001If you're not ready, get ready. If you are ready, stay ready. Okay, we're going to go ahead and call this meeting to order. Will you please rise and join me in the pledge to our flag? >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Let the record show that all board members are present and accounted for. Uh there was one action taken in close session on item D, consideration of a student matter, confidential matter involved uh uh section uh 4660. It was the recommendation by the district was I'm sorry, the recommendation by staff was approved. Uh motion was made by Trustee Divine and seconded by Trusty Barnes and was approved unanimously.
002And now we'll move on to Now we'll move on to I already did that. Okay. Now we'll move on to an adoption of the agenda. I'll entertain a motion to adopt. >> So move seconded. >> It's been moved and seconded. All those in favor please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. Now move on to public comment. Uh members of the public may address the board of trustees regarding any special board meeting agenda uh agenda item during the 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 for by the board president. In order to speak, what we would ask that you do is to uh to comment in person. Please
003fill out a request to be heard card and give it to the board assistant. Your name will be called during public comment during uh public comment agenda item or during the specified agenda item. Comments are limited to two minutes. If you want to submit online via assembly gamut meetings, enter your name and email address and the board assistant will provide your comment to the board. You can also submit comments via YouTube. type your comment in the live chat uh and the board assistant will share your comment on the board as appropriate with the board as appropriate. Now is a time for individuals to address the board on items that are not on the agenda. Please note that because it is not an agendaized item, we cannot take action on it, but do know that we
004are listening and at the appropriate time uh we'll do our best to try and address your concerns. Is there anyone who'd like to address the board on an item that is not on tonight's agenda? website immediately. ADA website is the ADA website has a 404 error. There's um I had a list in the public comment. I think it's hopefully attached in your agendas. Um, but there are several really important pages that are basically down and parents have no access. They have no access to this information if they need it. Um, and then I also wanted to follow up on a comment I made a few weeks ago that the minutes have still not been uploaded to the past um, meeting. So parents still and like the public don't have access to those meeting minutes and
005it's required by policy. it's um you know something that the public could take action if they wanted to against the board or the district. So I just want to bring it up to the board's attention and ask that the board on a regular basis look at the district website through the eyes of a new parent of a parent of a kindergartener and see like what's missing, what can be done. Um take kind of a step back and look at it from our eyes. I've I'm probably on there weekly at this point, but when I was a new parent, a new kindergarten parent, it was really hard to navigate and find that information. And it shouldn't be, right? It should be very user friendly and it should be really easy to access. And I just ask
006that you every once in a while when you have a few minutes, you know, if you're going to scroll scroll the district website and just kind of see what can be done, um I think it'd be a really great action in faith to our our families in the district. Um so I just wanted to uh bring that to your consideration. Thank you. >> We can ask clarifying questions because um you're describing two different things. Um one is surfability and um I I would just like to ask if you have had any conversations with people about um in the district about the surfability of our um website and things that you have seen or not seen? >> No. Um I haven't. Um, but I'm just, you know, I come here frequently and I I think also
007like I would I ask because I know in the past when I've had different jobs and positions, you know, it's been asked of me as a representative of that company or that agency to be in touch with that website looks like the public facing pages. It's a representative and to know how somebody else would perceive it. And so I'm just recommending asking the board to take that into consideration too because I think it's easier for you to know who to contact. Um or if you have the if if it's not easy, provide that information, you know, to parents if you have a problem. Here's the contact person. Um because sometimes we get the runaround or we don't know what to do. Um, and again, like it's hard when the ADA page is a 404 not
008found, you know, and um, if you're looking at that page, there's a reason and it's frustrating that you'd have to take another step, you know, to have that access. >> And that's the second part of the question I want to ask. So, so has has that been brought up to anyone that there that there we get 404 errors and I get that sometimes things are up and things are down. I I just want to know if there was um any kind of communication that that particular page had been down if there was a response to that. >> I'm aware that there are pages on our website. Um sometimes they are down and sometimes they're up. So I I want to recognize that. Um I also want to recognize that we started the conversation last year
009of looking at a different platform because we were having challenges. So, we we will I hear you. We're looking at it one day at a time. >> Yeah, I just want to bring that up. Um I know other people that I've talked with have seen that same page down on on different occasions and um and a few other ones, too. There are other updates I listed that weren't there, like the parent guardian notice for 2526 isn't up, but there's one for 23 24 and 2425. And that seems like something that should be updated earlier in the school year, not December. So that's where I'm like, it'd be nice if, you know, there were other people other than parents because sometimes, you know, we look and we think about it and we don't do anything about
010it. But >> and and I want to thank you for for for addressing the board and and the reason why I asked about surfability is because um I know I look at the website and I believe that my colleagues do as well, but um we look at it differently. >> Exactly. >> Um so so it's important for me to know how others um look at it. Um, so asking me to look at it wouldn't wouldn't give the results. >> I mean, I think if you like put on a hat, right? Like if I was a brand new kindergarten parent or not even a TK or like I'm new to the district and I'm looking how do I enroll my student here? What pages am I going to go to? >> Exactly. And so that so
011I'm I'm I'm just thinking over them more broadly that maybe we there are other ways that we can get that information because you know um I would not rely on my particular set of eyes but um I just had a few clarifying questions before she does. So thank you very much. >> Thank you very much for bringing that to our attention. >> Thank you. >> Any additional comment additional comments? Okay, we'll move on to board member I'm sorry we move to reports and we'll start with the Rob Education Foundation. >> I'm sorry before we get to that I have one more um comment or question um about the minutes being uploaded um and just wondering like where that's getting or like where the challenges are with getting those >> assembly is it? >> It was
012assembly. So um if you look at the today's minutes are updated last weeks maybe maybe the last last month few months um we had a technical difficulty with assembly where the minutes that are uploaded in simply were not um connecting to our website and so I've asked um Mr. for Hardo to put hard copy PDF minutes into our minutes. So he has a task at winter break to go as far back and until we can get Simy to connect it to our minutes because normally there is a um link that you can click on but it has been it hasn't been functioning. Yeah, the last board minutes that are available through Simly, not through the agenda because indeed you're you're correct. They are in the agenda if you click on the agenda, but is uh
013December of 24, December 20 19th of 2024. So, yeah, that's something we need to get rectified right away. Thank you for bringing that up because I look at the >> I guess I just didn't recognize that there was a disconnect there. So, thank you. >> Yeah, we always look through the at the minutes through the agenda. >> So, the idea that didn't even stop to think to look at that page to see if to make sure that they were there. So, thank you for bringing that to our attention. Okay. Now, we'll move on to reports. Start with Robbo Education Foundation >> and I guess this is the point where the foundation is to wish you a happy holiday because I don't think we're having another board meeting before break or are we? This is it.
014So enjoy your holidays on be from the uh foundation. One thing I do have to take care of this evening is our last grant request. And if she'll come up here, I'll present. I won't let her talk this time. I promise. But this, she didn't introduce herself, but this is Sabrina Oliver. She was one of my helpers during the summer at the fireworks booth. Worked with quite a few of you that were there. She represents the Glenwood PTC. Fortunately, through her and her counterpart over there, we're going to be having more PTC members from different sites this year in the booth. So, it's going to be a big help. She got together years ago. The afterchool programs included a Girl Scout troop at one of the sites. It for a while it was here when
015my granddaughters are here. There was a Girl Scout in functioning here as part of the after school program that went by the wayside due to funds and so forth. But she and her counterpart over at Glenwood able to put it together, but their fees for Girl Scouts have gone up substantially. But she was able to uh coersse Lisa Kaplan into making a $500 donation on behalf of city council district one. And so she came to me and said, "Okay, can you match this?" And you all know because you are on the list, you voted for it or I had the opportunity. And so this evening, she is getting her $500 matching check to go towards the registration of Troop 7032. >> Real quick, I just want to say thank you so much. We have 25
016girls and they all came out to the Lisa Kaplan Sienna night tonight to do hot chocolate and this really means the world. Like they came on two days notice, got all together. This is helping keeping the troop moving forward and they were like in tears hugging Lisa. So they uh are going to thank you too. It's just great. But yes, thank you so much. Right now we'll move on to Roba Teachers Association, CSCA, and Superintendent Report. >> Good evening. Just a few things. Um, yesterday I had a wonderful time shopping with Sac Republic and United Way for a winter wish list. Um it was great to go through um Target and fill your basket and knowing that when it gets to the counter, you don't have to put your card there. Someone else's card is
017going to be there. So, we were shopping for um 200 of our students. So, we're super excited and we'll be delivering those baskets on Friday, December 19th. Um this Monday, I attended the strings winter concert at SAK State. Wonderful. We have 45 students um who participated. It was a great concert and this is my third year attending and I will say even though there were there were only maybe what 15 um second year so many more first years I thought this was an advanced group. I was really really pleased. So the program will resume in February looking at Miss Lion. Um I was fortunate to attend CSBA with all um the board. It was a wonderful um experience. I sat on two panels, one for delegate assembly and one for the work that um Rob
018does in partnership with CASA and CCE. Um last Tuesday was our first district resource fair. Um we have over 20 vendors and I thought it was a great turnout for our first um resource fair in the district and so I want to thank all our community school liaison um and our community school coordinator and our district staff for putting that together. Part of the resource was a survey um for our community school grant. It's a mid-year survey. So, I think we had maybe about 20 or 20 families participate um in completing the survey. So, just so you know, if you're listening, it will be in my winter message and we will um put it out on Parent Square as well as the district website. So, please please please fill it out because your feedback is
019really really important to us. um upcoming events for next week. So, I encourage you to look at your child's school calendar. Um Friday is a minimum day. Friday, December 19th, not tomorrow. Friday, December 19th is an amendment day. And then I wanted to wish everyone a wonderful holiday. Thank you. >> Okay. Now, we'll move on to board member reports. We'll start off with Trustee Divine. >> Good evening. I hope everybody had a fantastic Thanksgiving. Um, last week I was able to attend two of the three days of the CSBA uh conference. I unfortunately did get a cold and had to leave early. Um, however, I wanted to tell everybody happy holidays and and to enjoy their new year celebration. >> Just Cardona. >> Hi. Hi everybody. Um I guess we was uh last time we
020was before the last meeting we have a data uh seminar that we all participate and it was really good to see all this um information that we was available they share with with us. Uh as everybody know we all was also participate in the u uh CSBA conference and it was real refreshing and I was also opportunity to be in the PT meeting of the language school uh Tuesday and it was nice to see uh the parents how uh involved and enthusiastic are uh how many activities they are looking forward to bring fundraises for the kids and I was kind of telling they uh let us let us know because we like to help too and get us also involved in how that we can help to the schools in the activities too. I want
021to wish everybody merry Christmas, happy new year and safe holidays. >> Hamilton Starks. Um, I also got a chance to go to the conference last week and um, it's always a really like enlightening experience. I learn um, a lot a lot when I have the chance to go. Um, and so I definitely appreciate um, the opportunity. Um, and I also want to um, just acknowledge that I can't always attend all of the events that are happening, but please keep sending the invitations because never know what's going to happen with my schedule. Um, and um, I appreciate the invitation. I appreciate being in the notes. So please keep sending those invitations. >> Trusty Barnes. Um I'm going to echo what Trusty Stark said and about the U invitations. Um I was not able to attend the
022PT meeting, but um I'm glad that we were were fairly represented and that uh we had our superintendent and board members um able to attend. And I love hearing about the uh engagement coming out of that and the questions that are asked and um they're great questions. They're, you know, strong questions um that either challenge us uh to do better or educate us um or allow us to educate everyone as well. So, I love the engagement coming out of these and hearing about them. And please keep the invitations coming. Um they're valuable. Um I was able to attend the CSBA conference with everyone else. Um and I love those conferences because they I tell people that they either um energize us or re-energize us. Either way, we get um so much energy from them and
