. Good evening. I'd like to wish happy new year. I know it's like second week of school, but this is our first board meeting. So, super excited to start the 2026 school year or 2026 year. Um, just a couple um activities. This Tuesday we had our ribbon cutting for our fields at Bell Taylor and Glennwood. Um

006I know the student students and staff are super excited to have access and I say access because we still do have um temp fencing up to protect all the up um the landscape, right? We want to make sure that the grass has an opportunity to grow and that there's no safety concerns of our students um um going through the grass to access the field. So, we're super excited. Um I know the schools are providing um safety trainings because um I believe we heard this year one of our new health concerns are rug burns or turf burns. So, um we heard that from um Miss Penman. So that's something that we have to make sure that we are prepared. Um access at Taylor and um Glenwood is a little more challenging than Bell. Um Taylor has

007two access points that were built into the design. Um and so it's a little bit easier than Glennwood. Glennwood is actually our most challenging. there's only one limited access point to the field and that's through um the play structure and that's because Glennwood has so much landscape. Um we expect the fence to be up for at least three more months to allow um the grass to come in. But I'm sure that the students um are working through it and um having fun. I know Miss Benjamin sent me a video on Tuesday that during lunchtime there was no students on the blacktop. They were all just sitting on the field. Whatever they were doing, they were all on the field. We had a parent information night um at Glenwood on Tuesday. We started having parent information

008nights for our prek, TKK, and our DI program just to give families the opportunities to learn about what we offer here and you know obviously to recruit and attract so they come to our district. And then on Wednesday um we repeated that um presentation virtually. So I want to thank Mr. Henman, Miss Lion, Miss Sal, Miss Sala, and all the preKTK staff who put um the presentations together and our district staff who provided support. So, thank you. Oh, and Dr. Drea was there. I'm sorry, I did see you on Zoom today. Oh my. Um, as uh Mr. Raven said, we did have a teran. It was a very interesting group. I had one sixth grader and everyone else was second grade and below with the majority of TK and K. So, it was interesting conversations,

009but they were they were great. Um, they gave us feedback or they gave Chef Sergio feedback on items that could be on the agenda with one of these, a lot of this. So, it was good. And then um this Friday we have a tree planting at Main Avenue in partnership with SMUD and Senator Ashby's office that starts at 100 p.m. And then parents, we do have minimum day on Friday um with the holiday in observance of um MLK holiday on Monday. Thank you. We >> now move on to board member reports. We'll start with Trustee Divine. >> Nothing at this time. Trustee Cardona. >> I guess last December we was pretty busy. A lot a lot of activities going on. Um I had the opportunity to participate in uh Taylor uh first time program uh

010Alice and Wonderland in the building. It was full. It was full joys. A lot of kids uh and dressed up and it it was great. It was awesome. It was our first time ever. And also I was the opportunity to go to the Christmas uh musical for Glenwood also too. Was also packed a lot of people there too. But uh yeah it was it was a good time and thank you. That was it. >> Trusty Barnes >> nothing to report. >> Trusty Hamilton starts. >> Nothing to report >> and I have nothing to report as well. So now move on to rec uh recognition. uh present and adopt board appreciation month resolution number 937. >> Okay. So, the Robbo School District is proud to join more than 1,000 local educational agencies in the state in

011recognizing the contributions of board members during school board recognition month. So, please join us in recognizing our hardworking board members for their support of our students. And we will have um our chiefs read the resolution. Whereas an excellent public education system is vital to the quality of life for all California citizens and communities. And whereas our public education system has faced unprecedented circumstances these past five years as a result of the CO 19 pandemic. And >> whereas our local school boards acted immediately to ensure our children's academic, social, emotional, physical, and mental health needs continued to be met at a time when students needed consistent services most. And whereas schoolboard members continue to advocate for best service, excuse me, to best serve the children in our community each and every day. And >> whereas local

012school board members are committed to children and believe that all children can be successful learners and that the best education is tailored to the individual needs of the child. And >> whereas schoolboard members work closely with parents, educational professionals, and other community members to create the healthiest environments possible when all students where all students can thrive. And whereas the school board members are responsible for building and maintaining the structure that provides a solid foundation for our school system. And Whereas schoolboard members are strong advocates for public education and are responsible for communicating the needs of the school district to the public and the public's expectations to the district. And whereas the mission of the public schools to meet the diverse educational needs of all children and to empower them to be competent, productive contributors to

013a democratic society and an everchanging world is more poignant than ever before. Therefore, be it resolved that the Robbo School District hereby declares our appreciation to the members of the school board and proclaims the month of January 2026 as school board recognition month. I urge all community members to join me in recognizing the dedication and hard work of our local school board members and in working with them to create an education system that meets the needs of our children. Thank you. >> With that, I'll entertain a motion to adopt. >> Second. >> Moved and seconded. Uh, all those in favor, please say I. >> I. >> Opposed. Extensions. Motion carries unanimously. Was passed and adopted by the governing board of the Robust School District on the 15th day January 2026. Okay, we'll now move on

014to presentations and information and we'll start with the school plan for student achievement update and uh we'll go ahead and we will start with Glenwood. Hi everyone, good evening. Hi. So, update on SIP. Oh, you all know me, but just in case, um I'm Dr. Andrea Rodriguez, the proud principal of Glenwood Elementary School. Um we're here to update about um our SIPA. So focusing on the first goal was an increase in performance in ELA, so English language arts. Um some changes we saw a decrease in um the performance for our kiddos. We declined by 5.5 points. Um so what one thing that a couple things that we're working on so for our SIPA this year actually um next month we are going to officially become AVID certified as a school. And so that's going to

015be where over 80% of our staff are fully AVID trained and implementing strategies to ensure that our kids are college and career ready. Um so we submitted enough funds to make sure that our staff is able to submit um attend the AVID training that happens. It's a summer institute. It's a three-day very intensive um program and it actually aligns to the district initiatives that Mr. Mr. Pman had brought on brought in um with Marzano for the um science of teaching and learning and so that's going to help our students. Um we also did changes to intervention ELD's goals which is rooted we're doing a lot deeper dives and I'm going to go over some of that into amplify. So we did additional funding into an amplify program which helps with our centers and um focuses

016on ELA and does very strategic plans for each individualized students based on their needs um which is all rooted in data and we did center trainings uh for our PLC committee um which is a new committee within our site and centers goes back to the small groups that happen um inside the classroom based on student needs. So you have kids who are accelerated at grade level and below grade level and teachers create small groups of those kiddos based on where they need and then we're increasing DI phonics. So again our SIPA change was that we did additional purchase of Ola books which is um a phonics program but it's in Spanish. So in the past at Glenwood we were utilizing a program called UFly which was 100% phonics but it was only in English. And

017then um some of the funding that we used last summer was for an ATDLA. It's a two-way bilingual conference that was hosted here in Sacramento. We're taking more teachers this year and it was very very effective. But we met the creator of Ola Books which takes the foundations of UFly and turns it into Spanish because Spanish is a more phonetic um language than than English and it um has less letter sounds. So, we're just one of the core beliefs in a DLI program is cross languaging. And so, how we're able to take those two and then really deepen the understanding of phonics for our kiddos. And then we've done an increase in data analysis. So, the next slide, Chuck, please. Oh, I have a clicker. Oh, look at me. I'm fancy. Okay. So, um Amplify,

018this is what amp this is what we're investing in. So, this Amplify program, um we our sweet spot. This is rooted in the science of reading. So look looking at the literacy scores not only across the entire state within the nation but our main focuses here of course is robbla. So at Glenwood um our focus has been reading comprehension which is rooted in phonics and vocabulary and what amplify does is it takes the science of reading and we put a big chunk of money into this um and the sweet spot is 40 minutes a week for our kiddos. That is a non-negotiable minimum. And so you're seeing that we can track usage. I track this on a weekly basis to make sure every teacher is utilizing it. Um it also shows it breaks it down

019by subscope mastery and then it also gives us um an individual report for each of the kiddos and it caters to each individual child to say here's where this kid needs some extra help and here's how to help them. And then it also gives home connect reports to families to say here's how you can support at home our kiddos and thanks to um Robla we have clever cards for our kids and they can access this at home. So the 40 minutes that is required of them to ensure that they're meeting those grade level reading standards um that's at school they can do additional minutes that's happening in our after school programs and it's also happening at home. >> You said clever cards. >> Clever cards. So clever cards are these little QR codes that our

020kids can access and that they scan it on their Chromebooks or their like my kids have iPads at home. It sends them through like a Robola portal and it gives them all access to all the programs um that the kids get at home. I mean that get they get at school. So my kids can play like at our site we have the Prodigy math game. So my children don't get screen time during the week unless it's educational. So their scapegoat is to use Prodigy which is a fun game but it's math facts or we use Epic which is another program that the district offers which gives them an access to a library of books which focuses on on their AR levels. So, for their reading levels and then we also do um amplify so they

021can log into their programs and it'll take them through the same programs. So, every kid has a Clever Card um and we printed those individually for every single kid and then we had teachers create stickers that go on the front of the agendas so they have different ways to access it at home. >> They need a device. Um but we know that they're accessible via iPads. Um some programs are via phone and then or if you have a Chromebook or any type of computer device. We have an audience member that has a question. Is that okay? >> Oh, sorry. Yes, please. >> Yeah. >> So, the funny thing about Epic and the um so this question gets brought up a lot. Teachers will have to change their hours um because it's it's closed off. So,

022>> before before you could me a favor, could you repeat the question because Oh, sorry. >> Folks at home didn't probably didn't hear it. So the question um was that the ability to access Epic at home and that's an excellent question because uh the com the program shuts off based on the hours that you put into your computer um into the program and so what teachers can do is um set it to a different time zone and it gets kids more hours. So but the teachers have to set it. So that's a scapegoat that we found. Um, so we've been talking to our teachers of if we know they're not going to use it at six o'clock in the morning to nine o'clock because maybe we don't use it at school until maybe after 9:00

023am by the time we do our morning mile and breakfast routines and welcome and calendar. So then if we set it and move it an hour over then you can more time in the afternoon. >> Yeah. 100%. So, it's a two-sided page report and sorry, >> keep forgetting. So, we were talking about the home connect reports that come from Amplify and the Home Connect reports from Amplify. It's an individual report. You can choose your home language. Um, and what it does show is your students profile, where they should be based on their grade level. So, if um I don't know what month, August, September, October, so if I was in second grade, I should be reading at a level of 2.6. I'm in my second year of school at the sixth month of school. So,

024it would all the data would be based on that literacy level and understanding. And it breaks it down by the skill sets that you should have in each of the literacy standards. and it shows where your kids land within that bandwidth. And then it'll say, so one of my boys um goes to Glenwood. Um he is working on idioms and he's getting hung up on idioms. And so that is rooted in vocabulary and understanding how to process. So it says, "Hey parents at home, here are some tools and also here's a game you can play." And then we printed out um so progress reports are coming out because mid tries are done and we print those those out for families along with another report that I'm going to share out but that's something that it

025breaks down and it specifically tells you how to help your kiddos uh maybe overcome the things that are holding them up to get them to grade level. Great question. Okay. Then we are also working on star assessments. So these are the benchmark assessments that I'm sure you're very familiar with um that we do in midtry and try beginning of year and end of year that are all rooted in uh grade level standards. So we do um one of the conferences that we used our funding for last year was we sent a group to Cababe which is a bilingual um conference sorry couldn't think of the word and one of the vendors that we met was Renaissance and Renaissance actually does a lot of our data for us here and um for our assessments and we

026dove a little bit deeper into Renaissance. So, our funding goes um to we're doing professional development and access to this information. And one of the great tools that we found was that it was able to show where kids were um landing based on the their grade level benchmark, but our favorite thing was comparing them. Um so, you can't see the students names for of course because there are minors, but it says under student, it's a three column. Um one says student and then it says star leaka assessment. That means it's the reading comprehension in Spanish comparative to the STAR reading assessment which is done in English. And so you'll see um and they rank these kids based on their home language because a DI program is made up of half English, half Spanish. And so

027it'll you might have a kiddo who's yellow and Spanish that needs intervention, but they're doing green and English. So it's showing you they're understanding some process, but here's specifically where they need additional help. So these reports dig a little bit deeper. Um and it provide Oh, I already said that. and it provides insight based on the home language. And so we're doing a lot of comparatives of where our kiddos are getting hung up and where to put in more intervention. Um and then also with the STAR assessments, um this was also breaking down and this is another report that we do for the home connect. We found new ones that will tell parents where their kiddos are landing and so blocked out are our our kiddos. Um but then it breaks down each of the

