001Heat. Heat. N. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] All [Music] right, let's go ahead and call this meeting to order. Will you please rise and join me in the pledge to our flag? I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Okay. Let the record show all board members are present and accounted for and no action was taken in closed session. At this moment, I will entertain a motion to adopt the agenda. >> So moved. >> Second. >> Moved and second. All those in favor, please say I. >> Opposed. Abstensions. Motion carries unanimously. Move on to communications. Uh members of the public may address the board of
002trustees regarding any agenda item during board consideration of that item. Please note that if you wish to address the board of trustees on an agenda item, you should do so when the specific item is called for by the board president. Uh what you want to do is submit a comment uh to submit a comment in person. Please complete a public comment card. Uh you can also you can also provide your feedback via online via assembly gamut or in the live chat feature of YouTube. Comments online will be read by the board assistant and all remarks are limited to two minutes in duration. With that, this is now a time where you can address the board on an I the public may address the board on an item that is not on the agenda. Please note
003that we cannot take action on that item because it has not been agendaized, but do know that we are listening and will at the appropriate time uh do what we can to address your concerns. Is there anyone who would like to address the board on an item that is not on the agenda? No folks online. Okay, then we will move forward to reports and we'll start with the roleplay education foundation. [Music] Mr. Mr. Raven asked me to share with you that the foundation placed the online terrific 10 scholastic order today and the box should arrive uh from Scholastic should arrive right after the break and there's nothing else to report at this time. >> Okay, thank you so much. >> All right, now we have the Royal Blood Teachers Association CSEA superintendence report. >> Good
004evening. Just a few things. Um, last week was a really, really busy week, but it was exciting. Um, Tuesday, September 30th, there was a community planning session held at Taylor Elementary that was hosted by council members Dickinson and Kaplan. Um, Thursday, October 2nd, we had another wonderful um, turnout for our parent empowerment dinner where Dr. Art Pimementel, the president of Folsam Lake College, was our guest speaker and we participated in something different. We did a Q&A session. So that was nice. And then Saturday we had two events simultaneously. We had the fourth annual um walk for health where Glenwood Elementary and Taylor Elementary were um awarded $1,000 each donation from the Health Education Council. Um and then Glenwood Elementary had a tree planting event. First time ever. I'm super excited. Um uh Miss Cardona and
005I planted maybe the third tree from the gate and we named it Matthew. So I believe we a total of um 13 or 14 trees were planted. So it really exciting. But um after one tree I I left to go to the walk. Um and they were saying, "Gosh, you're going to feel it." I'm like, "I did feel it in the afternoon." Um I want to thank everyone. I want to thank our staff. I want to thank our parents um who completed our educational um educational oh my gosh education benefits form by census day. Um it really was a big effort by all our staff and I appreciate our parents. I know many times a site or the district office might have calleden a house more than once. Um but we really um met our
006goal. So we were super excited and I just want to say thank you. Um during this time strategically we had a attendance challenge. Um we had two winners right the first winner was the highest participation in attendance on census day which was October 1st. So that will be announced tomorrow in the fall message. So read my phone message. And then the second winner will be announced after fall break because the last day for the attendance challenge is tomorrow October 10th. Um, as Mr. David said, I had a great terrific 10 um lunch yesterday and always explored the opportunity for them to order their books from um Scholastic in um um a gift from the Robbo Education Foundation. So, I'm super excited to hear that he already placed the order. That means all 10 kids put
007their order in. Um, tomorrow pay for matter. It is Monday because next week is fall break and today we finalize Mayor's ground breaking ceremony. So that will be on Friday, October 24th at 8:30 a.m. So it'll be a nice groundbreaking and um we're going to have we you know we'll send some put that on your calendar, send invitations and then we'll have students participate as well. So, it'll be a nice event, but that will be Friday, October 24th at 8:30 a.m. Thank you. >> Now, we'll move on to uh board member reports. We start with Trustee Divine. >> Nothing at this time. >> Trustee Cardone. um as uh the superintendent said, last week was pretty busy and I was a privilege to be part of almost everyone all the event that she mentions and it
008was really nice to participate with the community and be part of the Glenwood uh tree planting. We was the first one and finish the whole group plant the whole stream for the scratch for the beginning and it was great. Uh we call him Matthew because we have a little kid over there with four or five years old that thinking he will be available to see the tree growing >> and and that's the reason we call him Matthew. But uh we had the apartment dinner. It was great. The food was excellent. It was awesome. And we also uh participate in the um walk um in the Roblox community park and it was also well well u attended with the community. Trusty Hamilton Starks. >> I have nothing to report, but I would like to add that
009maybe we can have two winners in the emptiness challenge. One for, you know, one for growth and one for discipline. >> Right. Trusty Barnes. Um I was able to um attend the event at Taylor Street School with council members um Dickinson and Kaplan and uh it was it was definitely interesting. I don't think it fully hit the mark for the community, but that's okay because um I I think uh just being at the event and um hearing some of the comments, especially from the the people behind me who actually had some uh not who didn't quite enjoy it as much as I did. Um it just reminded me that, you know, this isn't uh this, you know, this is trial and and and and effort. Um um this is this this takes time, you know.