023learn um more that we can do. Um we also learn about things that we are doing right. And every year I come I come away from the um the conference really appreciating our board and how well we get along. Even though we have very different uh opinions at times um and we sometimes argue like brothers and such but we get along well uh and we have a very good board and um that's not always the case. Uh there are 5,000 board members in uh California and not all of them get along very well. So I do appreciate this. I was also able to attend delegate assembly uh with Trusty Duth and that's a bit different. Uh it's more of the political side of the uh school board. Most people don't really think of of us
024up here as nonpartisan, but this really is a nonpartisan position and delegate assembly is more where we're doing more of the political stuff and you see a lot more representation throughout the state. Um, again, I will say I appreciate our board and also I also appreciate uh where we are. Um uh it's uh um yeah I think we have I think we have a very good district and people who really want to do good things. Oh enough talking. I'm good. Thank you. Okay. Uh I too had the opportunity to attend delegate assembly as well as CSBA conference and just a couple of takeaways that I really had from the CSBA. Number one was uh there is a renewed effort organizationalwide and statewide on closing the achievement gap and in particular uh on on speaking with
025state and working with state policy makers to uphold their role holding them accountable when it comes to their role in closing the achievement gap. making sure that they are providing both the resources uh as well as providing the the the leadership legislatively uh whether it's overwhelmingly policy that would just get them out of our way and give us more local control uh but also following through on a lot of the the commitments that they make through legislation. So um that was something that really seemed to galvanize members of the delegate assembly and everyone really seemed excited about it. uh also had a chance we had some breakout sessions talking about in particular once again closing the achievement gap and looking at data and one of the things that I found particularly interesting was how few
026districts actually look at their internal assessments. Uh it and the biggest reason why that that stood out to me was because we had just the week before, maybe a week and a half before, sat down and and and really went and dove detail into our internal assessments and and and and raised some very interesting questions and had some hard conversations. Um that was something that really seemed to stand out with a lot of other districts in terms of something that they wanted to to get more into and start to do. So that was something was also that was very interesting. The other thing had to do with uh well how districts are handle handled their their co funds. There are a number of districts uh throughout the state of California that are are are making
027some tough choices right now. And in many cases they're making those tough choices because when it came time to how they spent those one-time dollars, uh they spent it on ongoing on ongoing spending. And uh they're having some very very hard times now cuz now's become belt tightening time. And you know, I just want to I want to say thank you to our staff for their recommendations and and really coming up with innovative ways to utilize those resources uh in a way that wasn't going to hamstring the long the district long term. So, I want to thank the staff. I also want to thank the board uh for for their commitment to the long-term fiscal condition of this district and making sure that we're looking out for the district. And I want to thank our
028collective bargaining units because I think in a lot of places where where they when when those hard conversations were had uh in some other districts their collective bargaining units didn't didn't see weren't interested in the long term. But I think our staff is they want to do what's best for the kids. They want to do what's best for their members. Uh and they anyway I just I just wanted to say just all across the board the reason why we are in the healthy position that we are is because so many people have have have made the right decisions for the right reasons. And uh anyway I just I always leave CSBA proud of our district, not just this board, although definitely proud of this board, but of our administrators and our sta our senior level
029staff, our teachers, all the way down to our classified all the way down to our bus drivers. I just I'm I'm always very very proud. That's probably the reason why I've been here for 21 years is because I really enjoy uh what we do and working with all of you. So, uh thank you. Thank you for giving me the opportunity to be I feel like sometimes like a proud papa every time I every time I go to CSBA. So, anyway, thank you you for allowing me to have that. >> I want to add on a little bit. Um Trusty Loose talked about um closing the achievement gap and actually the state has a nice abbreviation for that, CE. And as Superintendent Chen uh alluded to, she did give a presentation. She didn't mention the fact
030that she was one of three people that gave a presentation and did a phenomenal job. Um and afterward um we were even um able to ask some questions and >> Craig and his usual self asked asked a very complex question with like I don't know 12 million points and at one point he leaned over and he's like he's the only one that answered the question. He was very proud and and um Superintendent Chen did a did such a wonderful job. >> And um one other thing um uh the um data um workshop that we did as Craig mentioned, it really did get attention. People came up to us afterward and asked, you know, um I need more information because I we want to do this. So it really did um garner a lot of attention.
031I'm really proud of the presentation. Only one of three, you know. I mean, that's great. And we still don't know exactly who nominated Superintendent Chin to present. It actually wasn't one of us. So, somehow someone found out about what we're doing here >> and asked her to present. >> And this is a tribute to our district. >> Yes, it is. >> Okay. Okay, now we're going to go ahead and move on to our annual organizational meeting. This is where we elect uh officers for the upcoming year as well as approve our calendar. Uh basically what'll happen is is that we'll open the nominations in each particular case. Uh we'll close nominations and then we'll then we will vote. Um following the election of the new board president, the new board president will uh take over
032the rest of the meeting. So with that, I will entertain nominations for president of the governing board. >> I'd like to nominate uh Delus as the president. >> Are there any other nominations? >> Hearing none, I'll entertain a motion to close nominations. Second. Been moved and seconded. All those in favor, please say I. >> I. >> Opposed, abstensions. Motion carries unanimously. >> I'll now open the nominations for the role of vice president. >> I would like to nominate Trustee Hamilton Starks for vice president. >> Second. >> Been moved and second. Is there any additional nominations hearing? None. I'll entertain a motion to close nominations. >> So moved. been moved and seconded. All those in favor, please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. Uh item C. Uh I will open nominations for
033clerk of the board. Do we have any nominations? >> Time to nominate. >> Second. >> Been moved and seconded. Are there any other nominations? Hearing none, we'll move on. We'll I'll entertain a motion to close nominations. >> Second. >> Been moved and second. All those in favor, please say I. >> I. >> Opposed. Extensions. Motion carries unanimously. Item D, appoint board representative to the Sacramento County School Boards Association. Is there a Was there a second? >> A second. >> It's been moved and seconded. Are there any other nominations? Hearing? None. I'll entertain a motion to close nominations. >> Move. >> Second. >> Been moved and seconded. All those in favor, please say I. >> I. >> Opposed. Extensions. Motion carries unanimously. Um, we don't think we need to we don't need to necessarily change change
034positions. Uh, item E, approve the 2026 board governance calendar. >> So, move second. >> It's been moved and seconded. Is there any discussion? >> Hearing none, we'll move forward to a vote. All in favor, please say I. I. >> Opposed? Extensions. Motion carries unanimously. Okay, now we will move on to board presentations and information. We'll start off with >> a she was asking about >> No, not yet. That'll be >> Yes. >> Okay. >> All right. Discussion of uh discussion. This is a discussion item. governing board compensation adjustments uh relating to AB1390. You go ahead and just just present the item real quick. I'm just gonna read u so AB 1390 um existing law authorizes members of city or county boards of education or the governing boards of school districts to receive compensation not to
035exceed a specific amount between $60 and$,500 per month based on average um ADA AB1390 was approved and revised to allow the board to increase authoriza to authorize compensation to increase um between 600 and 4500 per month because our ADA falls within less than 10,000 but more than 1,000 the board can increase um compensation um a sum not to exceed $1,200 in any month. So the discussion that you will have in open session is if you would like to consider um adjusting your monthly compensation. I will say um just to give a little bit of history that um starting in 19 1990 the board compensation was $240 per month. Um, ED code allows that the board receive a 5% increase every year. There was a pause in the board compensation um from 2006 to 2019 where
036there where their amount um remained stable and then um resumed in 2019 and thereafter for two years where they received um a 5% increase and then there was a pause and then re-res zoomed in apologize thinking 2023 where we um did um compensate with the increase of 5%. So the board can have a discussion um regarding if you would like to um increase your monthly compensation within the guidelines of AB390. Um, I felt that this was something that was important to include on the agenda in particular during the organizational meeting because uh, a as as noted for a long time the board did not receive an increase in compensation and was was limited to be able to actually allow for that. um once we resumed we weren't able even though we were in solid financial
037condition we weren't able to make up for the increases that didn't take place um you know a lot of people seem to think that uh you know we we get paid the big bucks here for being on the board and I think anybody who's ever served on the board knows that this is not a first of all none of us do this for the money um but also we don't receive a lot a significant amount of compensation and I just wanted to make sure that we all had an opportunity to talk about whether or not increasing it made made sense and if it did uh what amount made sense. Um now I'm trying to did you send us you sent us information regarding what current board compensation is right for other boards in the area
038and comparing comparable size and whatnot. >> Correct. Um I am still um gathering information but what I did provide was um information regarding districts within the county. Okay. >> Right. And as well as what the board's current compensation is for 2025. >> Okay. Um I guess what what I'm thinking is number one, what do you guys think? You know, there's no way to have a conversation like this without sounding kind of realistic, but going to have the conversation anyway. >> Exactly. >> Um, and you know, I'm glad that um we finally had this this conversation because, you know, you're right. Norman does this for uh the money. We don't doing any of this. You don't even um get anywhere near comfortable. But um what anyone should get for doing the job should be commiserate with
039the job and for many years this has not been. So I'm glad that um at least through um AB 1390 they kind of acknowledged that >> and have given us um a way of correcting that. Um so I think that we definitely need a discussion about this. The only thing is um I appreciate the information that uh Superintendent Chin has given us so far, but uh the only problem with that is that is basically information that um about everyone else that was in the same situation. So it doesn't really tell us much just that you know board members everywhere have been revealed. Um so it's kind of hard to address it. >> Not everywhere. >> Well, not sure. Not everywhere. Not everywhere. But this is true. I actually did look up um some of the
040larger districts like Dallas and they get paid quite a bit. Um but um yeah, a lot of board members are not really uh getting paid some um an amount that's commensurate with what they actually do and that and that is kind of hard to translate to different size districts. So I I appreciated the information about you know what life side boards are getting but it didn't really help out. >> No. Okay. Anybody else have a comment? Um, I was just going to say that I I think that um one of the challenges is knowing that there are financial challenges everywhere and and across, you know, across the board. I know that um our our our staff and our community have um advocated for um increases in pay. Um, and for for me personally, I think
041um that it would behoove me and and probably the rest of the board members to think about um how we align our increases with the increases that um we have been able to afford our to our staff. To me, it doesn't feel fair for us to be like, give me a 20% raise when um you know um we know that um our teachers would appreciate more increases as as well. And I know that I'm comparing, you know, apples to oranges. Um, but I think in like equity, I think for us to be mindful of what that looks like, regardless of what, um, you know, AB139. >> Um, I'd like to also point out, if I'm remembering the numbers correctly, since the original date, there's only a day per month. you know, one thing I I
042I really appreciate what appreciate what you said because there is one thing to, you know, to look at the actual increases. Um, I think there's also something else to consider and that's normalization. Um, and one of the things that I'm really proud of that we've done this district that I didn't really expect. Um, because we we've gone through two normalizations of of of wages if I'm not mistaken. >> It see it seems like more >> three actually. Okay. Three. you know, um it took a while because we couldn't um do this all at once, but um you know, we asked ourselves the tough questions. We we asked ourselves um are we paying our our our um staff enough, our people enough, and I remember at one point we we thought we really were and we're
043quite surprised to find out that uh we weren't. And we started normalizing wages. And for some people it it it meant um a pretty healthy increase because we found out we were not paying them what they should be. Um so going through those normalizations um one thing that the board has never done is as a normalization. So I I get the fees I mean sorry the the uh the increases. I do view this more as a normalization. I I for me I guess because this is such a sensitive topic. I number one I think it's something that requires more than one discussion. Um what I'm hoping to get what I was hoping to get out of this conversation was what other information would uh members of the board like to to see or have as