028domains based on literature. There's different domains and then it shows where they are currently. This was beginning of year data. So they're walking into their new grade and then as we continue where um we teach the curriculum and state standards. This is a projectile. So in the corner it shows where they will land by the end of the year. So a lot of our kiddos in red you'll see are going to switch over to yellow which is developing or near um meeting their grade level standards. So, as long as we're providing those interventions and supports, um this now helps us focus where our additional funding goes to professional development and those intervention programs. Uh we also had sighteline alignment sitewide alignment. So, uh with the Marzano strategies that are also rooted with AVID and so

029this was just some examples of where the AVID training goes to. our um staff attends um through our new SIPA funding, we were able to attend uh more workshops through AVID and then we are also able to align things um sitewide and it also aligns with our district in initiatives with Marso. For our second SIP goal, we um saw an increase in performance in math. So this is where we were in 2024. we were in orange and then this year um we dipped a bit and so the dip um we maintained for 0.4 um but it wasn't an increase and so we wanted to see an increase. So what we're noticing is that math facts, our counting collections and number sense are working. Where we're getting hung up when we dive deeper in the data

030is again with reading comprehension. And so the vocabulary use which goes back into all the extra funding that we put into Amplify to help us. But with um our funding, we're focusing on reading comprehension, focusing on test taking strategies. That's been our new PLC staff focus u related to reading and vocabulary, meeting with individual students with goal setting. And I just attended a conference. It's the SLI conference that um we did breakouts that I brought back to my site in regards to setting goals and helping kids and parents understand what the goals mean for their assessments and then also incentivizing student effort through the goal contracts that they create. Last year for our goal three um we saw for the annual increase in English proficiency for all of our kiddos. This is where we were

031last year and with a Oops. Was that me Chuck? Sorry. U we saw um that we took a very big dip in regards to our English learners, but for this year, we're happy to report we went back up to yellow. So, we went up two um levels. We had huge gains. And um I need to give a lot of credit to our ELS team, Miss Sue Karma, who really helped out and supported our staff and talked a lot about um phonetic work. And we revamped the way that we were doing our EL time for our kiddos. Um she's also done an amazing job with our newcomers and really focusing on how to support our students and their families. Um so we focused on our kiddos that were on the cusps to get to the next

032level and then our ELSC continued to offer training. Uh we did optional training. We paid staff to stay after school to do training for their ELLs. And then with new reclassification parameters, more kiddos are reclassifying early. So now the new law says that we can reclassify as young as kinder which is great. Um so we're going to continue to utilize Amplify uh for data for our bilingual alignment. Library use has been great. We actually had a parent reach out and get us funding through the Laura Bush grant which gave us $5,000 to increase literature across our campus and we did that in both English and Spanish. Um literacy connection through incentives. So we have our reading logs with daily homework of reading 20 minutes at home. And then we have what we talked about earlier,

033access to amplify and epic at home. We have benchmark goals for our kiddos in both the EO and DI program. We have our EL specialist training for AVID and DLI strategies with the purchase of the OLA books. And then we are also attending having our ELST attend conferences for trainings both in AVID and the new ATDLE bilingual conference. >> I have a quick question. The first comment you made uh you said classify as early as kindergarten. You said that so fast. >> Are you talking about Spanish learners or English learners? >> Yes. >> Okay. So, it's no longer the sixth year. >> Is is that how long it used to take six years or >> No, they used to do for you to reclassify um for your um in the ELPAC test. So, their English

034language proficiency test, it used to be that they didn't start testing until it was second or third grade. And so they couldn't attempt to reclassify for their English proficiency. And then the law changed. So now we can start testing them in the ELPAC as young as kinder. >> Thank you for reading that. You were going so fast quite understand. >> Yeah. So then um we had a lot of kinders that were able to reclassify because they they are showing proficiency within the langu language at that young age. >> That's awesome. >> Uh for our last goal support uh parent support and training. Um, so we had low parent attendance at some of our parent evenings and our PTC meetings, but we're seeing an increase. Um, so we've been doing a lot more communication and our

035PTC group is absolutely amazing and they're really um advocating for our kiddos and getting out there. Our community leagues on also has been amazing in getting families inside which she's listed down there as well. We had higher tenants. We we're close to over 90% at parent conferences. Back to school night is huge especially this year. was amazing. Um, we do regular communication and implementation implementation of planners in grades 2 through six with folders in TK through 1. We created and are funding a 3CN. It's called the community cultural connections night where we're bringing outside resources in. So, SCOY is going to be holding our um next 3CN night and it's going to be about math strategies. And so, we're just trying to find the needs of our kiddos and talking to our families. Um, we're

036also starting to create videos that are sent home to families for homework assistance. And then I already talked about that. And then, um, an increase in after school support. So, we increased, um, the amount of clubs that are utilized after school on campus that are staff run and that is both certificated and classified staff. So, we offered the opportunity to everybody and they took us up on it. Currently, we have a um, homework club, a writing club that just started. We're starting a language club, a video club, and then our hand sewing club, which is our most popular run by our art teacher, Miss Jennis. And so we're seeing that connection and kids are happier to be at school. Um, and so for our Septeism, so we've been focusing really, really hard on attendance. Um,

037we created these large magnets. that picture doesn't do its service, but we do a weekly um if you have the best attendance, you get this huge magnet. It's on your class door and then you your kid your class gets rewarded with PBIS points. Um Miss Tran came up with the NBA team which has never been absent or tardy. And so that's hanging in our um cafeteria and then we aim for 100% weekly Gator attendance. And so we have the bullseye in the cafeteria as well where we hang up the attendance and we have the pictures of the teachers faces which they absolutely love. Um, and then the middle is 100% attendance. And so the kiddos get to see where they are and how attendance is affecting them. Um, we also have uh I don't think

038I put it up here, but we have uh attendance challenges. So we know Mondays and Fridays we get the biggest hits. And so we do spirit days on those days and kids get extra PBIS points and our PBIS um store is run by our student council and Miss Jennis, our art teacher, um during lunches and that's a huge initiative for our kiddos. Um, and so all of this is just all linked together so they understand the impact into their academics. Um, and we're communicating that home. Um, reminders to parents early and often about early release and what time school starts and how tardies work. Um, and making sure that we're doing a lot more award recognition for our kiddos. Uh, we also got an increase in um, title funding. So, we're focusing mostly on our

039professional development. um certification this year is going to be great which also then will lead us into becoming our goal is to be a showcase school where other districts can come to our site and visit for the day and see the work that we're doing. We would be one of the first DLI programs within um SCO the Sacramento County to offer this which we're really excited for. Um, the funding is also going to ensure that we can send people to the ATDLE conference, um, a TECAP conference that focuses on arts and science, on-site trainings with AVID, and then sending, uh, we sent one teacher to Adobe Max to help with, um, video education to get that club up and running. Um, we're also getting ELPAC testing support to increase reclassification before third grade. Um, so

040that's ELPAC training to staff. That's where extra funding went to, um, offer to train them. workshops by our EL specialists. Um, and then we are implementing our ELP questions during our EL time. And then we purchased a math intervention program which is also through Amplify. It's brand new. We're pioneering it. Um, we're one of the first schools to do it. They're only offering K through six at this time. TK in the bilingual portion is launching next year. Um, and then we're doing a PD around that this month. And Renaissance PD is getting rescheduled for early February to teach teachers how to dive deeper into the data. And that's it. >> Questions or comments? >> I would just like to say that you sound so excited about the new tools that are being introduced that you

041made me excited and I'm excited to see what turns of the or what comes of this next year and keep us updated. Thank you. >> Thanks. um wanted to just note a couple of things and and you know so far this has been pretty consistent with those who've done presentation in that your recognition of the data and then really applying specific uh interventions to address those concerns and I think uh uh we see at least some examples of of those interventions working. So uh good job with that. Also want to com commend your staff on being willing to do to go through a lot. It sounds like you have a lot of professional development going on >> um right now in this changing educational environment. That's something that's definitely necessary and needed and especially if

042we're striving to be better. I just appreciate that our staff is willing to do that as well. >> They're the best. Thank you so much and thank you for allowing us to attend the conferences and the professional development. >> I have a question. I guess this is for um Henchan. What are some key differences between GLAD and AVID? That is something that I need to get back to you. Just just to be completely transparent, I'm familiar with Avid, but um I want to speak with conviction and if someone else can Oh, sure. >> So, Avid also envelops um GLAD strategies. Uh what AVID does, it's it they just celebrated their 45th year. I actually went to a training at Skoey today with the superintendent of AVID. Um, and David Gordon was able to speak to

043us there as well and they talked about that what AVID does is it takes the guests out of the most effective teaching strategies. It's it's about engagement strategies and getting kids prepared. And so we are rooted in the five strategies and they call it wicker. So it's writing, inquiry, collaboration, organization, and reading. And so what they do is they take all the research that's ever been done in education and they find the most effective ways because we could be all be doing something different but we're calling it something different. And so one thing that I wanted to bring to the site was stop having our kids having to code switch based on the teachers that they got because the teachers might be teaching them the same thing but they're calling it something else. And if

044kid isn't understanding then you're taking too much time retaching them the concept when it's the same thing but you're just calling it something different. So being an AVID site focuses on really engaging kids, increasing the rigor, having them lead the learning, and then relating it all to college and career. So it's about creating goals early as young as TK and having them reach those goals. So we talk about your future, what that looks like, um, and how to achieve those goals long over a long period of time. We also know that most successful people are very organized people. And so that's why um Avid will also we have uh a lot of uh color coding. The agendas are really important because kids aren't on like I live off of my Google calendar. So but that's

045a strategy that I had to teach myself. So teaching those things early to help them not have to figure that out on their own so they'll be a welle equipped student as they continue their career. But uh long story short is Avid takes in. So like when uh Mr. Penman brought in Marzano, I had to like assure myself like it's the same thing. It's there. They call it something different. And so I created a chart that showed Marzano and Avid and how they both align already. And glad a lot of what we're doing talking with the guru, Miss Hall, the principal at Bell. Um a lot of what we talk about and the ideas we share for our kids to be successful, we're doing Glad Strategies. We just it's under the Avid umbrella. And I'm

046familiar with AVIT and I and I I really like the the intervention. I think my question or my thought is that all the schools are doing something different and then where could there be some consider these intervention um methodologies they seem to be all over the board. Sometimes they some schools are doing it I guess better than others and so that we're seeing know students be successful in like you know one area. Um so I guess my question is like why is there um inconsistency across the district in terms of those intervention? That's just my thought and and there's no no need to answer that question. Okay. It's just a thought that >> I can tell you what I chose what what I chose and why I chose it but I I can't speak for

047other sites. >> Yeah. And so again, my my thought is like um are we kind of thinking about some consistency? Um are the demographics of the students in each school that drastically different and so then calls for a different strategy? Um so again, there's no need to answer that question. It's just a thought that's rolling around in my head around the intervention tools that are being used. But I like Abbott and thank you for your presentation. Yeah, I will say that that is a point of discussion that's regularly brought up within our principal meetings and um our assistant principal meeting and when we talk at extended cabinet just because we have although we're a small district we do have different walks of life but I think the big thing that makes our sites different as

048well is the longevity of our staff and so where some staff they're predominantly glad trained so they know what works and they know it's well done and it's something that's foolproof and so if they have a new teacher maybe here or there whereas my average longevity of a teacher right now is about two years. And so when I when I look at how long I either have veterans or I have brand new baby teachers, I have very little in the middle. And so I try to find something that I know is tried and true and would work. But we discuss it all the time to see what's most effective and we share those ideas with each other. Um I know that's why Amplify started going across other sites because talking about and sharing these ideas,

049we're saying, "Hey, we're seeing that things are working. You might want to try it out." So it's something we do discuss. >> Thank you. Yeah. >> Well, well, just real quick because the demographics of your site are very different than the other sites. So, has that had an impact? >> Yes. Well, and also I'm running a DLI school, which is no other site has to do and I I'm probably over a hundred more kids than other sites as well. And so, with we're I think we have over 520 students now. and being TK through six with two different pathways, it's just my my um my choice in intervention programs and things that I bring to my site is to make sure that it's meeting the needs of kids who are learning two different languages and