010Um we have elected officials. They don't always get it right, but they tried. And what I saw that night was um two council members that uh took the time to come out to the community and even though their format didn't quite hit the the mark for the community members that were there, they actually did try and they stuck around and they they tried to make a difference and and I think that's what counts. So, I really did appreciate that. And um yeah um I'm going to take that as a segue to remind people that um ballots have arrived and please remember to vote and great and I have nothing to report. With that move on to presentations and information and we're going to go with item A, the 20 202526 English learner services update. Good
011evening. So, as we get the PowerPoint loaded, I'm going to share with you a little bit about what you're going to see in the PowerPoint. In the beginning of the PowerPoint, I'm going to share with you some information about 2425 numbers as the school dashboard and the LP, which is the English language proficiency um measure, improvement measure that's on the dashboard will be coming out if it's I think it's tomorrow or is it today? It I think it's tomorrow. It's coming out tomorrow. Um and that data will be based on these numbers, the first numbers I show you in this report. And then we're going to work into looking at some of this 2526 school year and what things are looking like so far in 2526 in terms of who our English learners are and
012uh the breakdown of them throughout the district. So to start with this is our 2425 data in terms of our English learner enrollment. This slide shows you in percentages what that enrollment looks like and at what grade levels. I want to share with you a little bit. Let's see. Is this point of work? No. Um, so the top column there is our total enrollment. That's everybody in the district. 55% of our of our students are actually English only. That's the only language in the home. Another 4% of those students took the initial LPAC and uh scored at the highest level on that initial screener. And so they're considered what we call IFAP or initial fluent. So they they also fit in with our English only students. So 59% of our students are considered English. 34.6%
013are English learners at various levels. And of the English learners from the prior year, we were able to reclassify 3.6% of them. That 2.4 to be determined, those are students that are enrolled in TK. We do not give the assessment in TK. So they're they indicated on their home language survey that they have a language other than English. In kindergarten, we'll give them that initial screener to determine if they're actually English learners I or IET. What does that look like in numbers? This is the breakdown by numbers for the district. And you can see it's pretty um consistent. We have a little bubble. Let me go back one. It's easier to see the bubble. We have a little bit of a bubble of English learners in the middle grades there in third and fourth, but
014it's just a excuse me, no, first grade. We have a bubble in first grade um of English learners, but overall it's pretty consistent across the grade levels. We actually have 24 different languages represented in the Robo School District. 19 of those languages are very small populations of students, less than eight students with that language. And this is with a student count of about 1894 students. 655 students have a home language, which is 35% other than English. And um of those English learners, 111 of them, 17% have less than three years in a US school. So, they're new and have the immigrant status. The top five languages in the district are on the right there. And as you can see, Spanish is by far the most common language in the district with 70% of our English
015learners speaking Spanish. Um, with Mong second and then Russian and Ukrainian following. for a 25 26 enrollment trends. We are up slightly in the number of English learners uh this year from last year about another 11 students so far. Um and our immigrant count has gone down slightly to 90 students and that's because some of the students that we have are still here but they've been here more than three years now. they've been in school more than three years. When you look at the breakdown of the students throughout the district, I wanted to share that it's uh these piraphs are hard to read, but they're hard to read because it represents how many different languages are at every school site. So what we'll find is that across the district, you know, Spanish is by far
016the dominant language, but for example, when you look at something like um Bell Avenue, they have a 44 m speaking students where that number is very small at Glenwood, but of course the Spanish speaking population is quite high at Glenwood. It's actually higher than the English- speakaking population. Main Avenue has um a pretty good splattering, but it's all the schools have multiple languages of students that come to us um that need support in developing their English language skills. One component that we look at in terms of and will be part of the LP calculation is our reclassification rate. That's our students that are making progress to the point that we can reclassify them, not consider them English learners, which means they no longer need English language development. And we follow them for four years after
017they're reclassified. And I apologize because I thought I had percentages on the right side here, but I'll talk about that a little bit. The reclassification process is actually set by the California Department of Education. The only component that we have any really kind of control over um is the comparison of basic skills for English only students. Currently, we're using the CASP in ELA for grades three through six and then we use our our benchmark phonics fluency surveys in the lower grades. And the reason I'm pointing this out is because we are in differentiated assistant for our long-term English learners, meaning we have not we have too many kids that are not reclassifying by the time they've been here for six years. Um, and one of the conversations about that because multiple districts, multiple districts throughout
018the state have been identified since that was just put on the dashboard last year. And one of the things that we looked at is are we setting the bar too high on the basic skills assessment. So I did some research because they said uh we say three standard met they need to be level three standard met in ELA on the CASP assessment. And there was some conversation at the county level is that setting the bar too high. So I did some research and looked at well how close are kids and how many kids that uh were level four on one. Um, that's the ELPAC assessment, English language proficiency assessment. How many of them were close on the CASP? And if we lowered the bar a little bit to maybe the top onethird of level two
019on the CASP, would we be able to reclassify? And of the 40 that were potential, only it only made a difference for one. So all the rest were below the top one-third of level two. Um, and I I I philosophically have a hard time saying standard nearly met is good enough. If the standard is supposed to be the standard, then they should be able to reach the standard as well. Which tells me you have to work on our integrated component of ELD or English language development. On the right side is the number of students that were reclassified last year at each school site. and you'll see some big discrepancies, but really the only discrepancy is Robble Elementary and Taylor Street. Bell Avenue had about 100 students, so that's about 2%. Glenwood, that 12 is actually
020about 3% of their population. Main Avenue is was also close to 100 students, so that's about 2%. But Robin and Taylor um were more than 100 students, somewhere between the 100 145 of those two schools. So they actually had a a little higher reclassification rate. And so that's one of the conversations that we're going to have. I I'm sharing this presentation with the EL teachers tomorrow at our EL meeting. And that's one of the conversations that we're going to have is say like why do you think they were able to reclassify more kids in the upper grades? Um because they were these kids were more of these kids were in the upper grades than we were across the others. But overall about 6% which has been pretty pretty standard for us. We've been as low
021as 3%. Um never been more than about 8% in terms of the amount that we reclassify. Part of that again is because it generally takes 5 to seven years to learn a language. And that's if they start in kindergarten, we have them for seven years. So most reclassifications don't start till about fifth grade. And more of them are happening in middle school. So, in terms of the English language assessment, the initial assessment is a screener. It's a slightly shorter assessment. All students that have a home language indicated on their home language survey other than English do need to take this screener. It's only given once. We screened um 106 last year and we screened 125. So again, that's some of the uptick in our numbers of English learners. Majority of those students are kindergarteners that
022we screen. The summitative assessment is assessment given every single year until they are reclassified. And again, I we see a a slight uptick in the number that are currently projected just at 667 students compared to our 655 that we tested last year. So our English learner population is going up and that uh the number of languages in you in most of my career it hovered between 19 and 20 languages and now we're at 24 different languages. The top figure up here is the ethnicity enrollment of our students and the bottom is the ethnicity enrollment of the students who take the summitive LPAC. again indicating that you know we again majority being Hispanic students but that's still only 65% of the students that we give the LPAC assessment to the uh last board meeting there was
023a conversation about the change in uh white students performance on the CASP if you look here that the enrollment of white students is 11.6% 6% but 7% of those students have a home language other than English and so they are English learners. So, this is the new component on the dashboard that the state is looking at. Students that are at risk, which are students that um are not making adequate progress, meaning they are going up one of six levels on the ELPAC assessment. So, the ELPAC has four levels, but level two and level three are broken up into high and low, giving it six. So you can if you're going from low two to high two, you've made adequate progress. This is the percentage for this school year of our students that are sitting at