044we further this conversation to find out in order to help them make a decision. Number one. Number two, I really would like to hear from uh from from the community. I'd like to hear from our from our our staff. I'd like to hear from our classified and our our uh certificated uh groups. I'd like to hear from parents or community members and find out what they find out what they think and also help them to know and better understand, you know, what we actually what what our compensation currently is, what it is in comparison in the community and then see if if it does make sense for us. cuz in the end this may we may wind up making the decision to just keep on going along the track that we're going and I'm okay
045with that if that's the decision that we make but I still think we need to have the conversation. So, um for me uh some of the information I'd like to see is like you said the comparative with other boards in particular not not just in this area but maybe in this region uh those uh who who fall within our same grouping. um if we had not made a decision for example from 2006 to 2019 for the years where we did not take what was I think it was at the time five% >> 5% >> what would the compens what would the comp what would our current compensation look like um I think for me that's information that I think that would be that would be helpful and then once again reaching out to our to
046our uh various different uh what's the word I'm looking for um there you go. Educational partners, find out what they think and then maybe have this as a discussion item for our next as an continued discussion item for our next board meeting. How does everyone feel about that? Any any other additional information that they'd like to have? >> When you say educational partners, are you saying like you're trying to figure out um how other um districts are going to respond to this AB 1390? Are we saying is that is that the question? Is that the statement? >> Uh more I'm I'm more concerned about the rob community. What is the rob community thing? So I'm talking you know parents groups uh or collective bargaining units. Um >> educational partners is the new word other than
047stakeholders. >> There you go. That's that's the for stakeholders. >> Okay. But educational partners the new term. >> There you go. Educational partners. >> Yes. Um yeah, I think um for me another thing um that I would like to see is maybe some um feedback or suggestions from our CBO. I know that um I have definitely leaned on them to give some guidance in terms of like what is reasonable. Um, so some guidance there would be >> and part of it to understand is I'm like this. I mean I like I said I whether or not I receive additional compensation. I'm I'm I'm going to live on. I'm going to be fine. But I know that there are some people in the community who would consider doing this who can't afford to give up the
048time uncompensated. And uh sadly sadly nowadays it seems like in order to be in public office you almost have to be in for higher office you have to be independently wealthy almost. Um what's great about running for school board is you know I can walk and knock on every voters every voter's door uh during the uh during the election cycle. I mean it's it's it's not that huge because we're so small. Um, but it's, you know, once again, I know that they're not everybody can, uh, not everybody can afford to give up the time. In some cases, it's just a matter of allowing them to buy their time back. Anyway, >> okay, we have one public comment. >> I like your sweater. >> Um, I'm super happy that this is a continuing conversation. And I
049think information that families might want to hear is like where like where what pool of money like feeds this and what else could those funds be used for? So I know you know there's all different like types of money and things like that. So like if we >> don't elect, right? Because it's I guess we're presuming as someone who doesn't know a lot about the budget that if the money is just sitting there, is there other stuff that it could go to or is it only held for this purpose? So, um, you don't have to answer that now, but I think if you can answer that now, that's something that would be really helpful when this comes back around or when you reach out to families and things like that because I think it's hard
050to abstractly know those kind of things. >> Thank you. I think I would also like to know since this, you know, passed in October, um what other districts have been doing? >> Also, what uh are there any are there any time limits for boards to make adjustments? In other words, if we decided to punt on it into the future and wait and see what other districts are doing, is there any penalty to that? So, that would be helpful not to know as well. Okay. And just for clarity, um, whatever decision made, it goes into effect January 1, 2026. >> Okay. >> So, even if it's made after >> Yes. >> Okay. Got it. >> If that's what you choose. >> Okay. There you go. Okay, >> if you choose >> like what we are >>
051absolutely just one minute and let me clarify in 20 it was 240 a month and in 2020 oops 2025 it is $355.87 87 >> what we have $355.87 for 2025. Any particular discussion on that item with that we will move on to item B school year first interim report. >> Good evening everyone. Um, tonight I'm here to present the district's 2526 first interim report for your review and approval. And before we get started, just a reminder that the first interim report reflects changes to the budget based on actual activity through October 31st. So the numbers you're going to see tonight are budget numbers, not actual numbers. So this is shows you the typical budgeting and reporting timeline starting in July and going until the next June. As you can see right now, we're at the
052first interim report which needs to be uh approved and sent to Skoey no later than December 15th. When you do a interim report, you can receive one of three certifications. The first certification that you can get is positive which means that the district meet its fis its financial obligations for the current year and the two subsequent years. You can also get a qualified certification which means that the district may not meet those goals or those obligations. Then you can get a negative which means that the district will not meet those uh financial obligations. So tonight we're presenting the first interim report and we're asking you to approve it with a positive certification. The education world is full of acronyms. So I just wanted to put a couple up here that you'll see tonight in this
053presentation that you may or may not be familiar with. Of course LCFF is the local control funding formula. EPA is the education protection account. LREBG is the learning recovery emergency block grant and REU is the reserve for economic uncertainty. With all that said, let's look at how the budgeted revenue has changed since budget adoption. There are four sources of re four categories of revenue for the dis for a district. First is LCFF sources and since budget adoption, the LCFF sources revenue has increased $983,282. I'm not going to read the slides verbatim, but you can you can see there why or how it's increased. Federal revenue has increased just under $100,000. State revenue has increased 1.3 million and local revenue has actually decreased 59,540. Overall, budgeted revenue for the district since budget adoption has gone up
054just over $2.3 million. Graphically, that's how the four sources split up uh contribute to the district's or how they contribute to the district's overall revenue budget. LCFF sources are just over 20 or just under, I'm sorry, $29 million. Federal revenue is just over 1.7 million. State revenue is just over 9.3 million and local revenue is just over 2.3 million. Our total revenue budget at first interim is 42,341,58. Let's do the same thing for expenditure changes since budget adoption. Certificated salaries have gone up $450,000. Classified salaries have gone up 755,000. Benefits have gone up 218,000. Books and supplies have gone up just under 800,000. Other operating expenses have gone up 1.2 million. Capital outlay has gone up 731,000 for an overall change since budget adoption and expenditures of $4.1 million. And these are budget numbers. These
055are not actual expenditures heard at this graphically. That is how our expenditure budget is divided up. And here are your dollar amounts. Certificated salaries are 15.7 million. Classified salaries are 6.8 million. Benefits are 10.1 million. Books and supplies are 2.2 million. Other operating expenses are 8.8 million. Capital outlay is $983,000 for total expenditure budget of $44,872,58. In terms of the budget, I wanted to point out that if you look at the graph and you add up salaries and benefits on that graph, it it comes to it comes to 73% roughly. I think that's a little misleading when you look at how much of the budget is salaries and benefits. The reason is lion's share of a district of not just our district but in general any district lion share of any district's budget uh salaries
056and benefits are in unrestricted funds. These graphs are restricted and unrestricted. So when you throw in restricted which is where most of the contracted service budgets are that dilutes the effect of the salaries and benefits. Look at just unrestricted money which is where most of our salaries benefits are. We're at 81.5% of our unrestricted budget. Another big is area of concern is contributions. And as a first interim, these are all the contributions that we have budgeted in our from unrestricted to other sources. In particular, I want to draw your attention to from state mental health down to the bottom. At the very bottom, you see restricted maintenance 1.6 million. That is a contribution that we are required by law to make the one, two, three, the four above that statemental health through special education. We
057are not required by law to make those contributions. But we c any district cannot run an effective uh special ed program without contributions. And I want to make sure you all realize those four numbers total up to almost $5 million. $5 million of our general fund unrestricted money comes out of unrestricted and goes to special because our special ed program not just ours but any districts are woefully under we call it contribution but it it's not voluntary it's we have to fund these programs and and the resources that we use are are from the general fund. >> Correct. It's more like those that program is encroaching upon the general fund. Some people call them encroachments, some people call them contributions, >> right? >> Um, but yes, you're right. The only one on that list, excuse
058me, the only one on that list that is required is restricted maintenance. >> Everything else is a result of what's being spent in those programs. >> Okay, thank you. >> Sure. Another big part of any interim uh report is the multi-year projection on NYP. And I have I'm going to show you on the next slide a very basic summary. But before I do, I want you to see the assumptions that we used in in coming up with the NYP. Rejections include a 2% increase for step and column advancement. They include the 2.0% 0% salary increase for 2627. They include the absorption of the learning recovery emergency block grant back into the general fund starting in 267. That is onetime funds, excuse me. They include incre allocating for increased staffing due due to projected enrollment increases.
059And then I in I upped the uh cost for utilities in both of the outy years by 10%. Given that there's a very very elementary for the district for 2526 2627 and 2728. >> So you said one of the assumptions was projected projections include increased staffing due to projected enrollment increases. >> That's correct. >> What are what enrollment projections are we expecting? Are we are we projecting because we've been dealing with declining enrollment for how many years now? >> I don't know how long. >> Just one of the things I want to say that I would like to um as an example is our transitional kindergarten. Right. So we added a transitional kindergarten DI class at Glenwood. So we now have two DI um transitional kindergarten classes. And we also added um a transitional kindergarten
060kindergarten combo class at Taylor Elementary. >> And so um those were two classes for sure that um I wanted to add to ensure that we can um um serve our families as opposed to um saying our program is full. >> Okay, >> we are full right now. I would like to open another TK class if I had a teacher. Um but that is um in addition to adding those two classes. Okay. >> So I'm hoping that more transitional kindergarten students come as an example or um as we look at um next year's enrollment um I'm hoping that we can eliminate um our combination classes. Those are very challenging classes and if that means an increase in staff that is something that I definitely want to explore. >> Okay. So again here here is a very
061basic uh MIP for the current year and the two out years and at the bottom you can see the effect that the deficit spending has on the district's beginning and then subsequent ending fund balance in those years. When you look at fund balance there are different elements that make up the district's fund balance. Um there are a total of five but you only see four on this graph and the reason is the fifth one which is um revolving cash is so small in amount that it doesn't register on the graph. Um but it's made up of our restricted fund balance, our reserve economic uncertainty, any assignments the district has made and then unassigned and unallocated which if you look at those bars, that's that top dark section in each year. The assignments are ways of
062earmarking fund balance to cover anticipated expenses such as covering deficit spending in the outy years. Um technology upgrades and and and replacements are examples. Um covering you know covering the special ed contribution encroachment that we have to make. Those are examples. Not every district has to do them and not every district does the same ones. So given all that, moving forward, we need to be mindful of our expenditures because that's going to affect the district's overall deficit spending. We need to work to eliminate any and all projected deficits in the budget. We need to fully expend any grants that are no longer generating ongoing new revenue. We need to make sure that the funds that are budgeted for supporting the district's LCAP are being spent properly and we'll update NYP projections with the information from
063the governor's budget pres presentation in January and beginning working on the second interim updates. And it's funny, I wanted to mention you had talk when you talked about um using the co funds to to fund ongoing expenditures. It reminded me of something When I first started, Ron Bennett, who is the founder of School Services of California, used to have this line that he he'd always say, "Don't spend money on don't spend onetime money on anything that eats." And the point is, remember, onetime money is just that, one-time money. So, in terms of a timeline, so tonight I'm presenting the first interim presentation. In January, the superintendent and I will go to the budget presentation um here in Sacramento. It'll be our first look at the proposed 2627 budget. In February, you'll get the annual financial
064audit or 2425. In March, I'll present the second interim report. In May, we'll have what they call the May revised budget presentation, which will be our second look at the 2627 budget. In June, we'll have our LCAP and budget public hearing and adoption meetings. In July, the adopted LCAP and budget go to Skoey. In August, the 2627 school year begins. In September, I'll present the 2526 unodudited actuals to the board. And in November, I'll start working on the 2627 first dinner. With that, happy holidays to everyone and I am happy to answer any questions you all may have. Questions? >> Thank you. I do have one question. Sorry to formulate um this uh um this is slide seven. I want to talk about certificate salaries, classified salaries and benefits. Um, >> right. The expenditure changes.