050can fully support that. Um so that's where I when we look at curriculum or we look at intervention programs, that's why we bring that in. But we also see what it's rooted in. So like Amplify was a big cell for me because it's rooted in the science of reading and science of reading has gone back for decades and is shown to make an impact in literacy moves. So through my research to see how am I going to impact literacy improvement for my entire site doesn't matter what language it is where do I want to go and so doing the research and what intervention programs there are and the effectiveness and everyone's going to try to sell you but actually diving into the data and see what it actually does for kiddos. um the user ability

051is it more work for my teachers is it like a plug like UFFL is amazing in Ola because it's a plug-andplay and it's foolproof which means there are very few um variables that'll go like doesn't matter if I'm your teacher Ramon's your teacher Eene's your teacher you're getting the same intervention because it's a plug-and-play that's effective but those are all things that we take into consideration >> and just to give information um Belle is a fullon glad school I know that uh Mr. Cath as well as M. Benjamin are increasing the number of teachers that are glad trained. >> Um, uh, Glennwood is a completely avid school. it's Maine that doesn't have a um I would say keystone strategy and they are having a discussion on which um having discussion of rolling out possibly glad

052you know but it is important the staff and the staff buy in because the bo both of the professional development for both strategies um really needs to be bought in by the teachers to for it to be effective but I will thank you for the Great explanation, but I will provide some comparison between the two. >> Thank you. Next, we have Robla. >> Um, good evening. Thank you um, Rob School Board and Superintendent Chen for um, letting us share with you the celebrations kind of things that are happening at Roba. If you remember right from our data presentation, Robo Elementary School went up six percentage points in ELA and um two percentage points in math. So I'm here to share with you some some of the celebrations and then some of the changes and adjustments

053we've made. So, some celebrations. Um, we have a community schools Magda Chavez who was in every one of our um parent conferences for our bilingual students and we got some really amazing information from that. Um, our African-American ELA scores. I will talk about some details later. We are in a full step up to writing implementation from um data that we learned that we had um approximately 40 students that um in a previous year did not complete enough writing to be graded. They did not complete enough writing to get a score. So that's the reason for our step up to writing um implementation. Um I want to say thank you to Stephanie Croy if she's out there. Um she's a rockin assistant principal. If you don't know her, you should know her. She's um improving our

054tier one and tier 2 teams. We know when um there's less behavior and students get their needs, our percentage points will come up. Um research shows 10 percentage points. If our we have a really great school climate, um the whole school will go up 10 percentage points. Sam Drezen, we're doing it. We're a pilot school for inclusion training. That means the adults, the way they talk to students and the way they engage students. um it includes all students in the classroom so they feel connected. So um we're working with Sam. We appreciate that opportunity. We are in a Lexi implementation. Um we we know that um Lexia is an extremely um pertinent reading intervention program that gives parents reports that um like Dr. Drea can be used at home by the families with the QR

055code. So, it does make um parent reports. It does group students. It does all kinds of things. Um we're really excited. We have the Lion King play which we'll be inviting you to. Um we're working on the set right now. It's another way to engage students. So, students can't wait to come to school. So we have approximately 40 students that um will attend and have really great attendance which Eileen I think mentioned we were the attendance winners so we're waiting for our Kona Ice. Um so we have a really strong and vibrant parent teacher club. We just had a uh Friday night. We had Robum movie night and it was well attended. Students making amazing memories and connecting with other students and families being comfortable to go there. And then lastly, another celebration we our

056mental health clinician Marcy Basia sees 25 students um who have experienced trauma or have specific emotional needs and wow that has changed our school climate like the students getting. So I really appreciate Scoies for that. So areas of focus going forward and then I'll get into some more details. We are a GLAD school thanks to Lisa Hall. Um in my this is year 29 in the district. I've been through all kinds of different teacher trainings but GLAAD um engaging students like Marzano says it changed Belle changed Belle's score and um Belle became the highest scoring school. So we we have two teachers that are not trained right now in GLAD but otherwise um our school and if you come into one of the classrooms you will see student work and a celebration of student learning

057and students are accountable for the learning. They become experts then they switch and they become different expert groups. So it's really exciting where students are so engaged that um and then at the end they present their learning. Our school climate is always um in need of um enrichment. So we are working on that. Um we are are we have a tier one training in PCOE right now getting a training to improve our school climate. We similar to Dr. trade. If we really look in the details and look at our math scores, they're directly correlated to our reading comprehension scores. And we know that and in my observations um we need to spend more time and more um have different delivery methods in vocabulary and math. So um we also are looking at our EL instruction

058and we'll talk about that. Our staff development is um we're doing staff development. There's a previous employee here in this district who helped B Avenue who do all kinds of designated supports. And if you look at these adults over here and there's three that have learning disabilities, a really great school figures those out and they teach the student how to use a designated support all year long. So if somebody over there needs um type or maybe there's somebody like Mr. Payman that texts a lot but uses the talk to speech or talk to text. But you have students at Robo Elementary that um we have to do a better job providing those designated supports for our students that in their IEP they have specific supports that they need to be practicing all year long. So

059when they take the CASP test they can use the supports during that CASP test and show everything they know. So that's another thing we're doing. Um we are looking forward to collaborating with um our extended learning people because uh we we did something this year with Alexia with start and Carla Beltran where the um she took we talked and we looked at students that were nearing passing which I'm going to show you is very exciting. We had those students after school work with Lexia and then um she so not only did they get it during school time but they got it afterwards. So, okay. Okay. Well, I'm going to go through and show you and and we're going to say Mr. Raven and I are going to say thank you to the Robbo School Board

060because you asked a lot of really good questions at the the data meeting and some specific to how many students were in specific groups and and Mr. Raven, thank you for your support of that because we worked on it together. Chuck, do I need help? Chuck, sorry I talked too long. So um you are looking at specific the same group of students. So these are students in 23 24 that were third graders and these are students that are in 2425 or fourth graders. And if you look at the score, you will see that in every group of students that is over there at Roba, every grade level improved. These are our fourth graders that now our fifth graders in ELA. These are our fifth graders that currently are sitting in sixth grade classroom. This is

061math and um I will say that um we have in third 3 third 3 third 3rd through six so so you have a context we have one new teacher at Ro and she's a experienced teacher that came from Main Avenue. So that's what we have sitting over there right now. Is it safe to assume that the state uh standard nearly met how it goes down that those students have moved up into the standard met or standard exceeded? >> So that we we do not know that. That's a great question, but we do not know specifically like which student if there was three students that moved up but two students moved down. Like we don't know that. That's a real Thank you for that. Okay, I'm going to get into some specifics here about what we're

062doing this year. Um, with the support of Cindy Lion, we know that um, we we at Roba haven't done the best job of yearly moving students forward in EL. So this year we're utilizing our PE teacher and our music teacher and we have smaller uh groups for win and and our priority because we know the data shows that our biggest opportunity at that school right there is our EL students and and I'm going to show you the exact number of students but our school if you were to come there on Monday or Tuesday hopefully Tuesday 910 10 to 9:40 the school shuts down. Every student and every employee gets the students get specifically what that student needs. So if you can imagine if you're an EL student, you're going to a small group for EL

063instruction. If you're a student that needs help in reading comprehension, then you're going to a classroom for when? If you're a student that needs help in writing, well then you're going someplace for writing. If um and then we have even more specifics of that like Miss Bennett, I was in her classroom today. She's got practice CASP test for third through six, how to respond to writing prompts printed out and the students are working to that. So, um our our schoolwide focus is supporting these EL students because it is the number one area where these EL students don't feel confident. Um, I mentioned the designated supports. Miss, we're building capacity with Miss Croy and Miss Bennett. U Miss Lion has some attending this El network meetings. So, we learn better learn how to disagregate the data.

064And then, um, a big thing that's improved at Roba is the increased communication with the parents. and we're teaching them the importance that if they don't reclassify before they go to Norwood, they have to take a second English class. So, they lose that chance for an elective. And the students kind of go, "What?" And so, we're having that communication with the students and the families to to a better degree. All right, Mr. Cather, do you have a public comment? >> Thank you. Thank you. Sorry. >> Sorry. Yeah, that's a really that's a really great question. >> So, the the Robbo School District does some Repeat the question. >> Okay. So, she's asking about the win rotation. That's the 910 to 9:40 time where every student gets specifically what they need. So, under Mr. Penman's direction.

065Every so often the whole entire school looks at data and at that point the teachers bring all of their benchmark assessments, all of their their grades and and they look and see what students need. So we take a whole meeting, a staff meeting and spread things out and some students need to stay but but the model is six to eight weeks progress monitoring and if students are really improving then we move them out of that group and and so some students and it's it's definitely not pure like you know it's it's we have you know you could estimate that 90% of the students when we come back. We just redid the groups. So, we know that, you know, there's 90% of the students that are in the perfect group and there's still students that um

066maybe are underperforming, but the teacher thinks they go to this group, but that's but it does we do look at all the data every trimester to redo the groups. Does that answer the question? Yeah. Yeah. Okay. Okay. Thank you. Okay, I wanted to give you one example and this I I'm sorry for the it's not a better copy, but this is a writing sample of a third grader. And this is why we're doing step up to writing. It's a third grade EL student. And if we were to blow the left writing sample up, it's a bunch of run-on and it starts out a them a story about a cat named name named Krommy. And then if you go to the other side, you'll see all kinds of punctuations and um and it starts with two

067kids find a cat and there's all kinds of de they see a cat on a roof and it just shows you after this specific step up to writing the difference in the writing sample. So I'm going to kind of try to have fun with you. Um, our African-American students in ELA, the state average for all students in California is 48.9%. Our African-American students last year in ELA were 48.28 percentage points. I don't remember that in my time. Um, we had 44 students nearly meet standard in ELA, like nearly pass. who we don't know if that's two questions, three questions. And I'm telling you, we're really excited at Robbo because we know many of those students didn't explain themselves with the writing. We had 51 students nearly meet the standard in math. So, if we can

068move 35 students in ELA and 27 in math, then we will be above the state average. And that to our staff sounds doable. The exciting part that you need to know is 32 of these students in ELA are EL students. 38 of those students in math are EL students. So approximately 26 to 28 of them are the same student. And so, so I will go into community schools and just say thank you to Superintendent Eileen for community schools because it's making a huge impact. And and I want to explain to you specifically academically how it's helping. The lady on the right, Magda Chavez, she attended every one of our parent conferences that were um bilingual and translated. She was struck at the end how the families didn't understand about literature and and how to help

069their students. And so within the day she told me we have to do something. So that distinct need is transferred into a a literature night for those families. We're going to have 30 families that are bilingual with in a room with uh two teachers that have taught reading for over 40 years with uh Miss Magda to help them understand in collaboration with Jennifer Martinez from Sack Public Library with books in Spanish and English. And that's thanks to Miss Chavez and the community schools grant. We also um community school success. We we did a survey already beginning of the year needs assessment and we got 60 families and the 60 families wanted academic support. They want intervention. They want tutoring. They also want some kind of a sport or dance thing after school like on a

070regular basis. And then they want more fun fun fun nights like everybody everyone talks about at Glenwood. I have I have a question. >> Yes, >> a question. Um I am going to assume that the work that um is doing is for folks who are there other intervention or other support for those um EO students who are not Spanish speaking or can I make the assumption that all of your EO students are only >> No, that's a really good question. So we have um Mr. vu that is then there for other supports the BCOAs that have support but um she is honestly supporting all families so it's not just Spanish speaking and I appreciate you saying that because she was very clear that that's not why she's here she's here to support all families and

071all e families so yeah so I I want to tell you a little celebration um Darlene McGowan is famous in this community for getting presents and gifts for families And um last year before community schools, our staff in support with the district, we supported approximately 50 families and that includes myself like a lot of teachers, Miss Aster, Mr. Pinman, everybody would adopt a family. Um this year with Magnda's help in collaboration with Salvation Army, Liberty Church and Sac Republic, we we provided support for over a hundred families at Robo Elementary specifically. And I'm going to tell you, um it was amazing. Um and so I want to tell you that these three ladies calling families. So you have Jana Cooper, Maggie Chavez, and Evelyn Rivas. They did all this work on the phone and so