024risk and the percentage of students that are long-term English learners by school site. And again, even though the number of discrepancies are there, there's not a huge difference in the number of students um you know, by when you look at percentage wise by by school site. Um again, it's interesting on this though because Taylor has 22% that are at risk and yet they had some of the highest reclassification numbers. That's that's kind of an interesting thing to share with my EEL teachers and have a conversation about. So, what do we have? What's happening in the Roid district to support our English learners? We're part of the ELTEL long-term English learner network with the Sacramento County Office of Education. This is a network of districts that meet. We're meeting five times a year. This year there
025are five full day meetings. Each district brings a team to these meetings to work through uh the science of improvement and to put in place many PDSA cycles or plan do study act cycles. Our team consists of our five EL teachers from each site and the assistant principles from each site with the exception of Bell Avenue where the principal herself is on the uh committee instead of the assistant principal. the goal that we have set in our current year uh in this committee for our current PBSA cycle meaning what we're looking at is we're looking at signs of improvement where do we see we need to make adjustments to see growth one of the things that we really saw was the writing scores on the outpack were very low across the grade levels um and
026so we are looking at addressing writing and we're starting with third grade so again part of this this um LTEL network is talking about how do you how do you make big change by making small increments of change. So initially we're like we're putting writing in all the grade levels across every school and designated ELB and when we talked about this at the network one of the things they said is like the implementation of that the following that the ironing out the issues when you try to go big is much harder than if you start with one school site one grade level um and work out the issues before you push it out to other grade levels. So that's where we are right now. So what we have implemented in our first cycle is we're
027just saying we would like every third grade teacher to ensure that writing happens every day during designated ELB. Didn't give them much more direction than that. We gave them eight different strategies of ways to implement some writing into that period. We asked that the whole designated ELB period not become writing, but it be an oral conversation that also worked in some component of writing. It can be a ticket out the door where the students just write a sentence. It can be a sentence frames where they're filling in sentence frames depending on the level of the students in that designated group. And we're asking them to implement it five days a week. So, we just went through our first PDSA cycle and and um interviewed the teachers, the third grade teachers to find out how it
028how it's going, how many strategies are they implementing, how many days a week are they actually getting writing in. And what we're finding is it varies from week to week, but generally it's at least three days, but not very often five days. So that's the next step in our conversation. Why why are they not able to do it for five days? Um, and after doing this piece of a cycle, it's become more apparent to me like why the county is saying do it on a smaller scale before you edge it out because maybe asking for five days is too much. Maybe there's other things that are happening. There's a reason why they can't do it for five days, right? So that's that's where we are in this cycle of formative assessment. >> Question. Why why
029are you starting in third grade? >> The reason we're tired of being in third grade is because in third grade is when they take the CASP. And as um Mr. CF said in his presentation, some of the students aren't writing enough to actually be able to be scored on the CASP. So the issue with the writing is not only just with our English learners, but it's with our English only students as well. And so since third grade is the first year that they take the CASP at the end of the year. Um, and because we're trying to get more than just u single word writing, we're trying to get moving to sentences and and eventually paragraphs. We thought third grade would be a great grade to start at. >> I I get that. And um
030I I guess I'm I'm curious. It seems that if you start earlier Well, like you said takes five to seven years to learn a language. start in third grade, then you know that's like eighth grade and beyond. Why not if you start earlier like um kindergarten, first grade that we wouldn't expect results by third grade and on. >> So our goal is to spread it both directions from third grade. So though we're starting with third grade, the rationale to choose third grade to start with is because of the importance of getting writing for the CASP, but we also starting with third grade to iron out the the um implementation issues of of this improvement cycle of this improvement change idea and then we'll push it that it goes both directions both lower and higher. The
031other thing that we talked about was um we're ready to start day one right when school started. Kindergarten and first grade have a lot more of the kind of getting ready in their seats type things that are happening and that we thought that it would be difficult for those two grades to just dive right into writing in their designated ELD. they're probably doing or should be doing more actual just um oral components during designated ELD and then writing would come next. So hopefully we're not going to be we're not going to wait a whole year before we push it out past third. That's why we're doing these little mini things to be able shorter cycle so that we can implement bigger and stronger throughout by the end of the year. That was our thought lesson.
032Okay. Some of the other things that are happening uh around English learner and English learner services is the horizontal strategies that we're implementing across the district in terms of best first teaching. A lot of the strategies are best first teaching for English learners. Um and so that component is called integrated ELD. So there's a m there's a match. It's not like we're trying to do two separate things. What's necessary for English learners is good practices for English only students as well. Right? We all learn to speak before we learn to write. Um and so a lot of the strategies that um or in smart strategies are strategies are also recommended when you just look like if somebody is writing towards English learners. We have the alpac data. Uh we've already reviewed who our long-term English
033learners are, who our at risk students are. All ELEL teachers have a list of the students specifically who they are. So we can target interventions, what we call second dose for those students to build their English language skills. So then um with the hope and the intention that once they build their English language skills, they're going to be more successful in the classroom that's taught in English and understanding subject matter in English. are bilingual community outreach assistants work each day with students. So they are like bilingual tutors. They support core instruction. Uh supporting the students in the primary language to help the students understand the concepts, the vocabulary, the the the core the material, science or history or you know trying to read a story that's talking about um taking a skiff down a river
034and and explaining some of the that language in their primary language so that they can better understand the story in English. We've purchased some newcomer Chromebooks. These Chromebooks are checked out through the library. So, as as we get new students who have no English background, who are scoring novice on that first assessment, um they can check out a Chromebook and we have a program called Lexi English in which they can um practice their English skills in Lexia in that English learning program. Um the that program we chose specifically because it's based on the ELD standards. It was written by teachers on the California designated or the California ELD standards. So that's why we're using that program compared to Dualingo or Rosetta Stone or or any of those. It has a nice platform also um for
035teachers to follow along how students are doing. It gives an assessment in the beginning to tell where students should start and it has extended lessons that teachers can pull and do with the students um from what they see is happening on the program. We also have our librarians are have our libraries open three extra hours of a week um with the hopes of being able to get our families to come in. We have Chromebooks set aside just for the families. They too can go on some of the English learning programs. they can use it if they need to do a job application, they need to fill out our parent square application or our uh educational benefits form, whatever it might be. We have those Chromebooks available to them. And we've been building our bilingual library
036materials in the library as well and and talk with families about reading in any language is reading and is supporting students. And so trying to supply more books to the families so they can read in their primary language. um which it's it's been a challenge trying to get some of these other languages because a lot of publishers are not putting them in paperback. A lot of the books are online. But we just recently at our PAC DAC shared with our parents about how to access a sec uh county libraries. All of our students have a what's called like an e library card, an account through the district and the majority of bilingual books can be found in the e format. And so that's one way that they can access some of those books that we
037can't we can't get um in paper. >> And that's it. Any questions? I know that historically we I guess I felt like we had a pretty good pretty good rate in terms of of uh students testing out of of EL. And you're saying now though that those numbers have those numbers gone down or maybe were our standards a little was our measurement a little off? >> No, I think we're pretty standard when I look at an elementary district to an elementary district. So for example, I believe last year when I um presented on the program, I looked at Anaheim Elementary because they have a very similar population to us. And when I look at Anaheim, we're very similar to Anaheim. So that 6% seems low but it's really not low in terms of an elementary
038district. The thing that is high though is the number that are that are l right. So that means we don't seem like we're low compared to say for example Anaheim but we're have getting kids at kindergarten and we're not getting them there by sixth grade. >> Okay. >> That that is an issue. So, you know, comparison to another district, we don't seem low. But when you look at those LTES, why are they not reclassifying? That tells we are low. That because we shouldn't have those kids here after six and seven years that aren't reclassified. >> And we've been able to identify why they're not reclassifying. >> It's it's such a complicated picture. >> I mean, of course, we always have to look at what is our first instruction. Are they getting the supports they need?