065Is that what you're talking about? >> Yes. >> Okay. >> Yes. Okay. The last part under benefits is as well as revised projections based on actual staff participation. Can you talk a little bit about >> Sure. So what what I mean by that is if for example um and totally making this up but if for example we the budget was developed assuming that all teachers were going to pick the most expensive plan. We budget say the most expensive plan was $1,000 a month. We budget $1,000 for every teacher, you know, whatever. Then once the school year starts and new people are hired and maybe you have the family plan, but you only have employee only and you have employee plus one. So we make adjustments based on what we actually have now that the school
066year started. That's >> yeah. >> So you budget based on maximum maximum participation but maximum participation is unlike so you adjust it then when you're doing the actual year started and now that we've got everybody's hired we thought everybody was going to take employee plus family and maybe only 25% did we adjust accordingly. Um, now I know it's probably a little bit premature since probably there'll be more discussion about this when you guys go to do the January budget thing, but I know that the uh the LAO just put out a report basically talking about an 18 $18 billion deficit for this year and then projecting it also to a $ 35 billion deficit the following year. Any conversation or anything like that from school services or anybody? because C CSBA is basically they're concerned
067that it may result in an encroachment upon Prop 98. Are you guys thinking the same thing? >> Well, when I was at the CBO symposium right before Thanksgiving, >> right? >> Um they talked about the possibility and I and I'm not exaggerating, they stressed possibility that there might be deferrals of some sort, >> but nothing set in stone yet. >> Okay. There also were concerned about some uh some Prop 98 fund shifting or budget shifting or something like that. Basically trying to artificially >> reduce Prop uh Prop 98. Luckily, everyone seems pretty satisfied with the fact that we will >> sue the state if they do that. So >> would not would not surprise me. >> Would not surprise me one bit. Okay. I have one other one this is probably won't be able to
068get answered here in this meeting but um since I mentioned earlier that that we had gone through um through normalizations of our um wages and you corrected me and said three um and we have worked uh and and now and I'm glad that our our wages are actually um some of the better wages in the county. Um, and I know we still have areas to work on, but um, I know that we have made a lot of improvements in that and we were still working on benefits. At some point, can we get um, information on how um, our benefits are compared any additional comments or questions? Thank you so very much. You're very welcome. >> Phenomenal report. And now we're going to move on to district facilities update. Mr. Hickey. >> Good evening, board president,
069Mr. L, and the board of trustees. Uh, board president said this is the facilities update. It's been a while since the district has had a full facilities update. I'll make this as quick as possible. A lot of the information isn't new. It should be a summary for for most of us. That's just a mission statement that uh last time we were here that we went over in recognition of the uh impact facil facilities have on student learning potential. Our mission is to provide clean, comfortable, safe, and well-designed facilities for students and staff, thus creating the optimum optimal environment to allow every student to achieve their full potential. This is just a summary of within the last 24 months, the uh projects that the district has engaged in, what has been completed or almost completed with
070a few of these items. And so these are the pro the projects that the district had a focus on in 2025. A new playgrounds installed. Uh all school sites had some program playground modifications. Uh new artificial turf fields installed at Bell, Glennwood, and Taylor. Uh currently none of those fields have been released. There are a number of issues that uh myself as the facility consultant uh superintendent Chen and the CBO that we're working through uh primarily has to do with uh a quality issue as it as it relates to what elementary school should receive and what a CIF certified field should receive. uh the last email response uh just to be uh transparent with the district. I challenge the uh the vendor provide a source document that conveys that the district uh should accept fields
071of a lesser quality simply because we're elementary school district as opposed to a CIF. They have failed to uh provide that document. Uh and my position with the district, if the district district had an expectation on what the district felt they were purchasing for 5 million, if the uh vendor that did not satisfy that expectation, there's an injury and there should be some compensation as it relates to the injury. Currently, what's on the table is that we're asking the uh the vendor to provide compensation back to the district of 15%. There's an ongoing negotiation uh on behalf of the district. There was some there was some issues with work done that was not authorized caused the areas around these churchs to be muddy, unplayable, unsafe for students. We're going through that process on how those
072vendors recognize uh rectify those matters as well. Have we determined that that 15% will make it will will be sufficient to be able to rectify or fix whatever it is that needs to be fixed? >> That's the current belief that it will. >> Okay. >> And part of that has to do with the warranty period and what they project to do in the warranty period. uh we believe that it's in the best interest the district to at some point serve this relationship have the funds to that will also cover what would necessarily be done in the warranty period as well. Okay. I know uh the students, the principles, everyone at the sites are eager to uh uh get on those fields because they do look nice uh from uh from the the learn from the
073unlearned eye, but from the professional eye, the fields do not meet specifications. Uh it's been outlined in detail uh to the vendor. Uh the uh negotiations have been passionate, but uh the position the positions of the district is firm and our goal is is to have the fields accessible by the students and the staff as soon as possible. But we also want to make sure that going back to our mission that the what we provide is safe uh for the students and it and it it meets the expectation. But more importantly, my position is the district felt they purchased a particular product and they they and we should receive that product. Over the summer, uh, classrooms 11 and 12 at Taylor had previously been uh, red tagged. And so we brought in a team that
074will renovated those rooms. They received a new roof, a very nice rooms. And so uh uh the principal at Taylor here and they have put those rooms into good use. And so that was good use of district funds. Taylor also re received over the summer a new roof was installed over the majority of uh the majority of the roofs were replaced at Taylor. Uh we also added one classroom to Glennwood. Uh that that classroom came from Mangan Avenue. It was it was uh stated slated to be demolished and so it was in great condition and so we uh the district saved a lot of money by moving a classroom from Maine to Glenwood to fill that that current need. There are still classroom needs at Glennwood that that we will get into later on. We
075also uh re uh relocated library at Maine in preparation for the the construction of the new preschool facilities that's going in at Maine as well with early childhood education facilities going on at Maine. And as we all know uh the district has a really nice uh new preschool on the Bell campus. Though that is the uh pretty much the the exhaustive list of projects that have been completed or almost completed. Are there any immediate questions on this particular slide? This group of projects. Here are the projects that are ongoing that we're currently managing. Uh as the board is aware, a grant was approved for TK PreK classrooms at Maine. Uh the board approved the contracts for Vanpelt, Maguire, uh architect firm. All of all of the key players have been procured. Uh the construction is
076ongoing. We meet uh we have OEC meetings uh on a weekly basis. And so that project is in full uh full steam ahead as we say. Uh the state al state reimbursement application has been submitted on behalf of the district by uh CFW. Uh there is a fund amount that the district is expecting to receive. Uh we're also in the process of develop a clear set of 21st century education specifications that will go into any uh projects going forward. Uh the district has contracted uh my firm Hickey Associates in Hickey to do the five-year facilities master plan. There'll be more information on that line item going forward. We're about two months into that uh that project currently. Deferred maintenance plan. That's a new part of proposition two for compliance. uh the district had to comply
077with proposition two so that future projects will be eligible for state reimbursements so that you can you receive your 60% back or your 50 50% back depending on on on the uh project for the fiveear facility master plan is necessary in conjunction to a deferred maintenance plan. There are also 19 other items in Proposition 2 that the district has to comply with to be eligible for that reimbursement. And part of uh what my firm is is doing on behalf of the district is ensuring that every uh element of proposition two the district will be in compliance with so that you do qualify for your state reimbursement. Uh once the project at Maine uh is coming to near completion, we realize that uh at Maine Avenue, a new library uh will have to be provided. Current
078facilities is temporary. The goal now is to take two of the existing uh portables that exist on the campus, modify those or put those together and uh similar to what we did at uh Taylor uh probably uh the same vendor uh will be recommended to do the same work. They did such an excellent job at Taylor that uh we're probably going to uh request that they provide a proposal to help us with the new uh library at Main Avenue. Uh there's ongoing concess discussion about child nutrition facilities. I'm not sure if Superintendent Chen has shared with the board completely. She and I did a tour of the Monterey County uh food bank would ask why why would we visit a food bank in Monterey County to address child uh nutrition facilities in the district? Uh
079there is a innovative process that is uh taking root in Monterey County where they're using food trucks and food banks on how they are how they address uh child nutrition within that county. And so there may not be an appetite or or financial ability to provide the central kitchen or the citric kitchen may not even be necessary based on what how the board uh uh moves. But we're looking at options on how food trucks and mobile devices can extend the kitchen in ways that currently we have not imagined. and uh the lady that operates the Monterey County uh food bank is on the cutting edge of what can be done with child nutrition as it relates to uh mobile vehicles. >> Can you expand on that further? Like the food for this is confusing to
080me. >> It's pretty amazing. And so, uh, Superintendent Chen, you want to give it from your perspective first and then I will follow up? I want you to hear what she saw from her perspective, what the possibilities may be and then uh I'll follow up from uh from my batch's point. >> Sure. Um, I know the conversation um the original conversation when I came on board was a central kitchen in combination of a multi-purpose room, right? And uh the question regarding funding, right, and reimbur amounts reimburseable for the district to um do a central kitchen plus multi-purpose room, whether it was originally at Bell um Avenue or the conversation of having it at Taylor. So, I recognize that and I do recognize that there's still a desire to have a form of a central kitchen,
081but what we um observed was a food truck that is able to provide um 200 meals for example in an hour. And so if we had an event at a school site, right, instead of um an alternative to some of the events that we had, our parent empowerment dinner at Main Avenue where you're having it at Main Avenue's multi-purpose room cafeteria, right? Could this food truck um go to Taylor Taylor Elementary at their um at their site and provide meals versus like we did hamburgers or um what did we do? hot dogs, hamburgers or tacos because we um partnered with the vendor, right? It was just a different way of providing meals and um the food truck was also uh provided meals during lunch. They it was just a separate option or another option. They
082also had a um produce truck where the produce truck um traveled to each um school site once a week and it was with all the donations of all the um produce from like food banks or other um areas because it was in in um Monterey area. There's a lot of farms. Um this produce truck would go to all the schools and families would come and get whatever they would need. We were just trying to think um what are some of the options other than your original um central kitchen that was tied to the multi-purpose room. >> So, how would we go about making sure the staff on the food trucks was protecting the children from moving food trucks because they're can't really even come onto our campuses. >> It would be your staff. >> Oh,
083it would be our staff. >> Yes. >> Okay. And and these food food trucks, if I can really quickly, they're modeled uh in Hollywood when when staff is on on the set uh all all of the nutrition is provided from these particular vehicles, Hollywood has used them for years. >> Okay. >> And this particular uh uh food bank in Monterey County because Monterey County has the highest rate of childhood uh child nutrition inefficiencies in the country. And so uh >> would basically be buying or rent food trucks. >> And so the price of the food trucks 150,000 each. And so it became a viable solution because for 150,000 as opposed to a $7 million central kitchen and and it provides such flexibility. Again, one of the the impressing parts were that in Monterey County, the
084agricultural trucks go to each school district and on Fridays they provide students with fresh agriculture. They they can take home so that they're not dealing with food insecurities over the weekend and and there's the partnership between all of the food banks within the county and we have them in here in Sacramento. So, we thought it it was least worth the conversation. >> Oh, almost like booths for food that would just kind of promote these target. >> Yes. >> It's just an idea, just a thought exploration know. >> And so I'm assuming that at some point we're gonna have a whole presentation about all the all the things. I just want to get through like it's already about like three more presentations. So I'm just like like it's just idea. So >> yes, >> a tour.