072it's not Hispanic families, it's all the Robbo families and and and Jana knows the ones that need help. And so it was a really moving and a connecting experience for the whole staff. And so to continue with Magda, she's built all kinds of trusting relationships. We had a meeting this morning uh coffee and collaborations where we listened to families um of three different languages. through interpreters talk about what families need and and academically and SEO wise. Um we have a the families now have a deeper understanding of what is happening at Roba and um we with her help I asked her within the first couple days of working for us. We have some very social um we have a group of students that's very social and not academic and within the first week she was

073pulling students at lunch and working with students academically. So um she's just been exceptional. So I just want to say thank you. Um we really appreciate um your support. We have a very experienced staff and we understand that we have a lot to be thankful for, but we really appreciate the board asking more thorough questions about the the numbers and um it led to us having a deeper understanding what our students needs were. Thank you. Questions or comments? Once again, I'll just point out phenomenal job of looking >> phenomenal job of looking at the data uh identifying where areas of concern were and and putting together interventions that uh that helped address. And once again, you can just see here in the numbers that it's uh that it's working and you're heading in the right

074direction. Congratulations. >> Thank you. >> Any other questions or comments? Thank you so much. Okay. And uh we're not going to be doing Maine today. So we're going to move that to our next board meeting, which means that we are now going to move on to district district website health and performance update. >> Good evening, Ro School Board. I'm Jonathan Allen, uh chief of technology here at the school district. Um, at our last board meeting, uh, one of our parents over at Glenwood, uh, had, uh, some concerns regarding the quality and performance of the, uh, district's website. So, having heard that, I thought, well, I better look into this. Having just started with the district, um, I thought this was a great way to even get to know the district a little bit more. So,

075as we all know, we use the website to basically present information to the public and then it's kind of a first stop for many of our parents. So, going and taking a look at that from that lens. Um, I want our parents to feel like they can stay connected, uh, which is one of our slogans here at Roba. Um, so first, what are some of the challenges that I discovered when doing a investigation of the website? uh our parent uh made very very clear that the 404 pages were were quite plentiful. Um and there's a couple reasons those are happening. Um but looking at the websites uh I found challenging definitely on outdated website data. There there's been a lot of turnover it seems with the data. Um when you look at a particular data

076through the website, you can't find it. It comes up as a 404 or not found yet. that if you go on to Google, you can find it, such as the ADA page. So, doing some of this work, I was able to relink the ADA page. But as I dug in deeper, I just found more and more just outdated uh data. Um, as well as when you go and use Google, sometimes it won't give you the act the the it'll give you old versions of the data and not the most upto-date. So, that is one of the the challenges we're faced with. Um, >> just real quick, when you say data, you mean the the content that's supposed to be on the page? >> Yes. The content. So, it could be anything from the page itself

077>> to actual files could be outdated or missing. >> Um, so we're one of the things that and and I'll hit on it when I talk about uh opportunities or next steps, but we're we're you know, I'm starting to develop a plan around that um website performance. So, I did notice that when working with the website, uh, we would get 404 pages just because, and then I'd wait five minutes, I'd try the link again, and it would come up. So, I've been working with, uh, Edlio, who is our content management system platform provider. Um, they've had some issues with performance, uh, within the last six months because of growth. Um so I'm hoping that talking to them uh that we'll see an improvement in that front as cloud services are uh sometimes they overs subscribe.

078So they're doing some some uh infrastructure buildouts that should alleviate these random uh 404 errors that come up because their service is unable to present uh a page. >> Is this a hosting issue or is this a or is this an issue with the with the the software the CMS itself? Uh well I it's it's really it's being it is hosted the CMS is hosted it's with their infrastructure itself they've been uh and I'll touch upon this now um they've been working heavily in AI around um web accessibility. So last year in April, uh the federal government added on to title 2, ADA title 2, uh a mandate to uh all public institutions need to make their websites and mobile applications, so you the applications on your phones to be uh ADA compliant based on

079um the uh web content accessibility guidelines through the worldwide web consortium. And so that was in April 2024. Um some government agencies have to make it in April 2025 such as large school districts. Um and then in 2026 2027, sorry, in 2027, smaller school districts will need to meet these web accessibility guidelines. So, they've been developing AI tools to add on the the data that our websites need. And this could be anything from uh putting uh transcripts in in video to um or captions in video to scr transcripts for audio to color contrast. It goes that deep into where they're looking at the colors uh and how they present on the page. And there's an actual ratio, a mathematical ratio that they're using. So, they've been doing some upgrades uh to their system to allow

080the tool to be ADA compliant uh and to allow the the people who utilize it to create websites. So, that was something new that I was unaware of until I started doing this. So I'm now looking at part of a larger uh uh project uh which I'll discuss in our next steps on basically trying to update the website. So that will include uh what I'm doing right now is I've started an inventory looking for bad data looking for these links that aren't working and then trying to figure out okay what do we need to do to bring it back to a a state of of quality. >> Um >> before you go on because I want to go back can you repeat what you said about the the complian uh compliancy and the um the

081schedule? >> Yes. So in April 2027, uh our websites need to have uh a level AA uh rating basically uh based on the web accessibility guidelines uh 2.1. So these are guidelines that say okay these are things that you should be doing such as like if I'm blind and I'm using a screen reader there should be alternative text put in. So if if the the the if I'm the screen reader is reading something and it hits a photo being I'm blind I won't see it. So it'll say oh this is a photo of children playing in the park or something like that. Um it also includes like I said captions for videos uh the the color contrast. So they're um they're they're basing it on a a concept of core which is uh perceivable operable

082because you have to be able to navigate the web page just using a keyboard itself understandable and perceivable. Um and this is just different uh accessibility technologies that they're going to integrate websites. >> Okay. The reason why I was asking is because uh my day job is at UC Davis and um they're going through a compliance issue right now that has to be met this year and when it was explained to me I just assumed that it was a standard you know date that everyone had to meet. No, it's not. Um, for I I can't speak for UC Davis, but I think it's it's now that they it's right around now that they have to um be compliant. But, uh, the federal government has guidelines for school districts with 50,000 or more students must be

083compliant this year. And then students with less than 50,000 uh, students must be compliant next year in April. Do you know the logic behind that? >> No, I I don't. >> I I would guess that it's because as because a lot of this they're literally trying to figure it out as they go along. Universities and larger school districts probably have access to the resources and the technology to to have to have coders figure it out. And as they figure it out, a lot of those solutions are going to make its way into the market so that, you know, we'll be able to find it at a more inexpensive price. A lot of it is probably coming down to to cost. >> So you long runway hopefully. Um so we're I'm also looking at putting together

084a uh survey uh which will probably use the website to to present on asking about community use. I'm trying to pull data figuring out what are the most used things on the website. But as we look at reimagining the website, um, we want to know what is it that our parents and our our community wants or could value from. Um, >> can I ask you a question about that? >> Yes. Okay. >> Sure. >> Um, because and and I'm really glad to hear that that that that you're thinking about how our parents are using our website. Um, if you look further down on on our agenda, you'll see that we have our SAR reports and that has our demographic information, especially our economic demographic information. I know that um economics of a family uh determines,

085you know, how much they interact with things like our website. So, will you also be taking into account um uh the economic side of of of how our our members use our our families use our website, you know, and that some people just may not interact with it because they don't have um certain technology and that we may be able to pull them in. Well, I've found that most families have cell phones and that and in smartphones, even socio uh economically uh under reppresented uh populations have cell phones and as part of the digital divide, they'll use cell phones rather than computers at home to uh browse the web or get information. Um, so one of the things that I want to make sure is that the website is as mobile capable as possible >>

086for that reason. >> And that's a great example because most people do have cell phones. And what I've noticed is that um I may I myself may have a more up-to-date cell phone because I like to do you know lots of fun things. Um but not but you know not everyone has a cell phone that can do everything all the time and that's based on economics as well. So will you be taking into account things like you know um what um not like the highest level or the whatever Apple um 20 something >> but on Android or cost effective solutions. Yes, that that's that would be part of a testing process that we would do. I've done this previously uh in a past life where we'll take different types of cell phones and we'll run

087the website through it to see how it's working and we'll do something like a incredibly inexpensive smartphone um to which is low low uh CPU or low chip speeds and low memory to see how it acts um up to of course kind of a middle of the road up to and your most uh luxurious ious large iPhone like 17. Um but that really kind of gives us a idea of how the performance is going to look like >> across that whole population. >> Um one of the things that that and the data is already probably likely already there. We can see like literally the platform that they're using. we can see whether they're using Android or Apple, whether they're accessing it via tablet, desktop or iPhone or or or or via their phone. Uh and

088it'll give us an opportunity and we can kind of look for okay, what's the what's going to be the best fit? And I like what you're talking about actually testing it because one of the things in some of the work that I've done is sometimes if you don't test it and actually take a look at what does it look like on on on various different systems, you may think it works, you may think it'll look nice. Uh but in the end uh it it it can be quite challenging. >> But this will be tied up into the web accessibility uh piece of it to see how that that plays out uh with the platform that we use and mobile. Oh yeah, I I do appreciate that. Um because uh you know I I I do

089remember times like when we went into co we actually weren't even at one to one technology for um our our families, you know. So um and we had to bump that up because we knew that uh our families weren't there. So um that's why I ask about things like the e economics of it. make sure that everything is accessible and we're not assuming that they have the home >> the latest and greatest >> whatever. So, thank you. >> And um that talking about that that's we're taking a look at updating the website architecture to make it a little more streamlined potentially and then update the content for relevancy as as he said updated uh outdated content not very relevant. So, we want to make sure we have the latest uh relevant data there for our

090families. Then, you've already kind of asked some questions, but if you have any other questions, I'd be happy to answer them. One of the things and I know you talked about surveying parents and students but I would also consider you in particular uh look at the staff that might and how the staff utilizes the website both those who use it for you know viewing content but also those who are actually putting the content on there. Making sure that we have something that makes it so that if we have something that needs to go out districtwide it can be posted to all of the websites relatively easily districtwide. Uh and then also that it's uh it's uh fairly easy to use for those at each site because not not everybody's a web master. >> Oh yes.

091>> But we want to make sure that uh we make it as simple as possible for folks to be able to update the individual sites, the individual school sites so that we have that information. Sometimes if it's a little too complicated, uh folks will tend to delay the updates. Well, I I try to come from a keep it simple >> methodology because I always find that you'll have the greatest level of success >> if you keep something simple, but you're still meeting the goal and the principles >> follow. Um, but that's that's where I am right now is starting to really think about this. Um, just through the research process, you know, I discovered a lot of information. Now, it's taking a look and saying, okay, over this next year, how do we how do

092we apply it? How do we, you know, uh, maximize our efforts and and make it an experience that, uh, people will come back to? >> Thank you very much. >> Thank you. >> All right. Now, move on to the consent agenda. I'll entertain a motion to approve. So moved. >> Second. >> Been moved and seconded. All those in favor, please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. action items. Discussion and approve governing board compensation adjustments AB1390. >> Um, >> can I give a little bit of just a a reminder? >> So, um, and I'm going to talk about the next two items in conjunction just to give a little bit of history. So, prior to AB1390, existing law authorizes members of city and county boards of education or governing boards of school

093districts to receive compensation not to exceed a specific amount between $60 and $1,500 per month based on average daily attendance. 88 AB 1390 um was passed to allow the compensation raise range to be revised um to be between the amount of 600 and 4500 per month based on ADA. So, a school district that has ADA of less than 10,000 but more than 1,000, which is where Robla School District falls in, um will allow um governing boards to receive compensation not to exceed $1,200 um per month or in in any month, right? Um and the next item of B discusses um education code that affords local school boards to increase their monthly sip by 5% from the previous year. So just to give a little history in 1990 1999, excuse me, the school board members um

094monthly stipen was $240. There was a pause in the increase. While ed code allows the increase of every year, there was a pause in the increase of 5% change from 2006 to 2019. Then again in 21, 2021 and 2022. Right? So the current stipen as noted in item B is $355.87. So in 1999 the stipen was $240 and in the year 2025 it was 350. It is $355.87. So due to the pauses in those two big blocks this is where a discussion and or approval or other action can be taken. >> Great. Um well I guess first question is what would what would our compensation and by the way when you talk about the pauses that was robless specifically so not every school district took a pause >> that is correct >> and what would

095at what level would we be if if if compensation if the 5% were taken every year as uh if we were taken every year without any pauses. Yes, I have that right here. If there was no um interruption, let me just make sure I'm okay. If there was no interruption, um the 2025 base amount would have been $853 $853.36 and then a 5% increase would be $896.3. Any other questions, comments? >> Well, a couple comments. Well, first, um I I I I move that we actually do not vote on this tonight because I do want to hear um from other from from our from our um audience and from from um our community before making a decision. If I might make a uh a point of point of order. If we if you make a