039are they getting that v vocabulary building those um they're they're called a language lesson that you do while you're teaching in the classroom and then the quality of what does our ELD look like. So that's why in this LTEL network, why we're looking at, okay, what's happening in our designated? Is our designated ELD strong enough? Are we really giving the kids what they need during designated ELT? So we're trying to standardize the instruction during designated ELD because it might be that, you know, I'm teaching designated EL and I'm spending more time rereading the story from ELA. and the teacher next to me is spending more time having the students turn and talk and discuss the story compared to just reading the story. So when we're we're trying to standardize those practices so then we can
040say okay look what happens and that's with with the writing we want to be able to say hey look we targeted third grade we improved the amount of writing that we do that we have teachers that are doing it at least you know three days a week and now when we look at our scores we we have a goal of decreasing the number of students that are in level one. So that means they're moving up to two or three and increasing the number of students that are moving to level four meaning they're ready for reclassification. We have about I think I counted about um from this last summitive assessment it was close to 60 students that went over four but they weren't they weren't meeting the criteria on the CASP. So, they met criteria one.
041They accomplished their language abilities, but they haven't accomplished their um English only uh excuse me, their peer group specific in the ELA subject matter. >> So, that's that's a really big component for us. And again, that's a little bit of why we're like, well, if we know the CASP is saying that the writing scores are low, then maybe that's where we also should be focusing. Now, I I also noticed at Glenwood, uh it's the only school where we actually have more English learners than we do uh English only. I'm assuming that's in part because of the DLI program. >> In part, >> h have we found because and one concern I has is that one of our goals with that was to make sure that we tried to get as close to, you know, English
042learners and and uh uh English only. Uh we want to try to have it as equal as possible. It seems like once again it's it's largely skewed towards English language learners. How is our how's our reclassification rate going? Do you think I guess the question is is being a part of a DLI program either slowing down, speeding up, or having more impact on the classification of those English language learners who are participating in that program? >> Yeah, that's a that's a really good question. Um, and we've had a lot of team ratings about the DI program because if the DI program is a strong program and it's following the model, there's two different models. There's the 50/50 model and there's the 9010 model. Regular uses the 9010 model. And what that means is if you're
043following that model and you're ensuring that when you hit, say for example, second grade, you're spending 70% of the time in Spanish, but you're spending 30% of that time in English and you're starting what are called transfer lessons where you're transferring the skills that you learned in Spanish to read into English. Are we being are we being um do we have fidelity in in that um the way that our numbers are it's we're questioning we're asking teachers this doesn't look like we're having fidelity because all the research shows that if you do a program with fidelity your students should be outperforming other students. You know, if you look at the our the standard model across the state for the most part of the pull out program, designated ELO for 30 minutes is a pullout program.
044It is by far not the most effective model. The dual language is the more effective model. That's part of why the former superintendent toixen why he had a 2030 initiative of every school district at least 30 30% of the state of California has dual language immersion programs because we know that's the better model and we know that's what California's population is. The challenge is is getting teachers who can teach in the dual language program. We were fortunate enough that we've been able to get our teachers, but that COVID period actually played a role in um some of the kids that we still have like our sixth graders. >> They were I can't they were first graders or kindergarteners. I just looked at them. I can't remember now. But in that case, we still have some
045of those kiddos left over that had some really broken years. That was hard enough when you're teaching in one language, but when you're trying to teach in two languages on Zoom and you only have the kids for 30 minutes to an hour on a Zoom, it just it it impacted not only the instruction, but also then we came back because we were building our program. So, we only had K1 and then as we had that um year that we were um hybrid, that's when we added our second grade. So, three very crucial years on foundational literacy. And then we came back and we added third grade. And in the building process, there's a lot of communication that has to happen to ensure that you have a through line in how you're teaching. What that means
046is that for example, if I'm teaching math in fourth grade in Spanish, I need to make sure that by fifth grade, when I'm at fourth grade, you're 50/50. When I get to fifth grade, I should be teaching math in English. So that as a student, I'm getting a balance. I'm learning in both languages and but I'm als I'm learning the subject matter. Um, and we had we we struggled with that because the teachers hadn't met that. We we had a period where it was a little bit of a free-for-all to be honest with you. And um Dr. Rodriguez and I have been working over the last couple years to really hone that down and really hone down the minutes. And what are you teaching? This is your number of minutes that are supposed to be
047in English. What is being taught in that number of minutes? And we can't just say that because enrichment is your enrichment teacher only speaks English. that can't be the only minutes in English because that's not going to build any of the core un curriculum understanding. The other piece that we're looking at is we haven't fully put in place that we should we should and we're going to do it this year. Fourth grade for example when they take um actually even with third grade when they take the math assessment the CASP math assessment we should have Spanish directions and English directions turned on because it's a math assessment. It's not a can you read the problem, it's can you do the problem, right? So if the student is stronger in Spanish and then we're giving them
048the directions only in English, we could be missing out on their knowledge base. So we're going to turn that on. So there's little things that we know we haven't we haven't got right yet that we're working on to try to get our DI program to have the type of numbers that we should see. >> Yeah, that that like I said, that's a concern. Just like I said, I I'm a believer in the DLI program. I just want to make sure that we're not hindering our English language learners by not by not making sure that they're that they're reclassifying within appropriate period with an appropriate period of time because of the way in which we're teaching. So, I just want to make sure that uh that we're conscious of that and it sounds like that's something
049that you that you're already in the midst of discussing and and and working on. >> Yeah. And the other side of that is are you teaching your English only Spanish? You know, the whole entire to learn Spanish, right? So again, are they do they have the right assessments in place to ensure that they are learning Spanish? >> Um relation to that you you thought that the their life program wasn't balanced in terms of English only. >> Well, I know because there's like 272 English uh or English learners and about 200 uh English only. >> Yeah. So, Glennwood has always been our uh larger Spanish speaking population, that community around Glenwood is um primarily Spanish speaking community. So, even in our EO strand at Glenwood, about half the population is Spanish. They're just not in the
050DLI program. >> Okay. >> I have a question. um thinking about like these assessments and wondering if there are supplemental assessments or other things that we're doing to kind of measure success instead of looking at you know just the CASP or just the ELAG like are there other assessments that we are doing to kind of um map or track our our like internal progress because we >> yeah so um we do have some internal assessments we have something that we call the alpha the English language u formative assessment. It's based out of letters. It's uh it mirrors some of the assessment, the alpac assessment. What the activity is is that they look at four pictures. It's a four picture narrative and they're supposed to tell a story um and follow through that picture and then