085>> Yeah. >> Maybe in the future. >> Thank you. >> Yes. Last on this list are the shade structures. Many of you know the shade structure project started months ago and so a lot of it had to deal with ADA uh issues. To put a SHA structure on the property of a school district, no matter where that SHA structure is located, there must be ADA a clear ADA path from the parking lot to that shade structure. Every site here had an issue with the ADA access to that shade structure. The most difficult issue was at Taylor and that has been and that has been resolved and so it's in DSA. We're hoping for that project to find a DSA soon and by early spring uh the shade structure uh installation should be complete. >> What
086about um the others? So again, uh, Trusty Barnes, >> the other SHA structures, >> other shade structures, >> three are I would say soft shade structures. Four are permanent shade structures similar to what Maine already has. Most the soft safe structures the district currently is in possession of the material and and the supplies. Mhm. >> There was a issue with uh the footing for the permanent shade structures. That footing design had to go back to DSA. Once DSA approves it, then the material needed and the supplies needed to construct the permanent shade structures will be purchased. And once they're manufactured and purchased, then that construction can occur. So, none of the shade structures of the seven that's under contract has been completed yet. It it is it just me, but I just I feel like
087in particular that as we've gone from like the large projects like rebuilding our schools to to these other projects, smaller projects, I feel like the smaller projects have been much more of a headache, have had much more hang-ups, and seem like they're taking a lot longer. Um why I mean why do you think why do you think that is just out of curiosity or is it just is my perception wrong? your perception is absolutely correct. And to be quite frank, it has to do with the contract language >> or the lack thereof. >> Okay. >> And so we're in a process of of of correcting that. Uh we have a new CBO on board and how we how we approach that that contract language putting vendors under contract. And you're correct. I think when you're
088building a school, there's more of a focus on what's really needed. When the project becomes, as I say, further down the list, there's not a focus on the contract language when it's just as important. One, so one of the issues with the shade structures, it's hard to hold them to a particular expectation when there's no contract language that that I can hold them to. >> Got it. >> And we're working through that. And so going forward, that that's not going to be the issue with the district. appreciate that explanation, >> but that's why we're there. It's it's all the lack of a proper contract. And >> this slide just really uh puts in two different categories. You know, which of the projects that that we've completed was funded by state hardship and which ones were
089completed by the LP grant money. And that's uh the separation in in this particular slide. that you see all the projects we've discussed. This gives you the sources of funding. This is the old slide. We discussed this last time we had the facilities update future facilities needs. There's nothing on there on there that's new. I would add that very bottom line as it relates to the CBO's last presentation on that the projected increase in enrollment. It has to do with the panhandle. Uh we did we had Davis Demographics do enrollment study based on the three five-year projections based on the number of housing that's currently in Q to be built in the the panhandle of development Davis demograph demographics reported to the district that they can expect 220 students not immediately but over time the
090total should be 227 and 227 is not enough students to build a from school. It's the equivalent is is nine classrooms. And if as those projects coming to completion and there'll need be need to be a discussion on which schools within the district is expanded with classrooms to accommodate the nine classroom that will be needed. But that's where a good number of those projections are going to come from as it relates to uh the information that uh CBO gave in his his presentation. This is an old slide. It just talks about uh all the things that should be considered by the board uh when looking at future facilities uh items. whole slide all the funding sources reimbursement but there is this slide this is this is something that I will suggest that the board uh
091really takes into consideration November 2024 the state of California passed a state facilities bond for a total of10 billion for state reimbursement to school districts who are completing projects for office of public school construction. Sounds like a ton of money. But also in November 2024, 252 school districts of the 1159 in California went for a school bond. Of those 252, 232 school districts bond was approved by the citizens for a total of 60 billion. But that 10 billion now gets even smaller when the value of bonds on the market is 60 billion. But the but the maximum that can be reimbursed is 10 billion. So the school board will have to get in line as quick as possible to ensure they get state funding because that 10 billion is going to run out quick. That's
092the end of my presentation. Any questions, comments, concerns? questions, comments. Um, well, one, I appreciate uh I appreciate the effort put into this. You gave us a really good idea of what we've done, what we're doing, and and some things that we've been talking about and considering going forward. Um, where are we in the development of or or the planning stages of the facilities master plan? >> I'm glad you asked that. I was about to walk away without that's part of my presentation. >> There you go. >> You can pull up the uh the document on the uh lock and key door maintenance. So So there are two things that I've completed on behalf of the district. First, one thing I know because of my time in the district, I think I've been in the
093district on the facilities uh aspect for you for about five years now. I know that you have issues with your doors. there. You have ADA issues. When you when you open up a door, two things you should check. How much pressure it should take to pull? ADA says it should take less than five pounds. And how much time does it take for the door to close? If a person is in a wheelchair has a walking impediment, that door should take 5 seconds to close. Most your doors do not close at all on their own. And those that that do close the it takes more than five a lot of them takes more than five pounds of pressure to open and they and they close quicker than the five seconds. So that so the a lot
094of the doors in district are not ADA compliant. That's even with the new doors in your new preschool. >> Many of those doors when you when you just let them shut on their own, they do not close. That's also a safety and security issue. Correct. And so students come in, they just walk into the classroom and the doors are not even closing. So what I wrote for the district is is a door maintenance policy. And as you go down to the very bottom, if you will, please uh first part of this is just a policy, the scope, what should be done, how often it should be done. But at the last part of this, if you if you keep going down, you have you have three uh forms and and and they're associated with go
095all the way down. They're associated with the checks or how you check a door. All the way down. Further down. Further down. Further down. Further down. Way down. All that all of that is all policy. And right there you there's a checklist. There's an annual checklist. There there's a fire marshal checklist. It gives a complete uh policy and procedure for how the district can maintain their doors. That's going to be part of your uh deferred maintenance plan. Once I complete your deferred maintenance plan, all the doors that have issues, every door will be will be identified in the deferred maintenance plan. Those inspections will start uh as soon as the district uh goes on a winter leave. We'll come into the facilities and do a 1% inspection of all your schools uh top to bottom
096of the entire grounds. And the next item that I will have Mr. Gonzalez pull up is uh the Excel sheet. What I have built for the district is a toolbox. From this toolbox, everything facilities can be managed, budgeted, identified, work orders can be produced. And so I would allow the the board at their convenience to go through this through this power very powerful document. Uh it does en energy management, uh integrated pest management. You can put a budget for every budget for every project. There there are checklists. Your deferred maintenance plan will be part of this this this toolbox. Any future projects you tend to complete, you can track on this particular document. Uh and every issue that we will identify in our very thorough inspection of the schools by the end of this month
097will be listed on this document. So anyone in the district will be able to go to this toolbox and anything facilities from this one document and it's a lot but after inspections it would be photographs explanations but but the toolbox becomes the foundation of it because in school districts facilities are managed from too many documents too many files and so this toolbox puts everything under one roof. Maintenance is going to love it. facilities are going to love it. Superintendent is be a good tool for the superintendent, the CBO and the school board. Uh, anytime you have a facilities questions, the answer is going to be on this toolbox at some point. >> I have a question. Um, so the um this Excel sheet and then the other document are these all documents that are part
098of the facilities master plan or is this something separate from the facilities? They're not necessarily part of the facilities and master plan, but they're one of the 21 items of proposition 20. Proposition 2 that has to be satisfied. Facilities and master plan is a separate document. The refer to this plan is a separate document. Within those documents, there are things such as I have to have listed uh the square footage of every site, the age, the the year it was built. It has to be a complete assess uh asset management uh list. So proposition two while it's extensive is really great because it's what school districts need. So all of these documents will be part of satisfying proposition two. >> Can I just have one? Um I just want to um I guess just like
099understand like when we um signed the contract for Mr. Mr. Hickey, there were like two things. One piece was supposed to be focusing on the actual facilities and the other piece was supposed to be the master plan. Have that correct? Um, and then just kind of wanted to know like where we are in terms of the development of the >> all of this these two do that's the foundational piece. >> Okay. >> And so we're building from the ground up. >> Okay. So, so the last piece will be the inspections that will occur as soon as school shut down for the uh winter break. Once we go through and inspect all the facilities, those inspections will become the results of what is identified as repairs with the with the discussion with the board because there'll
100be another board of presentation on what facilities projects do you want to make part of your five-year facilities master plan. I build that master plan out with uh with the board's participation. You remember about a year ago we did that board workshop. That board workshop was really was the beginning of your facilities master plan. Now it has to be formalized. The facilities and master plan has to be uploaded to office of public school construction. They have to have a copy of the deferred maintenance plan. They have to have a copy of these other documents that I've created so that they know that you comply with all proposition two uh items. and uh they won't need all of this as the district will have it available, but they have their own forms that has to be
101filled out and submitted on behalf of the district and I'll be submitting those forms on behalf of the district as well. But but the last thing that my team needs to do to complete the facilities master plan is do the actual inspections. >> Okay. Do we have any sort of a have you either created or can you create a timeline for us so that we know exactly like okay when the process started what's happening at each stage of the process and when we can anticipate that the facilities master plan is completed. >> Absolutely. I have that and so I will share with uh the superintendent. >> She can share with the board. >> Thank you. >> And just to clarify once you've done all this >> I will have something that looks like this that
102is the facilities master plan. probably would not be that thick for five schools. Yeah. >> But but all this because I know what what you're showing here is an Excel spreadsheet and I want to be clear, we actually PDFed it >> just so you guys can see so the the public can see the documents and I know this is something that we will have access to. But just for clarity, this is all like the the information that will result in a document that says facilities master plan. Correct. That that will be um in compliance with Prop 2. >> Absolutely. And if if you visit most districts websites that have facilities current facilities master plan, they also have their facilities as master plan on the website. They they make it publicly visible. So that becomes an
103option too to create a website or link or put a page on your current website where that facilities master plan is is there. But typically what districts have received is a lot of information that's not even useful. It's it's it's it looks good. It talks about in inspection, but no one produces this toolbox. That's that's a working document. >> When you put on the website, it's just stagnant. Mhm. >> This turns into work order. This turns into uh there's one link on there, Mr. Gonzalez. So, you can click on it. This is actually the Excel. Click on the one that says budget of every project. You can create your own budget. And so, it's already built into this document. So, for example, for Main Avenue, uh that project originally up until a few days ago
104did not have a budget for the project. No one was tracking the budget. Oh, sometimes we just forget, you know, every bud every project had to have a budget tracker. Well, here in this document, every project had the built-in budget tracker. The district doesn't have to design it. It's already it's already in the document. >> Forgive us if we're asking a lot of question, but one of the main things in the so as we as we set forth to do to do a lot of the work that we did with all of our all of our schools and whatnot, we developed a plan, but the plan was basically to to basically rebuild those schools. it was not what we thought was going to be a facilities master plan. So that's why we're being really kind
105of specific in terms of what's the timeline, what we can expect. And so we keep asking asking those things because we didn't get them before. And you know, we got what we asked for before, but I don't think we got what we thought we were going to get. And this time we want to make sure we're actually getting that facility's master plan in particular because it's required by prop by prop two but also that we have something that is usable by us. And I you know I feel pretty fortunate that you know at one point we were just I mean when we were spending on facilities we were literally patching holes and and that was all we could really afford that's all we could really afford to do. Now, we're in a position where I
106think we're either at or ahead of the game, but we don't really have us a a significant plan for the going into the future. And we really want to get that in place as early as possible. >> Now, I was I was here a lot of those years and the difference between what >> we were doing when I was at CFW was program management. Guys, just passed a bond with the help of CFW. And if Debbie came in and helped you spend that bond program management projects came and they were and the information was not necessar necessarily public facing the facilities master plan is an extension of program management. It gives you a clear path for what you plan to do for five years. >> You know one of the requirements for proposition two is
107you have to update that facility's master plan every year because they know things change. Therefore, you're able to communicate to the public clearly what your plan is. In program management, it's not necessarily communication to the uh to the public. And that's one of the reasons why we decided to do the the workshop we did a year ago to invite the community in because that was something that that became public facing. But we were still operating operating in a program management concept. At least we made it public facing >> when previously when I was with CFW, those were not necessarily public conversations, >> right? And you know, we're fortunate to have a public that that that trusts us, but uh I I also believe that that then that trust then requires us to verify that we've
108done what we said we're going to do. And I think that's part of what a facilities master plan can help do. But it also, like you said, on an updated basis, gives us an opportunity to tell the public going forward, this is what we'd like to do. So, if a time comes where we do need to go out for a bond, we can say, look, these are the things we said we wanted to do, the community said these are things they wanted to see, well, somehow they've got to be paid for. And and that's how you also get trust. That's how you also how you also build trust is by being forward in those communications. So, >> absolutely correct. uh President Deloo and that's one of the primary repurposes for that facility to match the
109plan is to give you that total cost in the event that you choose to go out for for the bond. But also um what that's one of the main reasons why I like proposition two. It requires you to do it because as I said earlier, the voters in California just gave school districts $60 billion. They should know what's going on with the money, >> right? The only way to know what's going going on with the money is that you publicize your five-year facilities as master plan. >> And with that, the requirements in Prop Two and unfortunately whenever we pass laws, this tends to happen. We pass laws as requirements and what is meant to be a floor often times becomes a ceiling. Meaning, you know, Prop 98 is probably the best example. Uh, you know,
110that's supposed to be a floor for what funding is, but for some reason that tends to be just the ceiling of what what education funding is. In any case, um, thank you so much. We we appreciate this and we we'll look forward to receiving that uh the timeline on the uh development of the master plan. >> Sounds good. >> Any additional questions or comments? Thank you so much. >> Okay, we will now move on to California dashboard results. Good evening and happy holidays. No, I was going to need that. All right. Uh this evening I'm I'm going to give a quick overview of our California school dashboard. Um look at a couple of years and then I have slides and we're going to walk through the school sites. However, this is the time of year
111our school sites start their presentations on their school site plans and their updates to their school site plans where again they will be referring to some of this data as well. We've seen some of this data already. So, please stop me if I move through something too quickly, but in the interest of time, I'm going to move through some of the things that I feel we've already seen before. Um, all right. So, the California school dashboard is our school accountability system. It is to open to the public. It looks at data over a two-year period um and gives the public information in terms of how we're doing on some of the state measures and federal measures that we need to look at why for our accountability system. As I say, it looks at two years.