096motion and someone seconds it and then we discuss that and then we vote on it, then we can no longer discuss the item. So, I'd like to be able to discuss the item. I'm not opposed to your motion. I'm just saying that then after we have our discussion, then let's then let's go with the motion. I >> appreciate um how good you are with our this on board. Um, >> uh, should we hear from the CFO on this about how our budget is doing? >> The comments comments. Yeah. >> Yeah. Yes, please. >> Okay. Um, at the last meeting I asked, you know, like how are we paying for this and what could those funds otherwise be used for? And in particular, I want to know how the district can afford this but couldn't afford

097to cover all of the turkeys for the Thanksgiving giveaway. Like the district had to ask the Robbo Education Foundation for $500 to cover the turkey. So, like, does that mean if we have the money to pay for a board increase that we wouldn't need to ask for a donation to cover all of those kind of items in the future? >> So, our district budget can is >> Can you answer her question? >> Yes. Let let me let me address the um let me make a comment regarding the the turkey giveaways. Right. Um last school year all of the turkeys were donated by our food bank. This year with the concerns regarding um what was it's not SNAP. um >> not just the budget shutdown, but it's not the budget shutdown. It's the the the Oh

098my gosh, I apologize. The guidance for who would be qualified um for like free and reduced lunch and other programs. Correct. that the budgeting was going the budget was going to impact um federal funding regarding child nutrition. Right. So we do have a new director and what she had originally um secured I believe 150 turkeys, right? Not knowing that last year we received 300 turkeys, right? So I had tasked her to reach out and see how we can match the number of turkeys that we had last year. Right? So um we are very thankful from the donation from the you know Robla Education Foundation but um if we did not receive that we would have looked at additional funding to ensure that um we would have provided the 300 turkeys right and that that probably

099and uh Mr. Martin could um confirm would have come from the child nutrition grant or tri nutrition fund, right? With the money that's that was donated, it just allows the child nutrition department to use that at another time. >> You're absolutely correct. Um if if we we did end up using district funds to purchase the it would have come or they should have come from the child nutrition fund because if they came out of the general fund I could see that becoming it was a public funds issue and so had had the district been um had taken the made the decision to purchase the turkeys it would have come out of the nutrition fund as the super >> I'm going to assume that the bigger question is where's the money coming from and if those

100funds need >> well I would I would answer well don't know if this answers your question but I would >> also can you also repeat what um basically um you said before >> sure the question was could this and correct me if I'm wrong could this money to be used for other purposes other than the board increase. And I would I would say a couple things to keep in mind. Um we are talking about five people in the greater scheme of things. It's not know the amount of the increase. It's not a huge sum of money. Um could it be used for other things? There are always things that the money could be used for. Where would it come from? It would come from the general fund. Um your question is the microphone. >> Yeah,

101she can give her the mic. >> Yes, she can hear it. My concern is that at the last meeting when we were talking about the budget in review he mentioned that the special education often eats into the general fund and while this is a small amount there was an increase last year you know and I understand it is a small amount but at the same time like you know little things add up over the years and things like that and so my concern is just making sure that we are going to have enough money for all the things that we don't plan for, right? And just I it's hard when we hear our teachers asking for $200 to $300, right, to buy additional chairs for their classrooms and things like that or special chairs. And

102it's, you know, they're doing those donor choose programs and things like that. And so it's it's really hard as a parent to see our teachers struggling and feeling like they need to ask us to buy things for their classrooms and and and and yet this POS it just doesn't feel like it's necessary when you know we are supplying a lot of money out of our own pockets to support our students in the classrooms either through additional snacks or by uh donating to these uh fundraiser programs, donating to our school fundraisers and things like that. It's It's really hard to support this when we are already paying so much out of pocket for other things. That's why I'm like, where could this money go? Could you have could you buy these things for our teachers? Even

103if it's not every single teacher, right? Could one teacher, two teachers? It makes a difference to those 25, 30 students um for those little things that they're doing. Whether it's um again like our teacher for my daughter's teacher, they wanted these little bouncy chairs that they could sit on because they get they're second graders and they're kind of squiggly. Um and you know she had to raise like $400 because donor choose adds like 30% in fees that she had to cover and um it'd be nice if she didn't have to do that, you know, and she could apply for some kind of internal grant or funding um in instead. I'm just wondering as a parent, why am I paying for this when you know we I wish a parent the teachers didn't have to. >>

104Um I'd like to comment on that. Um absolutely understand and and how you're feeling when there are requests that comes home for things to be purchased from the parent. I think one of the things that I need to do as a superintendent is meet with my principles. Um that's why we have an um a school plan for student achievement. It really does outline how much the schools get for I'm going to say discretionary funds that are allowable. The example you use are the wobbly chairs. That's probably for um uh what do we call it? Flexible seating, right? Which is absolutely allowable as an expense to use for their site funds. I'm not certain. and I've only been in the district for three years, so I'm not certain of the protocol of when a teacher wants

105something that's on top of what I call the base. Right? So, for example, if we had a writing project and the writing project uses pens that are red, green, and blue, right? To me, that is the base because that is what the writing program requires. But if a teacher wanted purple pens, right, that to me is on top of the base. So that might be some an um an example of what they might request for a parent um to purchase. So or you know maybe you know donor's choose it's it's a challenge for me when teachers go on to donor's choose when I haven't heard at my level that I requested flexible seating and we denied it. Right. So so I absolutely understand. Now, when it comes to the snacks, that might be a little

106bit tricky because they may not um want to comply with our nutrition services guidelines and might want to sneak that little thing in that's not allowable. I could see that possibly happening for a celebration that might happen after school, but um you know, we provide um an opportunity for students to have three meals, almost three meals a day. You know, everyone receives breakfast, lunch, and if you are in our afterchool program, you receive supper, right? And so we do have funding that provides for all that. So I do hear you when um if teachers are feeling they need to go outside. That's a process that I need to explore to see are these requests coming through the proper channels to see where we can use um our funding, you know, more efficiently or effectively. I

107appreciate you saying that because I can't think of a single year where we have not asked all of our administrators and our teachers what they need and to inform us about what they need and we have not tried to um meet those needs. We we have always tried to accommodate those needs. So I do appreciate you giving that that that statement. Um, you know, we don't spend a lot of time here talking about what goes into being a board member. The amount of time that it takes. There's the time that we spend in the meetings and those are the times that publicly you see and those are the times that are that's the time that is actually recognized through through law in terms of how you know how often how often you wind up meeting

108and even then it's just the number of meetings. It's not how long those meetings go. we're pretty blessed here and that we we don't have long contentious meetings and I'm very grateful to my fellow board members for that. Um, but what you don't see is what goes on outside of the meetings. The amount of preparation that goes into the number of reports, the time the the number of meetings that take place both with parents, with staff members, uh with uh with the superintendent, with our fellow board members that go take place outside of this. I I get that none of us are doing this because we're planning on making a living as a school board member. Uh none of us are doing this to to be rich. The challenge is we live in an economically

109challenged community and there are people who I think would be really really good to serve on this board that can't do so because they can't afford to give up the time and the compensation for it doesn't even come close to meeting what it would need for them to what I like to say buy back their time so that they can serve. So, thus it becomes cost prohibitive. And I realize what what I I don't think we're going to make a decision that's going to make a huge change in that. But if we can get it towards something that makes it easier for people to be able to, as I said, buy back their time, um I think that's something that we need to at the very least consider and we need to consider how our

110community and how our constituencies uh are are groups feel about that. So I hear exactly what you're saying and I appreciate what you're saying and I think that is something that's definitely we need to consider whatever we decide to do but I also know that we need to consider we need to consider something at the very least we need to have the conversation and that's the reason why we wanted to do this was so that we wanted to have an opportunity for all of our you know whether it's our our collective bargaining groups whether it's our parents whether it's community members or staff as well as board members to to voice their perspective. Trust me, you have no idea how hard it is to sit here and consider, well, should we do this or not.

111It is very hard because we also know the challenges that many people are facing. But that doesn't mean we shouldn't at least have the conversation. >> I think a better conversation if you really want feedback, again, send out a survey. Like I went to almost every event that was happening this weekend. You know, I went to the the Glenwood uh preschool DLI presentation and I went to the parent feedback night last night and I'll say there wasn't child care at either one of them and there were kids running around. Not many kids, but there were kids and it was hard for the parents to focus. It would have been nice to have child care at either one of those. It'd be nice to have child care tonight at these board meetings. like if that's something

112there's so many parents who I know want to be here tonight but the time is hard it's our kids bedtimes it's dinner times but also even if aside from all of that we can't always bring them right like if we did want to bring them if we did want to keep them up late they're not going to sit here and be quiet we've had a couple kids join us and they were super excellent but like my kiddos could not do what those kiddos did and I luckily have a partner that stays home with them and lets me be here but not everyone has that like if you want to really serve us like I would spend a couple weeks, you know, telling the principles to message their their families through parent square, do a survey.

113I think the the parent feedback survey did a lot better recently than the one last year. And so parents are trying to get more involved through parent square. I think if you really want to hear us putting it on an agenda, you know, on a board meeting, not everyone's checking these and knowing what's up and can provide feedback or can think about it. Um, I think, you know, the more you can try and give us a couple weeks to think about it and submit that feedback really helps. Um, you know, putting up QR codes when we're picking up our kids at the after school programs. Let me scan it real quick and fill out that survey. Super easy. Um, a lot of times QR codes get sent out via parent square, but I'm reading parent

114square on my phone and I can't like QR code my phone or I have to, you know, it's a it's a thing, put a link in there. Um, there's a lot of ways I think the district is getting better at trying to solicit feedback. And I think we're getting better as parents at like responding. And so I think if you really really do want our feedback, I would try to do more than just talk about it at a board meeting. That's not the most equitable place for us to provide feedback. >> Very much appreciate that. And I think that was kind of the sentiment behind behind tableabling the motion and putting it off to another week to another another board meeting to give us an opportunity to outreach and let folks know and get and

115solicit opinions before we before we make a decision. >> Yes. And and and also um I I do want to make sure that you um you and everyone out there is welcome knows that they are welcome to give comments to us anytime about any about anything. So if um you believe that there is a um that we should be providing something like child care at a certain event and we are not um that's information that can be shared with an administrator um and we'll take that into consideration because you know that's how we find out about a lot of a lot of different things and we do actually try to provide child care for a lot of our events. So if it hasn't happened let someone know about that and uh we'll definitely do our

116best uh to make those accommodations. Um as as as uh Trusty Zill said um these discussions are very difficult um because you know no one wants to sit up here and say and talk about giving you know ourselves a raise but um I'm a firm believer that um any job has to be worth um has to have um a certain amount of value to it and as Trusty Doo um discussed uh there is a there is a cost to doing these positions and um we're not doing this to risk, but there there are other costs that um do need to be taken into consideration and and some of it is just um the actual cost that this does interfere with um our professional lives to be able to do some of these things. And I

117don't want to get into all the details. I I just say that that um as Trusty uh Dis said um sorry, this really is a difficult uh conversation to have when you're talking about giving yourself um a raise. It's just that um these uh there has to be a a certain value to um serving on a board like this. Um But um I give people >> I think one of the things that um I just want to mention is that I think I hope that our parents and our teachers and our families know um that if we weren't concerned about funding and if we weren't concerned about budget and if you know we were only concerned about ourselves, we'd have been like sign me up for that paycheck. Um, but I think that we have

118had um I think that we've spent a lot of time really trying to be thoughtful about um making sure that we are showing up for our constituents in um a thoughtful manner. And so I hope that's coming across um very clearly that we are very concerned and that we want to make sure that um we're being fair and equitable um to our constituents, to our teachers, to our to our parents and to our families, but also to ourselves um and that you know we are not taking this this lightly. And um I think you know like our CBO said like it's not in the grand scheme that much money but when you're looking at equity when you're looking at fairness when you're looking at um you know decisions that we've made previously and decisions that