051they there's a rubric um that's set to go with how well did they tell that story, how much vocabulary did they use, how much detail. So, we took those and those are given the two trimesters that the students aren't taking the ELPAC. And the reason I say the two trimesters is because we can start giving the ELPAC in February. So, we usually start with sixth grade in February because we're trying to get kids reclassified before they leave. So, we want the results back. Um, we've we've made some alterations where if we have some kids that we know are like, we don't know if they're quite ready. Some sixth graders we might hold off till May to give them more time to build their English skills and then test them. But generally we we start with
052the sixth grade. So if they're taking the assessment in February, that's the middle trimester. So they will give the alpha in February because they took the LPAC. That type of thing is on the ELPAC. They would take the alpha again though the third trimester. So some CL some grade levels are taken at trimester 1 and two and some are taken at one and three. that also has we have an ELD report card um that if you're an English learner, teachers are are required to fill out an English language development report card. That formative assessment is one component they use for that report card and that's that component is to ensure that they are looking and listening. um they're they're they're incorporating true hearing uh students speak the language compared to just looking at like oh
053she talks with their friends in class which sometimes they don't sometimes they don't talk at all in class. So it's it was our way of saying you have to at least twice be one and really listen to a child for a couple of minutes to see how they can tell a story. We give that now in Spanish for the in the DLI program for the same purpose, but >> flip it to Spanish and listen to them in Spanish. >> Thank you. >> Any additional questions or comments? >> Thank you so much. >> We're going to move on to consent agenda. I will entertain a motion to approve. >> Second. >> It's been moved and second. All those in favor, please say I. >> I. >> Opposed. Abstensions. Motion carries unanimously. Now on to action items.
054Item A, approve 5 0.75 FTE 6-hour instructional assistant one early childhood positions. >> Move second. >> So moved and seconded. Discussion. >> Yes. Um this year we opened two transitional kindergarten classes, one additional DLI and one at Tanner Elementary. And with the new um student to staff requirement, um TK classes have a 10 student to one adult staff requirement. Um and all the classes at transitional kindergarten are over 20, which requires actually they're all full except for one space. Um which requires an additional adult. And so, um, these six these five six-hour aids are to ensure that all transitional kindergartens, three at Bar and one at Taylor, have at least two adults. So, it's actually one at the three classes at Bell and then two for the classes at Taylor. Um the two DOI classes
055are under the 20 um so they have one teacher and one instructional aid. >> Any discussion or debate? Hearing none forward to a vote. All in favor please say I. >> I opposed abstensions. Motion carries unanimously. Item B. Approve and adopt authorizing signature authority on documents transmitted to county superintendent of schools resolution number 935 moved second >> moved and seconded discussion. >> This is just transferring um the information from Mr. Castillo to Mr. Martin. >> Any additional discussion or debate? Hearing none to vote. All in favor please say I. >> Opposed abstensions. Motion carries unanimously. Item C, approve facilities master plan development contract with Hickey and Associates and Hickey. >> Second. >> Move the second discussion. >> We have a public comment and then I will respond. >> Okay. All right. So, the public comment
056comes from Maria Smith. Hello. I'm wondering about the process used to determine who should be awarded the facility semester plan development contract for the district and who is involved. We were told last year that certain processes would be valid for an RFP for all projects contracts over a certain threshold. Was the process valid for this contract and if so who was part of the committee and turned to award this contract to and what other biders were considered for this project? What criteria was used to internal qualification of Hickey Associates and Hickey and what how they used to compare them to other biders. I'm also interested to know what other contracts have been awarded to Hickey Associates and Hickey or other companies their associates are directly connected to. >> Okay. So for the facilities master plan
057um we are recommending a contract to have a facil a 5-year facilities master plan to meet all the requirements for Prop 2. We currently do not have a facilities master plan that meets all requirements for Prop 2. Um we did not issue an RFP in um collaboration with Mr. Castillo. He was in the CBA position. We look for three proposals. We looked at a um um a proposal program from the company that was recommended by SSD which is a small school district association. And this program was um an online program with the assistance of AI. um that program would require that consultant to receive some information from our current staff. So our staff would have to provide the information regarding like the deferred plans or the inventory for them to um uh create the plan.
058the other program um was also a consultant and their proposal was for another abilated plan but would require our staff to provide the information to complete the program. Um hickey associates and hickey is a comprehensive plan where they will do all the work to complete the different um the IT components that are required for prop 2. So they would be doing all the work to complete the different plan. It would be going to all the um facilities and building all the facilities and everything that meets the 19 requirements. Um what was it? Uh what other contracts do they have? Um they have one additional contract. Um and that is a facilities consultant to the district. We currently do not have a facilities director on staff. Um, and we don't have we also don't have the
059staff that can conduct what was needed to complete a different maintenance plans or inventory or the requirements to complete a 5-year facility master plan to meet all Prop 2 requirements. Did I answer? Okay. >> Right. And I was sure it was work in the past that had been done but was in the realm that would have been done by CFW who uh well who declined to renew their contract with us. >> That is correct. >> Yes. >> And and the last plan that CFW had provided right um did not meet Prop 2 because Prop 2 had not even passed at that time. You know, one of the challenges just to speak to this, one of the challenges with getting with finding contractors working in this area is that we've done a lot of our major
060projects already. So, most of the stuff we're doing is smaller projects and a lot of these construction management firms. They like the big projects because the big projects pay big money and unfortunately small projects in small districts don't pay a whole lot of money. Um, you know, I will say that uh Mr. Mr. Hickey. Uh our first experience here at Rayman with Mr. Hickeyi was working with CFW uh and he played a significant role in the management area of helping to keep projects uh on time and making sure that looking out for the district. Um I have I have confidence uh in in in uh Hickey Hickey Associates and Hickey uh when it comes to dealing with uh when it comes to dealing with our facilities. Uh, and now I know is there is there
061also a a time factor in this in terms of of why we wouldn't have put it out for an RFP. >> The original idea was to put out an RFP and that did not happen. You know, these we got through proposals. Um, you can put it out for an RFP, but it would delay the process. It would take a few months to to go through the final process and review it. Um and then that would um delay us and I'm going to say in very in line to apply or qualify for Prop 2 funding. >> Mhm. And that line will be filling up fast. >> Correct. I'm sure there were at the last um November meeting there were several districts that passed bonds that would be eligible. >> Uh I just have two uh comments.