112They use the little dial, speed dial. Uh we are working our way trying to not be in the red and work our way to the blue and I'm going to dive right into Robla. So the California school dashboard is a public public website. Anybody can access it by going to CA school dashboard just googling that and you can put in any school system. So again there's multiple levels on that dashboard. What most people see is this is they see the performance colors for school sites for the different uh measures. So for the robust school district, you'll notice that um in English language arts, math and chronic absenteeism, we stayed in the yellow zone. Suspensions went from green to yellow and English learners progress the LP went from orange to green. And I'm going to dive
113a little bit deeper into what that means, but here's just a snapshot of what we look like this year compared or excuse me the 2025 data which is last year's data to the year before. The way that the uh academic measures um are indicated is by looking at where students are in relation to a a a specific benchmarker. Are they below it minus or are they above it plus? For our English language arts data, you'll see here this is looking at some of our students groups. And on this slide, what we're looking at is three years of data, 23, 24, 25. This number here with the minus indicates where they are in terms of that marker. So for example, all students in 2023, we were at 52.7 below the benchmark. We dropped to -61.1 and
114then we moved back up a little bit from togative 58.3. This next column here, M means that we maintained at accordance to how the dashboard works. um they determine what that maintain level means or if we increased we improved our scores or D decreased our scores went down and we've included state data over here so you can compare all students in the role district to compared to all students in the state where we are in terms of our U benchmark and where the state is compared to benchmarks. This is our data for math for student groups. And I did not mention on the previous slide, but when you see for example like ELTEL down here, um if we have less than 15 students in the student group, they will not receive a performance color. We
115can collect some data. If it's over 15 students, we can get some data in terms of if they're making progress. Um, but we cannot uh we we don't get a performance color. So, for example, with the ELTELS, you'll see that we had no data in 2023 because this is a new student group that came into last year. Last year, they were at - 22.7 and they've improved to negative 100, but as you can see, we're still far below. um however doing better than the state in that category. So that's kind of how you read that data. The English learner progress data is indicated a little differently. We do still have of course the color code and we are in the green zone. But what I really like to look at is how are we doing
116on a regular basis in terms of students improving in their English language acquisition skills. So this graph which is on the dashboard will tell you did students decrease from the prior year. We see five years of data here. So decreases the pink I hit something wrong. Sorry that was me. Thank you. The pink did students decrease from the prior year? Did students maintain? That means they didn't move a performance level which there are six performance level. Did they increase a performance level? And then the blue bar is or did they maintain at level four over here. The data I'm giving you here is 2025s. How our students did on that LPAC. You'll see that on here we have a let's see is it 10? I'm well I don't have the right glasses on. 10.6 10.6
117students scored level four um on that LPC. Those are the kids that we can look at for reclassification. When you see that this number here is down to 2.2. That's not necessarily a bad thing because if they are level four, we want to reclassify them. We don't want them to remaintain English learners and stay at level four. So, we don't really want them to maintain level four. We want them to hit level four and then we push them out. Suspension data for the district. And I'm just going to let you look at this if you have any questions. I need to go back one in regards to suspension data. I do want to mention that our student students with disabilities student group is a student group that is in the red zone. Um or students
118also in the students with disabilities group also is red and in math. Therefore, the district is in what's called differentiated assistance for this student groups due to this 2025 data. So for the suspension data, >> the percentage is better for it to go down or up. >> Suspension you want to go down. >> Okay. You want to go down. >> Yes. And then I also >> I I was just curious because I'm how come for so for our district we're in yellow. >> Yeah. >> At 2.4%. The state though is in green and they're at 2.9%. >> So they're higher than we are. So why are we not green? >> Yes. Okay. So when you look at the colors, right? When you look at the colors on the dashboard, it's a highle look, okay? And
119the size of the student group matters to that color and the 5x5 grid that determines movement. So you have your performance level and then you have whether you have your your your um change and your status. Okay. So my next slide kind Whoops. I'm gonna skip chronic absenteeism a minute so I can show you that this is how you move across to move from one level to the next. So as you can see here for chronic absenteeism we're in the yellow. Okay, we will stay in the yellow until we get down to 10% or less in chronic absenteeism and then we'll jump from yellow to green. Because of the way that this system works, we jump from 44% chronically absent down to 22 right around there. Huge change, right? Huge improvement. However, that 22 is
120still in this very high category. So to move from this very high category, we have to get our chronic absenteeism down into this category which starts at 10.1 or it goes to 20.1 to 10.1%. So we have to move that far and even if we moved into this category, we're still going to be yellow. >> Okay. >> And can I just say that um we are yellow because we're comparing to ourselves. >> Yeah. While while the state might h be green and higher, it's because the state compared to themselves the year before. >> Okay? >> So they might have had 5% and went down to 2.9. That's a big increase based on the percentage of the grid. >> So when you're on the California school dashboard, most people just look at that, you know, my
121first slide, right? They look at that student in the color and that's as far as they go. you have to dig deeper to get to here to understand for you know anyone looking at the dashboard to understand what is it going to take for the color to change and sometimes how much it takes for the color to change and sometimes how little it takes for the color to change. >> So for example in in suspension rates >> um our white student group I'm going to back up to that so I can show you this real quick. Our white student group is at 5.4 4 but our white student group is 71 students. So that white student group which is kind of maintained but that 5.4 is four students. Okay. >> For our district overall at
1222.4 we're talking 45 total students. >> Okay. And our students with disability group at 5.8. They went from the prior year of 15, excuse me, of 10 students to 15 students, which changed it a full 2.3%. Which is a big movement on that 5x5 grid. >> Got it. Okay, now that makes sense. >> Where was that previous slide? That's not >> 5x5. I'm going to come that was actually going forward here. >> Oh, you don't have to Oh, >> sorry. in my in my review going I need to explain this to you guys. I'm so sorry. Okay. Okay. We will send this new one with this grid in. >> But when you're in the dashboard, you see how up here in the corner it has, you know, over here it's got these little areas here.
123When you're on that original dashboard, it says you just want to click one of these to get over to this 5x5 grid. Okay. And they have a 5x5 grid for every >> area that's on that dashboard. >> That that explains a lot. Thank you. >> Okay. >> Yeah. So sorry >> because those look those look really good. Um and they show up well on you know on whatever you're looking at but but I can't see that. >> Ah >> no I was just now now that you explain it makes sense because I'm looking at the numbers and I'm like >> now why >> what are we being graded on the scale? Yes >> scale. >> Yeah. So especially when you think about our chronic absenteeism I mean 20 20% change and yet we didn't move
124right. Why didn't we move when we had a 20% change? And it's because of how that movement for color works. >> Got it. >> Okay. Um couple of new things on the dashboard. We have two new indicators that show up on the dashboard. Um at this point, they'reformational items on the dashboard. So they're teal on the top. So we don't have that, you know, status and change and a new color. So the teal is not a color yet. Um but what we have is our status. So in science currently our science status is considered green. Very interesting. Very interesting when we've seen our science de data, right? Um and then this other new component as part of the local measures. We used to calculate our teacher assignment data uh locally, but now it's part of
125what's called the TAMO system. And so it's part of a public reporting that you can go anyone can go in and look at. And um we are currently sitting at 72.2% of our teachers holding a clear credential. That means that they have a fully cleared credential or preliminarily preliminary clear credential. Um the other piece that they now show in the dashboard is how does that look compared to um how does your LEA look compared to um the state? Okay. So here you would see that here we have our our FTE is our full-time equivalent status 93 teachers. How many of them are clear? 76.3 and that is below the statewide average. Okay. And the county again. Okay. The last component that's on that dashboard is our local measures. Uh we did we are standard met
126on on all our local measures and then I'm going to just quickly go through this the school sites. I'm just going to and then stop me if you want you want to talk about something. Okay. And I promise I haven't added any other additional slides. I really apologize for that. So we're start with Bell Avenue and how they're moving. Um here just again I put in some data in terms of you know what percentage means uh for the different student groups and how many actual enrollment count that signifies which helps kind of give you a little more relevance to the percentage numbers. Again if you see indicates no data available or color available that's probably because that student group is too small to generate that color at that school site. So we have student groups
127that are large enough at the district level but not large enough at the site level. And then the second slide will look into that three-year comparison of color change. And again the English language one is very similar to the one I I showed for the district. That one looks exactly the same actually. And then uh I have that for each school site. Okay. you want to take a moment to look at that, have me continue to pop through these or I'm more than happy to answer any questions about this at a future time if you like just in the interest of tonight's um presentations as two of our school sites are going to present on their SIPs and so they will refer to some of this data in in terms of how they're responding to
128this data and some of the local things that they're doing with their site dollars from LCFF and Title One. Okay. I think I'll go ahead and end that here. Each each site is exactly the same. Any further questions? >> Any additional questions, comments? >> Thank you so much. Okay, now we're going to move on to the uh school plan for student achievement. And uh presenting first, we're going to have Taylor Street. >> Good evening. My name is Michelle Benjamin. I am the principal at Taylor. Um, so I'm going to be presenting on um the SIP stuff for Taylor. As Miss Lion had mentioned, there's some data in there that's going to be in there. I'm just going to explain a little further what we're doing at Taylor to address some of these um numbers. So,
129I wanted to show from 24 to 25, we have increased in our ELA. We've moved from orange to yellow. Um, and that's the direction we want to continue to move. Um, I do want to highlight, um, our African-Americans have also moved from orange to yellow, which is great. They've increased quite a bit, and so have our other um, two groups that we have data for. Some of the things we're doing, we have adopted and implemented um, a a program that's being used by one of the programs, our gate program on our site called Freckle. Um, it's also associated with our um, AR, which is uh, attached to the star um, data that we use districtwide. of it has both ELA and math and our parents also have access to it. So, we're going to be
130doing a big push over our winter break to see um which students are logging on and have incentives and things like that for them as well. And that's going to help with the reading is is our hope. Um our intervention support, we did the phonics screeners um K6. So, we did it for our K2 around phonics and then we also did it for our reading comprehension for grades three through six. Um with our extended day, our focus is continuing to be phonics because that's our um our first through second graders or first through third graders um that are participating in that. We also have our PLST supports. They're amazing. Um they've done PD um and just supported teachers. We have quite a few new teachers around ELA. Um and then our staff meeting at every
131staff meeting and this is going to be on several of my slides. We are talking about data um as a staff and how that is driving instruction in class. Um the last three bullets are new um initiatives we've have on site. We have connected with SAK State. We have three fellows that are there, college students that are working with our teachers and our students. And I think it's great for our students to see college students on our sites um around education and that motivation and then they're also getting experience in the classroom. fill that pipeline to getting future teachers here. Um and then we've conducted our first ever parent educational night and that happened in September. It was amazing. Um part of that was to see if we can get parents out and we had
132quite a few parents um close to 100 I think of parents. Um and the purpose of that was just to kind of explain our goal around reading and math. Um so we can get the parents there. We really want to push the academic piece of it and we have another one coming up in February. Um and our community school liaison was huge in in helping get that going. And then the last uh bullet we have is something called the genius network through CASA is how we got connected to that and it's a literacy focus. Um there are 30 sites throughout the state that are participating in that. And there's a focus on our tier one in the classroom, tier two that intervention piece and then the tier three around literacy. and they're going to also
133provide a coach and I believe there's a stipen um for about 10 10 grand um around that and that's a three-year program that we'll be working with them around literacy with our program with our site. >> What are some of the things you discussed in the parenting education night? >> So, we discussed um the reading initiative. So, um why we should be reading with our students and children at home, what we're doing at on the site um during school days um that we want parents around. we want them visible. Um we talked about math as well. Um kind of the standards around both ELA and math. Um some of the platforms we're using in the curriculum as well. We also had stations to make like bookmarkers and flashcards um in the back. So it was
134our first one. We just wanted to see if we can get parents out and they came out. So our second one will really be looking at data and we might even individualize it um and have teachers there as well. And there were a couple teachers there, but it was mainly to get the parents there. It was also Mexican Independence Day, so we had a mariachi band there. So, it was just it was really good to get the parents out as well. Um, for math, similar, we um we stayed in the orange, but there was some movement around the student groups. Our African-Americans again moved colors. So did our EL and our our homeless population. Um, and the goal is just to keep moving. Um, and u, with that, uh, we had peer observations. I believe