119we're going to have to make in the future that we are being super thoughtful and that we don't want to make it seem as if we are trying to reward ourselves more than we're trying to reward the people actually doing the work. So I I sincerely hope that that is coming across. >> Yes. Yes. And that that that's um the thought that I was trying to get back to. Um we do put a lot of effort into that. Um and um during our last board meeting um we mentioned the fact that we have gone through three normalizations of wages to make sure that all of our employees are paid a competitive wage. And those are things that that we brought up. Those are things that you know we wanted to make sure that um all

120of our employees were had competitive competitive salaries. And when we found out that they didn't, we actually implemented all of those changes. And I really appreciate the fact that one, we did that, but two, we didn't take into account anything like um you know, board wages. We couldn't at the time because there was no consideration for but we we didn't even it wasn't even a thought of should we also try to um >> normalize would normalize the board, you know. Um but we did normalize that for our staff multiple times and we have always um tried to make sure that uh our employees were being paid um a worthy u salary and I do think that um we do have um we get one chance to make a correction for board members and this is

121something that we do have to take advantage of um at least consider. So, I mean, what I'd like to do is just once again, we're not obviously we're going we're going to table this because we're going to and and I like I liked your idea of putting out some surveys, putting out information, giving giving actively reaching out to the community to find out their thoughts. Um, my thinking in this is that there are there are four options and but really only three of them are even possibilities. only one or two of them do I actually like. I mean, the the the broadest possibility is move it out to the maximum, right? I don't think that's a possibility in my in my eyes, in my opinion. Um once again even considering the fact that when we

122looked at when we looked at what other boards in the area are doing uh those that are of commensurate size and have the commensurate number of uh board meetings or meeting required meetings um we're we're at the low end. Um something closer to the median something closer to competitive would probably be something in the $500 to $600 range. If we kept it, if we had done the 5% every year, we said it would be uh what? 8.96. >> Yeah. >> 89603. >> So, I'm just going to say that while I believe that if we had done that, while I believe that that would be fair and reasonable, to me, that's even that's a little bit too much of an increase. That's just once for me. But I think as we're considering it and we're putting

123it out there, that's an option. The other is going with something that's more median, which would be somewhere around the $5 to $600 range, which puts us right about the center of where where of where uh boards are, keeping in mind that there are a lot of boards who are going to be making decisions that are going to be increasing their compensation. Uh and once they do, we're likely going to wind up back near the bottom, but that's okay. The other is going with just sticking with the 5%. Um, once again, we're not putting anything in stone. We're not committing to anything. I'm just saying those are the options that I am thinking. Once again, the the going to the full boat is not an not re it's an option on paper, but to in

124my mind, it's not really an option. >> Can I ask you a question? um when we're communicating with our families and our parents, do you think that um putting a dollar amount, putting percentage amount, adding the language from the um AB1390s, what do you think would be most effective in getting feedback? >> I think all of it I think all of it put into context really helps. I would also add, you know, how much the the staff have gotten in the teachers have gotten their pay increases as well. I think a lot of people want to make sure that our teachers are at least receiving the same kind of pay increase as well. Um, I think it also would be helpful for the boards to come visit their the schools in in the time right

125now while you're asking this. Let us some of our parents haven't met you. You know, there are PTC meetings happening almost every week around the district. I know ours is having one on Tuesday. If you guys want to come meet us and get our feedback in person, you're more than welcome to come do that. Um, come meet the kids, you know, who who you serve and things like that. I think that really helps. I also think it would be really great um to keep in mind that it is an election year and so if this is not really something that's serving you and if it's not feeling equitable, like you know, there is always an option for other people to to fill these spaces as well because we are going to have that this spring.

126Thanks. >> There's always an opportunity for people to run. Like I want to put that out there, too. Like my butt is not like cemented to this seat. And um I think that um that's why we do have elections and I do run. That's why we do want more voices. That's why we do want to hear from more people. So um I I want to put that out there that I am not I'm not glued to this seat. Um and I know that it's open for um anyone who is interested in serving our community. >> Yes, it is. I would also like to point out, sorry, I would also like to not point out, but just say that Robas School District would actually benefit from people running for the board seat. So, I know when

127I ran, there hadn't been anybody who had challenged a sitting board member in how long? >> Quite a few years, actually. I think um >> over the last probably 18 to 20 years, only been maybe two elections. >> Yeah. So, a lot of the times there aren't people even running against us, so there isn't an election. We would love for our community to get more involved >> with our board, with the school district. We welcome people to run against us, to take my position, to take any one of ours. I it's we would the the district would just probably benefit from that. And if a small pay raise gets more people to be able to take the time out of their busy lives to be able to do this, it would only benefit the district.

128>> That's my point. Like I think if you can put that out there and let people know like cuz I know just as a as a parent like I said I I can only be here because my my husband stays at home with their kids but like a babysitter is like 30 bucks an hour right and if you have meetings and things like that that's really hard to afford for somebody. So I think like I said the more information you can provide is probably better. I don't think you can provide too little information. If you really want parents to make an informed decision about how they would feel. And I again, like I said, if you want more people, more parents to be involved, I'd include that in your call. Let them know that this

129is what you're considering when you're making that because you might put that into somebody's mind who's out there who's watching at home. Um, if if you guys really mean that, I think that's something really great to put in there and put that as your intent when you're asking this feedback and letting us know why we would be supporting you or what this what you're going to do with our feedback. >> Okay? >> And we do really mean it. We do really mean what they say, what we say. And so I again, I really hope that that is coming across very clearly. I don't want there to be missing any misinformation that we um are not genuinely interested in hearing from the people that we serve because we definitely are. like we hear you, right? We

130are listening to you. Like I I hope that you see that when you come to these meetings and you give us feedback that we are actually taking actions on those things and we are being mindful about it because what you say is important to us. That's the reason why we're here. Um and so I I I sincerely hope that that is coming across that we that we really do care and we really are mindful of the people. >> Yes. Um and and this district is um a very unique district. It's it's it's a wonderful district to be in, but it's also one of the few um districts that is actually small enough that um I'm one of the few board members that actually has gone through an election. Um and it's one of the few

131districts where you can actually get out and walk the entire district and meet people and really learn what they're interested in and sometimes what they're not, you know, um and and meet the people. So, it it is a wonderful district and if there is anyone out there that is interested in actually learning more about the board, we're all very friendly people here. Um, just you know, we love inter you may have noticed that and sorry to get off topic a little bit, but I want to take the opportunity. You may have noticed that uh we don't run the board meetings the way we the way most boards do. we do interact a lot more with the audience and which is uh which takes a little bit of finesse um because these meetings are strictly governed

132as trustee reminded me a few minutes ago about my motion um but we do try to incorporate uh the community into these needs as much as possible which is why um even if someone hasn't filled out a card or anything like that we're like tell us give us your input so we really do care about the want to hear. So, thank you very much for speaking up. >> I just want to say something too. Um, I'm in the board for 11 years and I never run for for a place. Every time when I sign, nobody sign. Nobody want to take the time. Nobody had the time. Nobody has nothing. And it's been it's been like that for for four almost four elections already. and and that's the reason I keep coming back because there's nobody

133here and I like what I do and I uh want to help people. I want to be involved with schools and I do what I could to to help my school and and and and the district. It bother me when um the school needs something and they say, "Oh, we need donations." And I think in part of the problem is that people don't communicate. And that is the problem. If you need something, you have to approach to the right person and they say, "Hey, I need a p new pair of shoes or this kid needs some new backpack. We have resources. We have a a a the way they do it and they say and I hate to see when people like oh because the school is tied or because the board is tight because

134we don't want to help nobody." know if we don't know how we can help that a lot of the thing is a lot of communications I like to see the parents all the schools all the PT they approach the the board email that hey we need something we need a new book new new cr whatever because we have the resources for this I I not here for money but all the board members in the whole United States get paid for for what they I wasn't planning to I didn't even think I going to get paid for it. But is equality is is is is we didn't take race for years. We talking within the laws and it go is it fair to everybody else making a lot and we making this little this money is

135allocated for for this use. It's is a money for books. It's money for for nutrition. It's a money for everything. Everything has its own place. is the allocation is there and said we only try to see be fair. We not come over here to say hey we want a million dollars or $1,500 or nothing. We was this the reason we are talking to you guys to let you guys know that hey what's the best things to do? We I will never take the bread for my students. I will never take something for for something the school needs. Yeah. And that's one of the things I want to clarify. But we need to be fair and this is a job. This is what we do and we do it the best that we can and with

136our heart because we're not doing it for money and I just want to say that. >> So can you repeat the options that you mentioned earlier? Uh so in in terms of like I think real options for consideration in general one is uh raising it to the level it would be if we had accept if we had done the 5% every year and I think that was 8.96 uh the other is something that's a little bit more and perhaps we can do a little bit better calculation to figure out what's kind of the mean or the median uh with these but I think it's going to be somewhere in the $500 to $600 range and the third would be going with just the the 5% increase that we as current. So, I don't know what

137that would I don't know what that would increase it to, but those those would be the those would be the three options I would say. >> And and I do like the option of a um um survey. Um I am a little concerned about um how much to include because I I wanted to get actually considered. Um so it's kind of difficult to figure out um >> I just really wanted to put those out there as you know kind of see if at least amongst us if those are the areas of consideration you know just I mean for me that though that's what I'm thinking you you guys may be thinking something completely different um I just want the public to have an idea of what we're think so I don't people thinking oh well

138they're going for the $1,200 and you know you at least for me I just wanted to kind kind of put that where it is. I'm more leaning towards either the the 5% or the uh or like I said getting us somewhere near the median which is closer to $5 to $600. >> Did you want to say something? >> Yeah. And I'm I'm more interested in what is um an actual um decent amount for the work that uh we do here, >> but how do you we actually convey that because as as uh you mentioned it's not just the board meetings, it's before the before the meetings. Um I mean we have >> we have 17 meetings on the calendar plus all the unexpected ones. Um and and that that part is just kind of hard

139to convey. Um I'm I'm more interested in trying to figure out an amount that is um that is that equates to what we actually do. I think that they are in the same ballpark. >> Okay. Yeah. Um so I that's why I I like um those options that that that'll put us in a range of um something that's worth the amount of work that >> is there any sort of like uh survey or anything that's ever been done to see okay the amount of time that that board members put in. In other words, between meetings, between prep meeting prep, between events that they attend, between conferences that they attend. Is there anything out there like that that you might know of? >> No, >> I'm not aware of any, but we can always reach out

140and see. >> I'm sure to get an idea. So, if we're looking at a dollar, if we're looking at a dollar amount, what's the hour? >> What's the hourly? Yeah, exactly. What's the hourly rate? Not I mean once again not that this is like an eight hours >> $500 divided in 17 meetings we're making $29 per meeting >> well that's no that's because that's $500 I'm talking about if you're doing it more of an hourly rate. So in other words how much >> 57 we get $20 >> that's per >> per meeting per meeting just the meeting >> but but the five >> but that's 17 >> that's per month not per >> per year. Yeah. Right. Right. >> I don't know. I I think I think it is, you know, complicated. Every time you

141talk about money, like it's always one of those things that's like really >> it's hard to talk about, >> you know, what does my mom used to say? She's like, if you want to know what someone values, look at where they spend their money. >> Um, and you know, I just think that's I I appreciate the conversation and I'm looking forward to hearing what our parents and our community >> what their feedback is. I I I I I 100% agree. >> Yes. >> And and we do look at where we spend the money because we actually have to do that in our meeting. >> Okay. Is there any other any other comments from the public or comments from board members? >> Comments online. >> Any comments online? >> Online. >> Uh now we probably I'll

142probably go ahead and I'll entertain that motion to table. Okay. Um I motion to table this um and our next I can I can combine them. Right. I have a motion to table um items um 8 A and B. Table the vote on items 8 A and B. >> They table them. Are you going to do them indefinitely or to our next board meeting? >> Until um at least until our next board meeting. Okay. >> Is there a second? >> Second. >> Moved and seconded. All those in favor please say I. >> I. I. >> Opposed. Abstension. Motion carries unanimously. Thank you so much for participating in that in that discussion. I know it's not an easy discussion. >> Okay. Now move on to item C. Approve 202526 expanded learning summer contract Roberts Family Development

143Center. So moved. >> Second. >> Moved and seconded. >> Good evening everyone. Alexio Zvakus, district coordinator of expanded learning here. Um the 202526 expand learning summer contract with the Roberts Family Development Center supports approximately a hundred students during the summer break. This program provides enhanced academic support and enrichment designed to promote continued learning during the summer months. >> Questions or discussion? I guess I have a question about like C D NE E. Um that is nearly what like 600 or something students. Um are we going to have 600 and something students in our summer programs? Is that >> So let and I'm going to interrupt. Let me clarify. C and D are for our summer programs, right? And so that's about 300 total. >> Okay. And then E is actually an addendum to the current