062one um is there a plan to um hire or find um a facilities manager for the district because that seems to be um one challenge that we're facing right now. And then my other comment um or question is like what um I I like I said I sit here and I like approve all the contracts and stuff like that, but sometimes I don't know what happens after they're approved. And so what's the like a followup or the accountability process? >> Sure. After online project um is our biggest project. Um part of the facilities master plan will identify what are the needs um of the district, right? One that would be um I would say designated as a facilities project and one that would be um qualified under deferred maintenance. Right now we're very fortunate. we
063can complete some projects under deferred maintenance as they come up. But in terms of having the board make a decision on prioritizing deferred maintenance plans and facilities. So once we receive like the draft or um the plan, we would have a facilities workshop because you will understand which pieces would be um classified as facilities where we're looking at our facilities needs. I don't know what resource that is. and then um what we could use as deferred maintenance. Right? I recognized at the last um facilities workshop we identified projects like I thought it was really important to add classroom space at Taylor Avenue and Glennwood, right? Um then we had that discussion probably about a year ago that was all being considered under um our facilities budget, right? But we were able to be to be
064creative and look at two classrooms at Taylor which were not in use as classrooms and um um has evaluated and we were actually able to renovate it. And those two classrooms right now are in use. So that frees up two classroom spaces. And then we were able to take one of the classrooms um that was going to be demolished from Main Avenue and put that on Glenwood's um property which opened up a space for our um EUK class, right? And then um one of the biggest things also was um schools fields, right? And then we were able to, you know, qual use different fundings for three fields at um Bar Grove and Taylor. So we do have to come back and have a facilities workshop knowing like here are the projects that um that could
065be you know used for facilities funds and these projects for different regions and yes so going back to after our big name project right as we um engage in what next steps I really would I probably will recommend having a full-time um facilities persons we haven't had one here. Um I do believe having an on-site um all day here 5 days a week, you know, full time um really would be more efficient and cost effective. >> What would be the timeline for that? >> After we have the workshop to decide what future projects that we would be engaging in, right? So if 5 years from now, right, we were going to go for a bond and we did that, I would highly advise that they have a facilities person on site versus using a consultant
066firm um for the program management. We might solicit a firm for the project but not for the program. So um um our current project management company that is overseeing all aspects of the bell um but one of the one of the things that um Mr. Hickeyi is overseeing now with his consulting contracts is the um projects that were in place before Mr. Castile um left, right? And that is finishing up our shade structures, right? um making sure um that some of the pieces or some of the projects at our preschool will finish up and then um providing um consulting preparing Mr. Martin regarding Maine. >> You said that the RFP process didn't happen. Can you talk a little bit about why why it didn't happen? >> Um in consultation with Mr. We initially we were
067thinking should we go for RFP but we really were um I'm going to say concerned regarding the timeline right um part of Prop 2 one of the things I um had heard in um some of the what is it superintendent council meetings is um Prop 2 money is out there right and one of the things that SSDA is advocating for is holding um a portion the portion designated for small school districts um and are not allocating that until November because small school districts like us would not normally have a 5-year facility master plan. You know, there are small school districts that are just one building, right? Um K adult and so they would normally not have a facilities a 5-year facilities master plan that would meet all requirements for Prop 2. So, they would be
068at a disadvantage. So, we know that we're advocating, excuse me, advocating for um the November date. So, in terms of RFP, you know, uh Mr. Castillo and I talked, you know, if we had gotten three proposals, could we look at the proposals or do we need to do an RFP? Right. Well, the RFP didn't happen and um we could have considered it, but it would have pushed us out a couple months, a couple months from now. >> And the proposals that did come in, how do they come in? you price-wise or or just what how how did >> um Mr. Yeah. So Mr. Castile had reached out to a couple that um he was aware of and we were both on um um calls regarding the loan for SSDA because SSDA price point was you
069know very attractive, right? But when you look at it, um, their program is was really generated from AI, but it included having conversations, multiple conversations, but getting the data. Well, we don't have staff. We would have to give them information on a deferred maintenance plan. We don't have staff to do it to write up a deferred maintenance plan. Um, there would be um the inventory. We don't have staff to do the complete, you know, district inventory. So, and the other program is abbreviated as well and would require input from our current staff that we don't have. >> We do have another. >> Okay. >> Hi, I'm going to I just wrote down a note. Okay. I wanted to know if this falls under regulation 331, which requires an RFP process for anything over $15,000, because
070it sort of seems like it should. And I would say that even if it didn't, if you considered having an RFP process, it's really frustrating after what happened in the spring where the parents of the district requested more transparency and another opportunity to have transparency, the district is choosing not to. That is very, very frustrating. And it feels like when you promised us that that would not happen again, it is happening again. And I also want to say I had public comments on other parts of the consent agenda that were not read out loud. I put them in online ahead of time. And one of them was sort of relating to this idea that the district seems to be approving contracts after they've already started. The contract that was on the agenda for Hazel Health
071had a start date back in June. There was a contract that was approved for I don't if it's the same company but it's for the same Hickey um for Mr. Hickey one of Mr. Hickeyy's entities that was effective September 1st but it was approved on September 11th. So, I was trying to figure out why is the district or why is the board approving these contracts after their start date because that also feels like a lack of transparency because it's our understanding that these contracts shouldn't be effective until after they've been approved. So, in the other comment I had, I wanted to know if these other companies had been paid prior to their contract being approved at a board meeting because that also doesn't feel transparent and if they're just accidents, it's difficult for parents who
072are here or rewatching these to know what's going on and understanding the trail of money that's happening in our district. especially when the budget meeting was not too long ago and we learned all about those things and now whether people are in in person or online they're trying to watch and follow and see what happens and it does not feel like the promises that were made back in the spring are being upheld right now. Thank you. >> Can I make some comments please? >> Okay. Some of some of most of the most of the contracts in consent are um recurrent contracts every year, right? And so Hazel Health would start July 1st as a July 1 to June 30th, right? >> On like a May contract, a May >> correct. Yeah, I absolutely understand that