135we were the first site to have that going and that happened the last couple of months. Teachers were in each other's classrooms, um, watching each other teach math and then um, we were able to debrief and we're going to be debriefing our next staff meeting um, as well on Tuesday. And I think it's powerful for peers to see each other teaching and then being able to talk about it, how to refine it, that first instruction around math. Um, which is which is really great. And then going back in and we plan to do another cycle um internally as well, but we started this a couple years ago as well around math. We didn't get to do it last year, but this focus we're um back on math. So we're doing our peer observation again. I
136put it up there again. Staff meetings. We're talking about data. Um and our leadership team met today and the teachers are going to be leading that that conversation at our next staff meeting um around math um in particular. We also did a shift in our win focus. We still have our ELD designated but the math is now part of the win time. So that's the whole shift has been our intervention. Um every teacher outside of the ELD is focusing on math this year. Um and again I put down there that our intervention is also during that win time focused on math and then we are continuing our accounting collections a huge um huge part of that math foundational piece that students are needing. Okay. U Miss Lion mentioned um the ELPI and again we've moved
137from red to green which is great. Um that's the direction we want. And the numbers are kind of small in there, but she mentioned kind of the the categories in there. And we're working um heavy with the ELD. Our win time is what I need uh time during our um school day. We have the designated integrated EL and the integrated ELD. And our teachers are doing a really great job knowing the distinctions between the two. Um we also have our EL teacher taking the second dose students. So those students that are getting the ELD throughout the day are also getting a second dose with our EL teacher. And then we are really using that Wonders ELD curriculum during our win time as well. Um okay so this is our goal four increase performance and parent
138involvement. These are great pictures of our parents on site. They are coming to Taylor which is great. Um, I wanted to mention I put our community schools leazison on a couple of the sites because he's been doing a really great job reaching out to parents. Um, the bottom picture is at our first the academic night. Um, I've done we're doing a lot of parent square communication. Parents have mentioned to me and complimented how they're liking that frequency of communication and they're using it. We also do old school paper as well and then just talking to parents. community liaison is out at pickup and drop off to also um share information. Um and then again I put on there the um academic family nights and then we have our school events back to school that's up
139there, our harvest festival, we're having our winter festival which will be in the January. So we'll make sure you guys are aware of that. And then we're having our first ever school play this weekend. The kids are going to do amazing. I've been watching them Alice and Wonderland. Um we're utilizing our cafeteria as much as we we can. Um and it's just a great to see the students practicing the plays and learning and reading and memorizing. And then we also have a really strong community um collaboration with the Walk for Health um organization. They're on our site every Thursday and that's that picture in the top left. um they're giving out food distri distributions and then there's Zumba and they're generally across the street walking but when it gets really cold they are utilizing um
140our cafeteria and they have also been part of our PTO meetings. So that we're really trying to build that community um connection within our community because we are a community school. Um our goal five build um our school climate. We're gold. So, um, PBIS, we're we're doing a great job implementing the positive behavior interventions and supports, um, which is evident because we're gold. The picture there is our assemblies. We have character assemblies every month and our students are leading them. We're building school leaders um, on site. They student council said we want to do it and that's them doing it and they're doing a great job. Um, we're continue our restorative room which is that restorative piece of of that PBIS. Um we have our assemblies, our student store, Sammy Circuit is still on our
141site. Um our fun Fridays and again that parent communication is key um because they have also come out to assemblies and events um that we have during the school day as well. Um again, uh this is also part of goal five. Um just wanted to show the picture of our students enjoying Kona Ice again this year. Um and then our community, again, this is just an example of the parent communication with parent square that it gets sent out. We do attend incentives um every week and I put my community school leaison on there because he's making calls as well home. And um one of my last slides is the title one funds. We have some additional title one funds and that's where we were able to purchase that freckle I mentioned earlier for that math
142and reading intervention that is both being utilized at school and at home. More science field trips. Um and then five of our current teachers are getting glad trained. Um which is you know to help dress that high quality first instruction which is needed. Um I will say I was told this is the first time in 11 years that all the teachers came back. Um so that's a great sign. U we had one teacher um our specialist promote. So one teacher did leave the classroom but that's a good sign that our teachers are back um which is where that high quality and we're able to train our teachers. Any questions? >> Any questions? >> Is also part of the >> Yep. as far as the room and it's um connected to the AR which I was
143mentioning in which is that star test and when we did our data we got our data workshop a couple weeks ago that's all connected as well too so um we're trying to align that um just across the board >> the um super is this the case for all the campuses that they all are using Renaissance accelerator reader >> well excuse me accelerated reader is a product of renaissance Where's Mr. Um so every school every all five sites are using accelerated reader. Um but not all five sites are using Freckle. So Freckle was used primarily for our gate program. I'm correct. Um and because it was at Taylor, Miss Benjamin somehow happened to have access to all her students and not just our gate program. So >> I'm using it >> as you share. So I
144want to use it. Yeah. Just one area. >> Um well, I'll I'll say this. Uh the numbers are not where we'd like them to be, but what I like is that uh they're heading in the right direction. Um >> victories, small victories, and we're we're moving folks in the right direction. I just also want to make sure to note, you know, you've done a phenomenal job of changing the culture there at Taylor Street. >> Oh, thank you. >> It uh as long as I've been on the board, it it it's been a challenge with leadership there. And uh I am I am very very happy to say that uh it's not a challenge anymore. And I think the fact that that so many people have come back and so many people are engaged and so
145many parents are engaged. It it's a credit to the staff but it's also a credit to you. >> Thank you so much. Um and I appreciate the support. Um and you're right too because the goal is to make sure our students are kind of they're moving in the right direction and I appreciate the support. I really like trusted Duth acknowledging that because um there were we went through a number of people he we all believe that they were going to be able to change the ship and eventually I change the course of the ship and you've actually done it. >> Oh, thank you. and tell you thank you too because everybody said the numbers are not there but they moving in the right way >> and I thinking uh what you're doing >> I can't
146wait to see what happen next year. >> Yeah, me too. Me too. I have sticky notes up like let's do it. Yeah. >> Involving the parents and the teachers. >> Thank you. I would love to hear more about your SAK State Fellows partnership. >> Oh yes. So um one of our teachers sisters part of the um fellowship. So she reached out and said hey we have this program um are you interested? So I contacted the superintendent. They are um students currently at SAK State um ranging I think they're juniors and seniors some of them and they have an interest in um education and so they go through it's some similar to Americanore but they're calling it job courts because they're in um college and so we work around their schedule but most of them are
147there three days a week and they pair we pair them with the teacher so there's one in primary and then one in intermediate they're working closely with the teacher with the students um and it's been a really great partner one is there until 6:00. So, she's after school, so she's able to also work with students after school. Yeah, it's been a really great um so far it's been almost a a month since they started. It's been really great. I think it's a a duel because they get the the experience and then they're on the campus with the students. Students get to see the college students and then like I said, a great pipeline to eventually getting into education. So, we have three now. They were going to We were supposed to have five, but we
148have three, right? I have your guys down for tomorrow. >> That's the plate. Yep. Um and I do want to give a shout out. There are 30 students that and they're so cute. They have the uniforms and their costumes and a lot of our staff have stepped up um to help and parents. So, it's tomorrow at 6 um and Saturday at 6 and then we have a 9:30 assembly also. >> Thank you so much. >> Thank you. My daughter's not feeling well, so I'm going to step up. >> All right. All right, next up is Bell Avenue. >> Good evening everyone and happy holidays. Um, uh, tonight Bell Avenue had their winter holiday craft night, so I was able to see briefly see part of that and we had a huge turnout. Um, our cafeteria
149was packed, so that was really fun to see. and everyone looked like they were having a great time. Um, and then next week we have 125 um, baskets. Really, they're like the Home Depot storage tubs, the big black tubs with the orange lids that you see at Home Depot, full of holiday food and gift cards and all kinds of things coming. So, we have 125 coming to Bell next week and those will be um picked up if possible by families, but they're really quite large. So, they definitely require a vehicle transportation. If not, we'll be delivering them by the end of the week with the help of Abby Gomez, our community liaison, and many staff members. Um, so these some of these slides you have seen before, so I'm going to kind of zing through
150them. Um, but just to kind of remind everybody, this is where we are at Bell. These are third through sixth graders. This was CASP test taken last year. So the third graders are now fourth graders. Um, and the graph shows overall as a school where we are. um 23, 24, and 25. And then this is this similar same information except for it's broken down by um three-year comparison by subgroup. And as you can see, we saw growth in um our almost every subgroup with the exception of our white students. And then we saw a a little bit of a dip for our Hispanic students as well. Um, but I do want to point out that we've had significant growth for our students with disabilities. And then for goal number one, um, increasing our performance in
151English language arts. um our last year as a staff and our school site council, we set our goal um to be at we wanted to be at 37% proficiency or advanced um as a whole school and we did not meet that goal. However, we did have um fifth grade and sixth grade. sixth grade like missed it by 0.5%. But basically fifth and sixth grade met the goal. Um third and fourth grades did not meet the goal. Um but we're we're working on it and we're looking at um different strategies and and identifying specific students that are still really struggling um in a lot in a in a variety of areas. Um but we are still, as you guys know, we're a GLAD school. Um we're working on um this year our strong focus is in
152writing. That is a district focus for our L our long-term English learners. And there is a focus with every third grade classroom across the district um in the English language um EL classes. We they are focused on writing. So at Bell this year we decided that instead of just being focused in third grade, we're focused as a whole, as a whole in writing. So during our EEL rotations, so we don't do win at Bell, we have an EL and an EO class. Um, and but in both of those classrooms, every single day for 30 minutes, they're doing something to do with writing. Um, and they're producing writing every day in those classes. So, that's been a a new focus. We've always talked about writing and we've we've focused on it, but we're really highly focused
153for 30 minutes every day at Bell. Um, we're working to build stronger communication between our special ed education team and our general education teachers. that seems to be an area where we kind of fall apart. Um, and we want to make sure that our our students that are receiving special education students that there's more of a connection between their general ed classes. And I think we're doing a better job and we can see that in our data, but I think it can it can be even better. And um when we get to our ELPAC scores, we can talk a little bit about that too because we see it for kids that are um language learners that are also receiving special education services. There's a little bit of a disconnect between those two um focuses. And
154so we're trying to make a build a better stronger connection there. And we see that when we do, we we're seeing that that's having a significant impact for our students. Um, oh, so, oh no, let's see. What did I do here? Okay, so I also want to point out that the pictures I instead of putting more data graphs because um I know data is important, but I feel like we saw a lot of data a little like a couple weeks ago. So, what I was trying to do, and I don't know if you can see it in your slides, is I'm trying to kind of give you guys an idea of what some typical parts of a GLAD lesson might look like. Um, so in the first slide there, you'll see that that I think
155that's Miss Kibbo, sixth grade. She is starting an early humans unit and she is starting like the very first slide is um uh like a pictorial and that pictorial you can see next next to her. That's kind of what it looked like by the end of the week. So she she works on it a little bit each day with her students. They're coming up with vocabulary, with ideas, and it's being added to this big picture tutorial, but by the end of the unit, it's pretty cool. And the kids refer to it quite a bit when they are working on their um projects and in their expert groups. Um down below, you can see she's introducing some sentence stems. Those are um supports that students can use when they're discussing the information within their their working
156groups. It's expected that the students are using complete sentences. And so we want to make sure that they are being supported. Um and then you can see a student working um just sharing ideas and then there's a learning log that they're completing every day. Um, here is our backwards. I went backwards. Sorry. And then here's a few more pictures of some GLAD units. So, you can see here that um our GLAD units are typically either social studies or science and they're always um in integrated with English language arts standards. So, we're teaching social studies and science. Um, we're teaching ELA through social studies and science at Bell. >> Anyone have any questions about that? >> It's like, >> no. >> I was like, >> no, this is how we teach English language arts. >> Okay.