144school year ELOP program and he'll explain due to increase um enrollment. >> Okay. Thank you for that. >> Okay. >> Um yeah, I just want to say >> Oh, okay. Two, but go ahead. Uh, I just want to say I uh my granddaughter Jane actually participated uh with the Roberts Family Development Center summer program and I so I had a chance to experience it. Normally I my normally my experience with the summer program is I show up I do the read I do I'm reading partner I you know I strut my thing at the end of it and and that's usually it. This time I got a chance to participate uh actually had a chance to supervise at a couple of field trips and participate and work with and I got to say one of

145the things I like that's different about their program is because they're using uh young adults because they're using college students uh there is a connection that the kids have to them that they sometimes don't have to some of them even some of our our teachers some of our staff. Um they're very energetic. they really really do demonstrate a a care for the kids. And comparing the ones that are here to the ones that are even are in other ones within within uh uh other that are are other uh adults that are working with other uh freedom schools. Uh the ones that are working here are are really something. They're really special and they're really putting a lot into our kids. So um I am uh very very happy to support this anyway with that any

146additional discussion. Okay, go ahead. >> Okay, so our first public comment um Miss Oliver uh said the following. I am requesting tableabling of this item. When RFDC was provided a contract in August, despite not being a recommended vendor by the district committee that reviewed the proposals, no explanation was provided on why they were given an exemption. They were being reconsidered or why they were being reconsidered. Was this afforded to the other programs? This program seems to be receiving special consideration above other programs since they were given additional ELP funding. They were listed on the ELP signup sheet prior to contracts uh was approved at a board meeting and now they're considered again for summer school contract. Were other programs not listed on this agenda? Asked to provide summer school programs. I'm requesting this item to

147be tabled for additional information to be provided to parents for consideration in advance of approving a contract not only about RFDC but about how it was considered and who would receive summer school contracts. The second comment by Mr. Frost is I'd like to make a comment about item C and D. This one and the next one next item. Um, as as a parent, I'm excited that we're that we will be having summer program offered this year. However, it's highly disappointing that parents were not allowed to have any say so in what service providers would be offering these programs over the summer and throughout the school year. Because parents were not invited to be involved in this process, I can only go by what I see. What it looks like is that switching from one to

148two providers parentheses start in RFDC to three to five providers enrichment offerings for our children have greatly decreased. This is a huge detriment to our children with lifelong consequences. The neuroscience is very clear on the benefits of enrichment activities from children. Science shows that when children are exposed to different types of activities and experiences, the brain creates pathways that can build on later in life. Even with a minimal amount of exposure, a sympathetic spark is created. Without these pathways, there's nothing to build and develop in the future. Not giving parents a voice on what programs are provided and who are providing them robes our children from a life lifetime of brain development. I request that the pri that prior to this vote, parents are allowed to review, evaluate, and make recommendations about what expanded learning

149programs are offered to our children. Please table the vote until feedback from last night's feedback night is reviewed and taken into consideration. Our VO voices and opinions should be framing our children's expanded learning. We should be working in concert with the board and the district. Thank you. End of public comment. >> I just want to add that um the parent information meeting yesterday that was held by Mr. visas was to get feedback for the RFP that we will issue for the 2627 school year, right? And so if you recall last year um the board approved vendors for ELOP um during the year and during the summer. So um these two providers were approved vendors from the spring. Just wanted to provide clarity. And so I don't want to mix up the information night or how

150we're trying to gather information to approve the RFP for the 2627 school year. And the 2627 school year starts in August. So I'm not certain if there's any um there might be some confusion because it's summer 2026. Summer 2026 is actually still part of the 2526 school year. to the to the parents. It it all is connected like there is a new vendor being considered for the summer that has not been uh in our district very long and that is the that is one of the concerns and that's what we are talking about at the feedback night last night. While it is for next year and for that proposal process, it's confusing why a vendor that has not been here very long and the district doesn't have any feedback from the parents why that vendor

151would be selected to move forward um compared to vendors that they've had in the past vendor you know it we're just like why is right at school selected for the majority of the students um and and again Robert's family development center was not in one of the six that was originally approved by the committee they got their contract act in August. It's in the agenda. It's in the minutes. They were not in that original six. And again, like I said in my comment, they were put on the signup sheet before the contract was approved. And that's again with this whole like, you know, taking our feedback into consideration. We've been asking for transparency. We've been asking to give feedback for our feedback to be considered. I I spoke to spoke to a lot of parents

152who when we saw the agenda for tonight felt like we got punched in the gut that these were the summer school providers and that this is how summer school was going to play out. And that's why we're asking this to be tabled. We want to provide feedback about how the new vendors are going on our current campuses be if they're going to be considered for summer school. We want to know why these ones were selected in general like why these two um when there is now so many more options and why are we varying from what's worked in the past like did something really not happen at start can't continue to do summer school like you know if there's going to be exceptions made with the ELP funds for one program why are exceptions not

153being made for other programs that's that's the gist >> so let me provide clarity um what was approved the vendors were the six the top six as well as existing vendors. So um that includes you mentioned right at school is a new vendor that was a top six start and Robert's family development center were part of the current 2425 vendors. We also have stay after school who is actually the third item that is a new vendor. So all these four vendors were approved um May meeting right and their contracts were awarded um in the August meeting for the school year and that included the inter session which right at school would um is running. Um part of the decision was based on proposal as well as cost. Um what your question specifically for start to

154be transparent when start submitted their proposal their proposal was strictly for the ASUS grant. The funding for our summer program comes from ELOP. So their proposal was strictly to uh provide support for 180 school days and they also um had an exception because we um approved two years for them to provide um ASUS programming for the 2526 school year as well as the 2627 school year. Right. And that's the only provider that has a two-year contract. Mr. Vakus is hoping to accomplish what the concerns were last year and to get feedback so we can improve the RFP process to get um um to be more informed, get more parent feedback as well as staff feedback. So when the RFP is issued for just the 2627 school year, right, we will um have some good lessons

155learned and um issue a a different RFP for the 26 27 school year. And then following the 26 27th school year, we will do another RFP because that will allow um um a company like start right to be able to um apply for something other than ASUS starting the 2728 school year. So I just want to be clear that the four providers that were were um providing programming this school year were board approved. they were either a an existing uh provider for the 2425 school year or one of the six. And that is um when the item was um amended to approve the the six as well as um any of the current vendors. And you know, as as board members, the primary reason why we made sure to go ahead and and also approve

156uh start as well as Robert's Family Development Center was directly because of community feedback because so many in the community uh wanted to make sure that they had the opportunity that they that their scholars were uh they were very happy with the services that they were receiving uh from start uh despite the RFP. And so in light of of concerns about how that process went, we felt that because there was such strong community input to make sure that uh Robert's Family Development Center as well as Start uh would be allowed to continue to be vendors, that's why we approve that's why we felt so strongly about approving them as vendors. So uh it it didn't just come out of nowhere. It wasn't just because uh it really came out of of community input and really

157what what community parents uh came to us and said that uh that they they really wanted to see them continue to be a part of of of the robot family. >> And I will add a comment that um parent feedback is extremely valuable and accounted for in our expanded learning. It is included into our CQI or continuous quality improvement where we extremely highly value this feedback. Um, our parent input survey we put out has over a hundred over a hundred submissions in four different languages. So, we are making efforts to get parent feedback as we held our parent feedback night yesterday and this is all accounted for and we continue to want to receive feedback. Can I ask a a question for for clarification and um just want to kind of make sure that I

158understood what you said that um the reason why we don't see start as one of the summer program options is apply for the LOP only apply for a um and if there is clear understanding or distinction or communication from all parties that that is the the case And if there was some miscommunication about the summer um pieces of it, is there an opportunity? >> There was no miscommunication. I actually met with um um start it's actually Sacramento start you know their leads the city and um their decision to submit a proposal for ASUS for 180 days during the year. that was their decision because they also receive additional funding or supplemental funding from the city of Sacramento. So, we had more than one meeting with them to decide what they were going to do because

159um the conversation was yearbyear, but we recognized that they applied for the ASUS grant and it is a three-year grant. So, we wanted to honor um that they provide this the ASUS services to complete that three-year time period. Does that help clarify things a little bit? >> The other question is still like why was right at school selected? Um, and like how far in advance were these decisions made to select these two specific vendors for summer school? That was the other part of my comment. Like why these two? How far in advance? And I have a comment on the right at school one that I noticed that they were invited really they not maybe not invited but they were present and gave a presentation at a very early January or February 2025 um board meeting

160about doing expanded learning. And so it also seems from an outside perspective like they are also receiving special treatment. And so there are a lot of parents who are trying to play catch-up and trying to understand and it's really difficult when there aren't meeting minutes available for us to go back and look at. We have to watch hours of old YouTube videos to try and see what happened at those board meetings and and try and piece it together. So we are kind of working backwards and trying to understand why are these two specifically these two programs the ones that were selected for summer school. So, I'll address um Right at School did provide a presentation in January. That was prior to us making a decision that we were going to issue an RFP. Any company,

161right, or anyone can request to to provide a presentation to the board um explaining um uh their company and what services that they might be able to pro to offer for Rob school district. So, that is correct. Um, I'm not going to comment on preferential um preferential treatment. They did request to do a board meeting and it was honored for a board presentation and it was honored in um January. again prior to us finding out that we were going to issue an RFP because we didn't we were not informed until um February um the ASUS shift from Sacramento start to rob school district and the requirements for us when we were going to take I'm going to say possession of our ASUS grant right part of the RFP um had the vendors had to pro

162explain their programming we understand that they were um there was a rubric and part of it was cost, right? So when you look at um the per pupil amount for right at school for example, right? Compared to some of the other vendors, it was um the best value, right, based on following RFP guidelines. Um Freedom School has been in our district for a long time, right? 15 years, right? And um as uh President Doo said, you know, I think having um Freedom School or Roberts Family Development Center as well as start um recognizing the feedback from the parents um they are an approved vendor. So when we were um having the conversations of who is going to be a provider during the 180day school days as well as who would be providing be the provider

163for um our summer program that is that is everything is taken into into consideration. So the freedom school is a program that we will we continue to offer this year this summer and I would anticipate Mr. Vacus' summer program survey will determine whether it is something that is valued by our students and families right as well as um if you know the performance of right at school you know um again right at school would be the program that is similar to what start offered we will offer a three-week academic program that will be run by our staff and then um right at school would provide the extended day care to ensure that we meet the ELOP requirements of a 9-day program and then they would offer two weeks of full day again to meet the

164requirements for a 9-hour day. And to provide clarity, yes, start gets um a little bit of supplemental funding because the the the proposal that they provided to the district to run the ASUS program was more than our ASUS grant, right? And I felt that it was important um for them to be able to run the ASUS program for theund and um 80 days. And the way that we had to meet that obligation was to supplement it with um ELOP funds. The reporting for ASUS will fall under the ASUS guidelines and then the reporting for ELOP programs will fall under ELOP. >> Thank you. >> Any additional questions or comments? >> Actually, can I make one more comment? I I I I understand the request to um have the board consider a pop uh a postponement,

165but I will say in fairness in all for planning purposes for for both programs, right? Um it is difficult to um for staffing and preparation, I know part of the freedom um freedom program is their um staff attends training out of state. So just wanted to provide that information. >> Right. Any additional discussion or debate hearing? None. We'll move forward to a vote. All in favor, please say I. >> I. I. >> Opposed. Extensions. Motion carries unanimously. Item D, approve 202526 expanded learning summer contract, right for right at school. Building on that, the 2526 expand learning summer contract with the Write School further extends the district's summer offerings for another 200 students during the same summer session. Through this partnerships, students will receive structured enrichment, academic support, and keep engaged while uh instructional school days

166not in session. >> So, oh, apologies. >> Moved moved. Is there a second? >> Second. So, as I understand this, so what this is is they're basically after, so we're going to have our staff is going to be handling the academic piece during the day and then during the after school hours, they'll be providing the after school after school enrichment. >> Yes. I'm sorry, Mr. Vas. I'm just going to jump in here. Yes. So, I want to be transparent. Freedom School has their own program. It's a sixe program at another site, right? Um, for our academic piece, it would be three weeks of a 4-hour programming. Let's just say for example, 8 to 12 by our staff and then the right at school would take over from 12 to 5 or 12 to 5 to