073you did not receive it, right? even though the contract starts July 1, it really should say maybe August 13th at the beginning of the school year, right? Um but one, you didn't receive it in time. Two, I believe we had rainbow August, right? Um and then three, no, they are not paid. No contract is paid before the vendor approves it, right? So um part of the timeliness of some contracts are um the dates of our building and when we did get um contracts, right? So um was it Hazel Health? >> Yes. >> Okay. But you referred to or maybe the September you referred to a September contract for Mr. Vicki for the extension of his cousin contract. >> Extension was not written in there. it didn't look like it was an extension. And again, these
074are things that if it is, it would be it would be better for the public to see that. And if these contracts need to be adjust, maybe they should be adjusted before they're being approved, right? If you're saying that the date should be July 1, it said June 2nd. So it's, you know, when you are an outside person who's not in some of these meetings that you're trying to be or you're just a new parent in the district, you know, it does not look transparent. It's difficult to follow. And it looks like these contracts are being approved after their start date. And it doesn't make sense that the district wouldn't go back to that company and say, "Please edit the dates. You cannot approve this until it has the dates after the board meeting that
075it starts on. We can look at that. >> I think that's a fair I think that's fair that's a fair comments fair crit fair critique. >> Any additional discussions comments um for for this particular one. Can can you um because I like these to be educational. Um um this this contract is for 125,000 and it's a 5-year facility master plan at 110 and um facilities management consulting fit report for 15. Can you talk a little bit about those actual two items? >> I'll show you as much as I can about the facilities. Right. So you part of the facilities master plan is having a plan for each of our sites or each of our school sites and then the fit tool is facilities inspection tool. Thank you. So that's that is a requirement um um
076for the master plan. So, I'm sorry. You want the contract is because they have to have a plan for each of the the sites and it's five sites or you can say six, but we would include preschool as part of our campus, right? And then um you'll hear part of our visit there is a fit piece that's part of the report, but um this is um a comprehensive fit report. that will be part of the plan. >> Okay. >> Yes. >> I have another question too. Um again, just like for educational purposes because I don't know. Um is $110,000 um standard for a facilities master plan. Is that pretty standard? And maybe you would be able to answer that question. I would say it's I would say it's fair and accurate if not a little
077lower than others I've seen in other districts. >> No, I'm sorry. I was just saying that I would say that that amount is fair if not maybe a little lower than other districts I've seen or worked in. Um, I've worked in districts where the a similar contract has come in for probably between 150 and $200,000. Now, again, that's a little larger district, but not much larger. So, I mean, I would say it's a very fair amount if that's what you're asking. I would say it's a very fair amount. >> Mhm. >> Would you agree? >> I do. I I looked at other districts, you know, um and took their facilities master plan total amount cost and divide it by the number of facilities that they have um in our district and this this per site
078is lower than a couple. So I'd say even if it's low, it's still there. >> The question was raised whether or not this was above the threshold required for an RFP. Is it? So I will I I will say that I'm going to give an answer based on limited information we have facilities right um not every item has to go for an RFP you can't solicit three bits right and that would be the requirement it's not a threshold of like 15,000 a 15,000 threshold right now is the general rule if we are awarding contracts that the board has to approve Right. Um there are some districts where there are higher thresholds that we can adopt like me as the superintendent or Mr. Mayor as the CEO can um approve contracts without board approval, right? Um
079but any contract over 15,000 the board definitely has to approve, right? and we actually are looking at our um our policies because on our service agreement it's any it shows any any contract excuse me after 5,000 means board approval. So, um, the RFP, why we chose to, um, uh, go with the RFP for the ELP program is because we were looking at, um, millions of dollars, right? So, um, did we follow a process where you can solicit three, which is appropriate? The answer is yes. So, but I will I will check if it falls under 331. 3311 3311 I will report back to that >> and then I'll just add this last comment too that maybe um because I don't understand like all the thresholds and all the numbers and like like so maybe there's
080an opportunity for us to create some sort of standard or policy that we follow no matter what if it's $1, if it's a you know $10 million but just so that there is some consistency and some equity and some transparency um for for everybody moving moving forward. And I know that's a lot of work on you all. It's a lot of work on us to like try to like read it and understand it as well. Um but I think that it's worth it for transparency purposes and for educational purposes and for just plain out equity, right? To make things fair um across across the board. though. >> Well, we are already going to look at our board policies and administrative reg regulations regarding contracts because just the thought of the 15 um,000 is in is
081it board policy local what is it? >> No, no, no. The there's a threshold for 15,000 and I'm not sure if if that's regulation or EDC code. Um but local decisions can you know can change it either increase it or above it. But I know that um in one of our service agreement it says any contract over 5,000 goes to the board. So >> would it be okay for me to show her that the public comment that she had entered for asal health did not come through. So she was not purposely able to see the email that it went through. It >> it's not on our thing so we can't see it. >> What about the one about the board minute? the board minutes. >> Yeah. What was uploaded was not minutes. There was an
082agenda from August. And then for the last several months, there has not been minutes uploaded to the minute section. It's either been an agenda. >> Oh god, >> I can go back. >> For the last several months, there has not been minutes uploaded to the minute section. It has only been either an agenda or blank. And so I finally realized that when I was trying to look at some past minutes. And so I wanted to know why that was happening because one time seems an accident, two is a, you know, coincidence, but this seems like a pattern. And that also seems to fall in line with this lack of transparency because it is in the bylaws that you need to post the minutes. >> You are correct. And I know that at the beginning of
083the year, we were also including a link to it. So I will look into that. Are there any additional >> Well, you know, um yes. So, just your question. I know that we're spending a lot of time on this, but I I do appreciate um I'm sorry, I s I appreciate Sabrina's um um um efforts to come and talk to us um because uh it really we we've been trying to get people to engage with us. Um, and I was thinking about something you said earlier um, a bit about transparency and about um, uh, how it seemed like um, we weren't really um, engaging in the full transparency that we had promised before. Um, especially with things like the contracts and and the date changes and and you know um, we'll definitely work on that.