157Um, we don't we have Wonders as a support, but we're not teaching Wonders cover to cover. So, this this is pretty labor intensive for teachers. Um, so when we're building units, they have um their their grade level standards that are attach that they're specifically focused on and then they're building English language arts skills, strategies into the um into the units that they're teaching. And the units that they're teaching are again grade level um next generation science units or social studies standards that are attached to their grade level. So they do pull in wonders and they have to give the wonders assessments but the um the content is not typically wonders because wonders is like story to story and it changes every week and it's there's no kind of um connection if that makes sense. And
158like for us at Bell, we found our kids have a stronger connection and more engagement when they're working in big unit um like like um units um that they are studying and they stick with for over a period of time. So usually about six weeks. >> I I definitely like this as a strategy. I guess one of my thoughts are um my questions are if because I realize there's not enough time in the day um and so I'm just wondering if that is impacting the ELA CASP um or if it's impacting the ELA scores, >> but it's just an it's just a thought that just like rolling around in my head. I'm not quite sure. >> You mean impacting in a positive way or a negative way? >> Negative way. Um well I think um
159>> and again that's just a it's just a random >> they could be but um I feel like Belle our ELA scores though they're not where we want them to be they are the highest in the district and so um I think that when you walk into the classrooms at Bell Avenue you'll see most of the time you'll see kids that are highly engaged in their own learning and I think that is the key to student um progress. So >> I love it. I I've I have I have a kid. I've read the wanders. They are very boring. So So like I So like I do I you know I do understand and like I said I like this as as a strategy. >> But I I mean I think that there's like a place
160for wonders too. I mean, I'm not saying that it's like like that we're not using any wonders ever, but we we are using it, but it's it's just in a different way than you might find it at at other schools. >> The curriculum adoption, whether it's math or English or science, these are resources. What we want to do is teach the standards, right? And so instead of maybe a list of vocabulary words just like you said from a boring story um um a GLAD unit might will um attack the cap vocabulary words based on a science experiment or a science topic or a social science. So they're still working on vocabulary. Um I'm going to safely assume science is also working on the math versus just your traditional algorithm. So >> like I said I
161think this is a great strategy. It takes a lot of work, like a lot of work. So, um, it is it is it works at Bell, but I don't know that it would be something that would maybe if you're working at a at a school where there's a lot of teacher turnover or there's staffing issues, GLAD would not be the way to go because it's something that it's very hard for substitutes to um manage and to write lesson plans for and all that, you know, all of that kind of stuff. So, um, for us it for me at Bell, I'm I've been, um, blessed to have a staff that's been, you know, like I've got a pretty solid staff and I have had for a very long time. And so, um, this works for us,
162if that makes sense. But I I think it would be difficult at at a school where if there's any kind of turnover or anything like that. Well, you have teacher buyin and um it's my understanding if you do have a new staff, the expectation is that they will be glad trained, right? There's an investment that they will be glad trained and that staff knows that they are teaching at Bell and that is their keystone strategy. So, our teachers come for two days every summer and um and then they work with coaches throughout the year. Um we have um we are very excited to be a GLAD identified school in that we're going to be hosting the next training. So when Miss um Benjamin's teachers that are going to be glad trained in January come to
163GLAD training, it's going to be at Bell Avenue, which is pretty awesome. We're I've been winning that for so many years. They finally said yes, you can host. So we're hosting. So, we'll have 20 teachers from all over Northern California coming to observe the trainers at um who will be using our students at Bell to conduct their training. Um this is our again a review slide. You guys have seen this. This is um our math scores the last three years broken down by subgroups. Again, I want to point out the students with disabilities, the um increase in score. And then um for mathematics, there's a couple of things that um we do at Bell that is is key. Um number one, we teach math in the morning. That is super important. um that is not
164it's not like an afterthought at 1:30 in the afternoon when kids are exhausted because we know that math can be really hard. Um and sometimes it's hard for kids to hook in and become and be engaged with math. Um the other thing that um we do is that there are very frequent check-ins. The kids are use we teachers use exit tickets and quick checks every day to to make sure that kids are on target and if they aren't they know right away. Um and then all of our fourth, fifth, and sixth graders are notebooking their math lessons every single day. Um one thing that we're looking forward to is we do have an online tool for reading. We use Lexia reading. So, it's not freckle, it's Lexia. Um, but we don't have an online tool
165for math at Bell. And I know that um that's something that the teachers we've been talking a lot about and and we're just trying to find something that would be a good fit. So something that kids can use um for practice um we can use for to target certain skills that um students might need um help with or I mean we want the teachers to always be the first teachers. So, a program that does um does review practice and then gives teachers data if there's something that kids are struggling with and that they can work on at their own independent at their independent area. So, in Lexia, they're all working on Lexia. The expectation is they do 20 minutes a day. Um, and they're all working at their own level. And then the teachers get
166the data and actually they get um they get kind of uh p pencil paper lessons that are um prescribed for students if they're struggling with the same skill and it's just not improving. Then the teacher gets data and says, "Hey, you really need to work on, you know, the long vowel, the long a sound, and here's some pencil paperwork that would be done with a teacher for that student because they really need it." So, we don't have anything like that for math, but we're hoping to find something and we're still looking into it. Um, these are our English language or ELPAC scores. And um we did see um an increase in the number of students that went down in their overall score. That was three students this last year. We haven't we don't typically have
167students decrease in our ELPAC scores, but we have we have identified those three students and we're addressing their needs individually and actually through um intervention and special education services because we're seeing that the data from ELPAC is just another indicator that those kids need more support. um the number of students that um that maintained increased and we are working to move students who maintain their LPAC level up to the purple band. Um and we're we're again identifying individual students and hoping and and giving them more e support. Um, and then we're also reclassifying students earlier than we have in the past years, which sometimes has a um impact on our overall ELPAC score as well as our um EL subgroup on the CASP. Our our um EL specialist does do a second dose. Um, and
168the kids that she sees for second dose are kids that did not make the growth that we expected them to make last year. So those are the kids that see her twice. Um for goal number four, increase in performance and parent involvement. Um we have um lots of things happening on the Bell Avenue campus, but the number one thing I think is one of the most important things that happens is back to school night. We do a traditional back to school night. It happens in late August. Teachers um are giving an overview of our grade level standards, expectations, homework, and then also reviewing um the when the kids the at that point the CASP data is back for individual students and the teachers will go over with the parents how to read those score reports
169because the teacher the parents definitely need help with that. So that happens and then they're there and available for questions. um family events that are planned. Um this year we have quite a few as you can see. Um we have our Skoey family navigator parent workshops. Those are being run districtwide this year, but we Bell Avenue will host two of them. um probably the biggest um change and and like such a a great opportunity for our school as well as I think the other schools that are our um community liaison. Um our community liaison Abby Gomez is boots on the ground every single morning. She's out at pickup. She's meeting parents. She makes tons of attendance phone calls um supporting parents with all kinds of things and questions that they need. Um she's just been
170an amazing um asset and addition to our school staff. And then also parent square I think parent square as we get better at using it has become really um the parents are relying on it. We rely on it. We are still going old school paper as Taylor Street does. We try to send one flyer out. So like for example, winter holiday craft night, I sent multiple parent squares out and we sent one paper out just to make sure everybody saw it. But um we are, you know, parents are really starting to get pretty good at navigating parent square and I know they use it quite a bit to communicate with teachers, with me, with um other staff members on campus. Um, and then this year we started our Bell Community Club. We also call it
171the BCC. So the BCC is um a small but mighty parent group and they have um been supporting us in all of our um family um family events. So they hosted the cookie decorating that was tonight and then um they really spearheaded the harvest festival that we had in October for building school climate and and pupil engagement. Um I think for us at Bell like the biggest thing is ensuring that every student feels seen at school and that we know every single student. we know their who their brothers and sisters are, who their families are, what they like, um uh what they struggle with, what they're good at. And so we make a point to be really um making sure that staff members and and everyone that's a part of our campus, we all know
172each other and that the kids really feel like they're an important part of our our school. Um the pictures that you see are um they just show a few activities that help our students feel heard, recognized, and engaged in their own learning. The top one is a community. I think it's the fifth grade. They were running their community circle, which they do quite often. U Mrs. Deal, who is she is such a huge part of our Bell school, our Bell community. Um she is in library. Kids love going to library. I think she's dressed up as a giant carrot in that picture and she's reading the creepy carrots, but she does something like that every week. Kids love going to library. And um and then down in the corner is a picture from our um
173personal best assembly and those two students were being recognized um with the ROAR awards. Here is just a snapshot of our dashboard data. This is from um our suspension rate and chronically absent as Miss Lion already explained kind of how the colors and the numbers go. Um so we're looking at um four specific student groups when we're looking at these charts. And then um as you know that the asterisks mean there there just certainly wasn't enough data. Um when you look at the percentage of the students with the total number of students in mind it gives you kind of a better idea of what that means. So for example if you look at suspension rate let's look at suspension rate of like abs uh the chron uh suspension rate of African-American students. Um, there were
17429 African-American students and they had a 6.5% suspension rate, which seems really high, but that was like 1.8 students. So, it it kind of makes it a little puts it a little bit more in perspective when you when you know like what the numbers are. And I know we talked a lot about that at the data session, like what are the numbers? because that really like helps us to kind of um understand what what are we talking about. So these are the numbers for suspension rate and chronically absent. And then I wanted to show this um attendance data by grade level because typically we have seen in past years where our attendance rates for TK K and one have been the lowest and then it gets better. But you can see that is not the
175case last year. And I believe that the kinder the um field trips and then the be, you know, like the the early school events that we're doing where we're really really honing in on attendance with the kindergarten and the first grade parents and the TK parents have you I feel like they're really helping because they actually have the best attendance in the school. Um, so we're going to continue to do that and um hopefully build um that the idea and the um the belief that attendance for our TKK and first grade students is extremely important. And then the last one here is our bell attendance and that is for three years and that is in comparison to the rest of the school district. And that's it. Any questions or comments this time? >> Questions, comments?
176Um, one thing that I did notice and uh, and I really appreciated how you talked about in particular the utilization of the data, not just schoolwide, but at the grade level, at the classroom level, even down to the individual student level, how you how you utilize data in order to meet the needs of the students. I mean, that's what equity is supposed to be about. It's about giving students what they need. Um, I like that you you you focus on that. you talk about that and that's the way in which you lead with your staff and I' I've seen you doing that year after year when you come and you do these presentations and you can see that it is making a difference. What I've noticed is areas where you say that you want to
177focus the following year your numbers improve in that area especially. So uh it is anyway I just wanted to make sure that I that I let you know that I recognize that and uh very much appreciate that. Any other comments? Hear none. We'll move up. Thank you so much. >> All right. Now we're on to consent agenda. I will entertain a motion to approve. >> So moved. >> Second. >> Been moved and seconded. All in favor, please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. And I'm glad that since we just approved our our minutes that we have really addressed the question of these minutes being posted time. Just want to say that you know we we really do listen. Okay. Okay. We'll now move on to action items. Approve acceptance of gifts.
178I'll entertain a motion to approve. So move. It's been moved and seconded. Discussion. >> Could you just do me fair for for public comment? Just let folks know exactly what uh what this item is. >> So, we're required uh every trimester to notify the board of uh any donations that were given to our district um to families and students part of our board policy 3290. And so a few items on there we receive as a district as well as school sites um go from supplies materials to um monetary donations such as like the walk for health event um and then some items don't have monetary value but were donations made to us. So we thank all those partners that donated to our schools and district. Any additional discussion debate hearing none we move forward to
179a vote. All in favor please say I. I >> I >> opposed abstensions. Motion carries unanimously. Item B, approve 202526 school year first interim report with a positive certification. >> So move. >> Second. >> Been moved and seconded. Any discussion or debate? Hearing now we'll move forward to a vote. All in favor, please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. Item C, approve revised policies, regulations, andor exhibits. Included that are policy 1330, use of school facilities, regulation 13:30, use of school facilities, and exhibit 13:30, use of school facilities. >> So moved. >> Second. >> Been been moved and second. Is there any discussion or debate? Nine. Board member requests for future agenda items or reports. Start with Trustee Divine. >> Nothing at this time. >> Trusty Cardona. >> Nothing at this time.
180>> Trustee Hamilton Starks. >> Nothing at this time. >> Trusty Barnes. >> I've already stated my request for a report on benefits. >> Okay. >> That >> and I have nothing at this time. So on that note, this meeting is adjourned and you all have a very happy holiday, merry Christmas, happy Quanza, happy new year, all that fun stuff. >> Happy Hanukkah. Don't miss that one. Don't if I miss Ramadan.