167ensure that we offer a 9hour day that is in compliance with ELOP. >> Okay. >> Yes. >> And that's for over a 3-week period. >> No, it's three weeks they will do 12 to 5 and then the last two weeks it is 725 whatever nine hours full day. >> Yeah. Full day. Yes. >> All right. >> I guess the only thought that um I have um is that I don't want to be um kind of like caught being guilty of the same thing that we kind of were before and not having the opportunity to hear feedback about the new um vendors and the new programs. Um I hate to be like yeah like you know they can you know come and do our summer programs and we haven't gotten feedback on their their impact their

168effectiveness. Do the families like them? We did not like them. Um because I feel like I got kind of like caught in the same thing like approving the vendors and then there was like later where families were like or community members were like it's terrible we don't like that. Um, and so I just want to um I I guess I would feel more comfortable if there was an opportunity to know a little bit more about how the programs are like are people really opposed to these after school programs? Are the t are the staff terrible? You know, are the kids being treated poorly? Like those are things that I don't necessarily um know because I don't have any experience with these programs. And I know at some point we're going to hear um at some

169point we're going to hear, you know, feedback about about the programs and about their um impact. Yes, understanding that, you know, these programs do take time to kind of settle down um you know, that learning curve from just coming to a new district as well. But I I would want to say that in our parent feedback survey we did put out, we did request feedback on current providers and how they are currently doing. And um in the English survey, I'll have to follow up on other ones. you know about over 90% and I we could present it in the next board meeting or if you want to add on top of that but it was over 90% that everyone felt heard from their current program and they could they would change nothing about it >>

170and that that goes for every single program and currently in the district >> and right school is currently operating in our >> Yes. Correct. >> I guess my my question I don't know about a question or a comment. Uh you know I would understand that especially you know if we're looking for something to supplement because I know that I know that that it was a bit of a challenge when we ended with the three weeks and there were a lot of students a lot of scholars who wound up having to go over to the Roberts family development center I think last year. No, that didn't happen last year. Just in terms of there not being as many options after the 3-week period is my point. >> No, I will own the communication of how we

171did registration could have been confusing because what we did was we offered um we offered three weeks academic. if they just wanted academic >> and then if they wanted an afterchool program, there was a choice and then they had to register for that and then after the 3-week program, they had to reregister again. >> Okay, >> we're going to fix that. >> And um the the challenge that we also have is um Robert's family runs for six weeks. So what we don't want to repeat is that the one week that we don't offer because we are in preparation and it gives our teachers a break that they don't go to freedom school for a week and then come into ours. We don't want to disenfranchise that program. So we are going to do a better

172job with communicating the choices and not make it so complicated. So we will own that as a learning opportunity. May >> I just want to make sure that uh you know it's important. I mean, are there any other of our current providers that could have been able that that we could have partnered with that could have provided the the the partnership to work with our uh with our academic program that I mean and and if if there are did we talk to any of them? >> So when you say current, you mean the current who are working with right now. So it would only the only we're only working with four this year and that's Robert's right at school, stay after school and start. >> So Roberts has a freedom contract, >> right? >> Um

173start only applied for ASUS. >> And so it was between um stay after school and right at school >> and they had as a part of their a part of their uh >> proposal some some Okay. >> Right. So in other words, we're working with the vendor that's been approved for summer for summer that's submitted for summer that they could provide those services. Okay. Any additional discussion or debate hearing? None. We'll move forward to a vote. All in favor, please say I. >> I. I. >> Opposed extensions. Motion carries unanimously. Item E ex uh approve ex approve 202526 expanded learning contract addendum edtech enrichment LLC doing business as stay after school >> move second move and seconded discussion >> in addition to the summer programming the district continues expanded learning efforts throughout the regular school

174year the addendum with edtech LLC doing business that stay after school increases enrollment spots across the district, primarily in our before school program. This reflects the strong demand for such a valuable resource to our families and students prior to the the start of the instructional school day. Um that 45minute little leverage before being able to get to school, being able to get accommodations for homework if they did not finish um any type of enrichment during the morning as well. It just provides such such amazing value to our our community. Another Okay, go ahead. >> No, you're good. I do have public comment. So, Miss Oliver states, uh, I want to know why this contract is effective and if additional funding was already been provided in advance for the increase enrollment. How were these enrollment numbers

175determined? Where did they increase? As someone who reads parent square frequently, I've not seen any additional advertisement about opportunities to enroll students into before school programs. Additionally, Superintendent Chen visit our parent teacher club and spoke as if these enroll spoke if these enrollments were already increased. So, I'm curious why this contract is here now when it seems like if an amendment is needed, shouldn't it have come months ago? How's this vendor dealing with staffing increase if they haven't received payment since contract isn't valid until approval? End of comment. So, I am excited that we heard from the families and that we offered for a first time before school care. Um, transparent-wise, I was very conservative in um, contracts and assuming that we would only need 20 spots at every of each of the five schools,

176right? I believe Taylor is almost at 100, right? They're at 80, so they're in the the the next range. Um, when a contract is approved, like their original contract, they're going to utilize their current approved funding, which is 374,000, right? That they can bill us. That is the amount that is build that they are allowed to bill us up until they don't have any approved money. Right? it's important that we increase their contract because we did have to increase staffing specifically in the morning. And so this is why it's truly important or um that we approve an increase because it would be where if we did not increase their contract, they would not be able to bill us like at the end of this month or for February. So they have been approved to provide

177before before school care and after school programming and because of the increase in the morning staff specifically, right? Their um monthly invoices are much higher than anticipated if they stayed within. So they're going to utilize the approved amount. They will not bill us for more than um the approved amount until you approve an addendum and increase their contract amount. >> I'm sure our kids is going to program. >> Yes, a lot of students than anticipated and I even in my winter message says we still have space, right? And I say that because I will task Mr. Vodkus, if we need more staff to work with our vendors to meet the needs of our families, >> I I would say this. If there were if this were a traditional for-profit business serving customers and they were

178a subcontractor, I would say, yeah, you probably shouldn't have been serving more customers than you were contracted with during the during the during the time period per month uh without getting our approval. understanding that we're not a for-profit business and that we're not a traditional company. Uh ultimately, their job is to meet the needs of meet the needs of of of our scholars. And you know, the fact that they were doing that, I would have liked to I would I too would have liked to have seen this come before us earlier. uh especially knowing that the way in which they're handling it is they're doing the billing and which basically means that if we were not to approve it, that would mean we wouldn't have the the 20 students who we did approve wouldn't have

179wouldn't have access for the entire year. Uh so that's a that's a concern for me. Do I I really would have liked to have had the opportunity to approve this earlier. Having said that, uh I am also though glad that they did not turn students away, that they did actually were there and met the needs. Um I'm I'm inclined to support this, but uh I really would have liked to have seen this earlier just just for the sake of, you know, once again the the funding for the 20 for the 20 students at every site. Right now, it's basically what we're saying is we won't be able to finish out the year if we don't approve this. Yeah. >> Because they're like they're they're going to get paid for the work they did. And I

180I don't begrudge them that. It just would have been nice if they got the approval before doing it or at least somewhere near the beginning of doing it. >> Any additional comments? >> Thank you for that comment. >> All right. Uh any public comments? Seeing none, we'll move forward to a vote. All in favor, please say I. >> I. >> Opposed? Abstensions? Motion carries unanimously. Item F, approve the 202526 service agreement with Vasco Electric, Inc. moved. >> Moved and seconded. >> There you go. >> Okay. Uh this uh service agreement is to establish the physical conduit infrastructure for uh room 21, 20, 21, 22 and room 31 at Maine Elementary School. Um during the uh at some point the conduit where life safety services ran such as fire alarms and network connectivity, fiber optic cables

181uh was damaged. And these classrooms, uh, one is not connected. Room 31, um, and room 2021 and 22 are connected via wireless connectivity. So, we're looking at having a vendor come in and permanently connect them back to the network, getting rid of things like a firewatch and uh, the wireless connectivity that we have there. It's a joint project between maintenance and it discussion or debate hearing. Hearing now we'll move forward to a vote. All in favor, please say I. >> I. >> Opposed. Extensions. Motion carries unanimously. Item G, approve 2026 2027 service agreement with Red Rover Technologies LLC. I'll turn a motion to approve. >> Move. Second. >> Moved and seconded. Is there any discussion or debate? Would you like to speak to it real quick? >> I would please. Um just briefly, my team

182and I are excited um if this is approved to have the opportunity to start the implementation process. Um we did look at three vendors um that um provide these types of services and on three different accounts. This was definitely the top choice of vendors um in terms of ease of user access in ter um for the people who would be implementing and doing the behind the scenes like myself and my team as well as the employees who will be accessing this program in order to function. um with different processes in the HR department or with the HR department. Um it has the better level of um data security um for employee confidentiality and information. Um and then in terms of price point, it is um competitive with the other two. Um so it definitely won

183out. Um there's a lot of ease of use for the interface. It will save my team a lot of manual processes and um we will get a rid of paper. Um you'll be happy time sheets will no longer be paper. Um and so um the other thing that it'll do, it has a really positive consequence in that we are working to grow our internal substitute database because this system will function much like swing or scoot does and um when an employee is absent and a substitute is required, it will reach out to that substitute or they can log in on their own into the database and select the assignment and fulfill the assignment. So what that'll do is have that positive consequence of reducing our contracts with those agencies through Swing and Scoot who charge

184us much more um for a substitute employee than what we can house internally. So in the end it'll end up saving us money. >> Any additional discussion or debate? Hearing none forward to a vote. All in favor please say I. >> I. >> Opposed extensions. Motion carries unanimously. Item H, approve out of state travel request. >> So moved. >> Moved and seconded. Discussion. >> Um, just to remind um or give a little bit of context, California Schoolboard Association in collaboration with the Association of California School Administrators, right, is offering the fifth annual advoc advocacy coast to coast trip. Um, it brings together district and county board superintendents and and cabinet level officials from across California traveling to um Washington DC so we can meet with our Capitol Hill decision makers and influencers. Um, uh, President

185Doo and I attended it last year. It really was a great experience. I'm prepared. I have my one sheet ready, um, for Robla. And one of the things that when we met with our um our congressman was really to advocate for federal funding specifically for special ed. And I was able to share at um on this trip that as of April while Robl's revenue or how much um funding Robla receives for special ed was $1.8 8 million. We knew as of April Robbo had already um spent $6 million. So, um ensuring that or advocating for an increase of special ed funding is one of the things that we advocate for. So, um this is a request for us to um go back to Washington DC and continue our advoc advocacy. I'd like to point out

186that this is just for the superintendent and the board president as well. So, it's not the entire board >> and you have your work cut out for you. >> Is there any additional discussion or debate? Hearing no, we'll move forward to a vote. All in favor, please say I. >> I. >> Opposed? Extensions. Motion carries unanimously. Item nine, board member requests for future agenda items or reports. Trusty Divine. >> Um I'd like to look into the possibility as our um audience member pointed out the possibility of uh doing a a daycare type thing for board meetings. Maybe have people sign up and say they need like a certain number of spots so that way we can have more family members come and join us. >> Trusty Cardona. I just when apologized early when I throw

187my numbers. I was in rush and I pressed the wrong numbers but >> I wasn't crazy. It was just >> I was in rush. I don't know. I don't have nothing else and thank you >> Barnes. >> Trusty Hamilton start at this time. >> Uh you know something in light of our conversation regarding compensation and I think also in regards to people who may be considering uh running for the board. This is probably not something that's that would be appropriate in the next few months, but sometime maybe hosting like a, you know, Robla school board boot camp for people who are considering might might be open to the idea of running for the school board, maybe have an opportunity to talk about what is being a school board member mean, you know, what what goes

188into school board, what are some of the issues facing school boards, yada yada yada, but really open the idea. So, for if there's anybody out there who's open to the idea, who's interested in in running for the board, who just wants to learn a little bit more about what we deal with, um, it might be something worth doing. Anyway, let's let's consider that. >> Mr. Roberts held something like that um over the summer and I got a chance to participate. I think it was super helpful for the the folks who were in the room to learn a little bit more about about my role and what I do and how they >> Excellent. And uh with that this meeting is adjourned.