084Um but I think um the main thing to take home from that is that there's not a an effort to not be transparent. Um and sometimes it seems kind of strange that um you know we have things like the date changes and stuff but sometimes we we do things to make sure that things that functionality continues um and that there isn't a lack of um service or so. Uh so when things like that happen, it's not that we're trying not to be transparent or there is some kind of thing anything going on. Um sometimes it really is just maintaining functionality. Um so I appreciate you definitely coming in and I also uh ask that or say that there are other ways of communicating with us. Um, and if you're not getting a result from something
085like the MIT, like um our interactions here through Gamut, do contact us. You know, whether it's the board, a board member or a um or the superintendent directly or others, do contact us. We want to make sure that you're getting um the information that you need. >> Is there any additional comment or debate on this specific item >> and this specific item? Yes. Um, we have been we have been spending a lot of time on this and I am definitely not um a a fan of Mr. Hickey and and um the the problems that um have come up in the past. Um so I that being said I do want to um note that there there's a lot of scrutiny that goes into these decisions particularly u with this particular with this organization. And so
086I I I want that to be known that there's a lot of scrutiny here. >> Any additional discussion or debate? My question is is should this be postponed until the next meeting until we can determine if it should have gone out for RFP under regulation 3311 or at least maybe be tenatively approved pending review and to see that it does not follow that because you said you were going to report back at a later meeting. >> And that is an excellent question. I I want I I want to ask um our president um this question because he has experience uh with um California's governance. What are the repercussions of us postponing this decision and um two funding? it it puts the entire process back an additional month which basically means right now districts like for
087example at the last election multiple districts throughout the state passed bonds which means that they're now working on getting them getting in position to get in line to receive funds. The way it works is once you're eligible and once you're in line then you're the first likely ones to receive funds. The challenge is the further the longer you wait the greater likelihood that you wind up getting the money even later. Mhm. >> So, it's kind of one of those things I'd say is kind of you want to you want to get online as soon as you possibly can. Um I I'm not opposed to the idea. In fact, I like the idea of of amending the motion such that uh as long as is it it we do meet requirements for what's required for an
088RFP. I don't know exactly how I reviewed that. Um, but I do like that idea. That way, in the event that we were required to do an RFP or go out for bids, um, then, you know, we would then probably have to turn around and then meet that requirement, but it only be approved in tenatively based on that. >> Uh, when you say that that that we get the that the funds would be delayed, does that is there a risk of not getting the funds? >> Uh, no. What would happen what happen is is if the money runs out then you wait until there's another statewide bond issue. That's what I mean. Yes. So yes, there is a chance the money could run out. >> Okay. Am I Would that would that be a correct
089statement? >> Yeah. >> The longer you wait to get the less chance Yeah. the longer you wait to get in line, the greater the chance that there may not be money for you when your time to get to the front of the line comes, especially if they're talking about setting aside money specifically for small districts. Um, trust me, there will be a whole lot of competition for that small district school money. And uh that's that that line in particular we don't want to be >> uh last in line for. >> And does this bond money up? I'm asking you for historic knowledge, historic knowledge. Does this bond money tend to run out? >> Does bond does business money tend to run out? >> Always does. >> Absolutely. >> Okay. Always. >> Okay. >> Yeah. >>
090This is first come. >> Mhm. Mhm. Okay. Um don't know. Uh I I heard what you said. Um don't quite know how to put that into action. Um, >> can you add public comments to gamut after the board meeting? >> So, would there be a way for us to tenatively approve this and then once you figure out if it's it meets the threshold, you can go in under this and add the public comment that yes, it did or it it was done correctly. >> I I don't think that you would need I don't think that you would need to do that. I think if you did it tenatively and then as a as as a function >> it should be more transparent to the community. >> No, >> you know it was looked into and
091then there's a response saying it was done correctly. So that way say if it goes into effect Sabrina can Sabrina correct can look at it the same line and see like okay they did follow through because her big thing is about transparency. >> I would probably say the best way to do that would be as a part of a superintendence report. That would be my suggestion, but I'll defer to the superintendent on that. >> I'm not certain about commenting on um if we can put comments afterwards. I don't know. I I I'm open. I can do a superintendent. I just want to read the first line. Like I said, the very little information we have from our facilities of um uh 3311, which is our um regulation. The district shall advertise for competitive bids when
092any public project contract involves an expenditure or 15,000 or 15,000 more. Public project means construction, reconstruction, erection, alteration, renovation, improving, painting, repainting, demolition, and repair work involving a district owned lease or operating facility. This this plan is not it's a plan to see if we work. So if you would go to Dworks after that, but I think it's all under administrative. >> Okay, let's see. I'll just read the next. The district shall also advertise for competitive a contract exceeds the amount specified in law as any adjusted by the superintendent of public instruction for any of the fine public contract code 211. I'd have to look at 211. The purchase of equipment, materials, or supplies to be furnished, sold, or leased to the district. services not including construction services or special services and advice in accounting,
093financial, local or administrative matters, repairs that are not a public contract including maintenance. Is that what you want to do if it falls into that? >> Yeah. >> Okay. You know, I do not feel I am in a position to answer questions regarding public contract code 2111. So, I do not have that facilities. I can absolutely look into that and get some information. >> So I would uh but if I may say that um I would not have recommended going through this process on my own if I didn't consult with Mr. Castillo, right? Or is this something that they do? So just for transparency, right? I would not not do RFP if I was required to do RFP if there are special services. um that um they were they were required to legal contract like
094um for example the contracts that we have for our special ed department right u we vary them all to the board because they are all over 15,000 but those are special services that would require an RFP so just for transparency >> um so one of the things that's important to note is because we approve a contract does not mean that we've entered into a contract. So if we approve the contract today and we say we with with this once again with the stipulation and I think that there's a there's enough public com enough comment from board members that if it if after doing the research it's deemed that we should have gone to uh that we should have gone to either an RFP or to a bidding process then obviously we wouldn't sign that contract
095then we would go for we would go forward into into the legally required uh status and and with the desire that on our next board meeting that you would be able to report back during the report uh what you found out. So, I'm assuming that's either going to be that we we were not required to do so by law uh and or number two, we were required and we're in the process of making that happen. >> Yes. >> Okay. All right. Is there any additional discussion or debate? Um, no. Just just to um make sure I have it right in my brain um is that um two things that we will take that we will take into consideration moving forward is that we come up with some sort of standardized policy like moving forward so
096we won't enter into these challenges again. Um and then there will be some sort of um follow-up check-in point um in the case that this contract and other contracts um are are approved. >> Great. And I'll just make one last uh comment. I hope one last comment. Um I I get the timeliness of this um and the fact that um we want to we want to make sure that we get money for the district. We want to make sure we save money for the district and I I I get the the fact that um a delay may cost us money. So I I understand the importance of this of of moving forward. Any additional discussion or debate? Hearing none move forward to a vote. All those in favor please say I. >> I. >> Opposed
097abstensions. Motion carries unanimously. Section seven, board member requests for future agenda items or reports. Trusty Dea. >> Nothing at this time. >> Trusty Cardona. >> Nothing in this. >> Trusty Hamilton Starks. >> I have a thought, but I'm not I'm I'm not sure right now. So, nothing at this time. >> Okay. Trusty Barnes. Um, >> I don't have a request for a report, but I did have have a comment. Uh, Ramon, would it be possible for you to connect with Sabrina about an update on our um minutes? >> Okay, >> that's it. And uh, I have nothing. So, with that, this meeting is adjourned.