001Yeah. And um it's >> standone is having difficulties. >> Uhhuh. Yeah. And his mom she she was a boss at um >> you see Merced for a while. I think now she's at >> I think that's now >> in the budget finance world. She was like she was like the shared services the person with shared services. She was like that at >> UC Merrced. [Music] He's in my mentor group which has been fun. You should do it. >> Should be a mentor. >> He did mention that. Yeah, >> it's been really fun. >> Yeah. >> More rewarding than what I thought. >> Stop right now. This is what we study. >> That's so cool. How long did it take to get up there? >> Five and a half hours. It was not long enough. We
002were enjoying it so much over. >> That's really cool. >> It was amazing. That was really fun. Okay, we'll call this meeting for the Robo School District Board of Education. >> September 25th, 2025 to order. Please stand and join me for the pledge of allegiance. Ice to the flag of the United States of America and to the stand with justice for all. >> Okay. So let the record show that all members are all board me are members are presented in Calipor with the exception of trustee Deluth and trustee Cardona who will join us very soon. Next is the adoption of the agenda. Is there a motion to adopt the agenda? >> Second. >> There's a motion and second. All those in favor say I. >> I. the the agenda has been adopted. Moving on to
003public comment. This is a time when members of the public may address the board of trustees regarding any agenda item during board consideration um of that time. Please note that if you wish to address the board of trustees on any agenda item, you should do so when the specific time is called or by the board president. Uh let's see. If you submit a comment in person, please complete a public comment card. You can also provide your feedback online via assembly gamut and the live chat feature on YouTube. Comments submitted online will be read by the board assistant and all remarks are limited to a duration of two minutes. Is there anyone who would like to address the board on any Okay, moving on to reports. World Education Foundation. >> Thank you. Mobile Teachers Association, classified
004school employees association, superintendent. >> Good evening. I have a little bit more to share. Um, first I'd like to share that last week I was um fortunate to participate in the AXA Women in School Leadership Forum. Never participated in that. um conference before I was on the planning committee, asked to be on the planning committee and I was also a closing panel member and it was a great empowering experience that I actually will look um into expanding our participation. Um this month we have several Latin Heritage Month activities. Um we have three more school lunchtime concerts. The next one will be at RobAla on October 3rd, followed by TAN on October 7th and Bell on October 10th. Next Thursday is our parent empowerment dinner. So that's Thursday, October 2nd. And Dr. Art Pinel, the president
005of Fson Lake College, will be our guest speaker. So we hope to see you all there. Tuesday, September 30th, um Taylor Street is hosting a ROA community plan listening session with council members Roger Dick Dickinson and Lisa Kaplan. So that will be on Tuesday, September 30th at Taylor Street from 6 to 7:30. So please um if you would like to have any input regarding um I guess ideas for labor, please attend. They they'll be there to receive all your feedback. Attendance change. I was looking to see if I have any parents. I do not. We that attendance change is happening now. So, if anyone who's listening, please make sure um I'm to have your students attend school um in the next couple weeks. I'm sure you all receive u messages from your principles. We are
006continuing our parent square push this September. So, anyone who's having challenges setting up your parent square account and the uh the preferred preferences on whatever device, please reach out to us. Um we are also um doing a push with the educational benefits form. We are calling those families who on file we don't have a record. Um, I thank the families for their patience and I recognize that they may believe that they completed it during a back to school night, but due to a technical difficulty, um, some of the forms were not submitted, so that's why calls are being made. And then finally, is Mr. Castillo in here? Okay. I'd like to say thank you, good luck, and see you soon to Mr. Castillo. Today is his official last day. Um so thank you for your
007dedicated service to the global community over um the past six years. Your passion for supporting students, staff, and family has been evident and deeply appreciated. Good luck. We wish you the best in your endeavor. >> I can't see him. Okay. Um but I won't say goodbye. I won't say goodbye. I will say see you soon. Thank you. That's the end of my report. >> I second the last statement. Yes, thank you. I definitely second that. Um, moving on to board member reports. Trustee Divine. >> Nothing at this time. >> Trusty El Starks. >> Nothing at this time. >> Okay. And I have a brief report. I was able to attend the California Latino School Board Association uh Unity Conference last week or the week before last. It was a wonderful conference. say always focus on
008the positive. I'm not ready to give my full presentation or share it yet because I still have to download some of the uh presentations and provide some of the slides. I wasn't able to do that during the conference but uh it was an awesome meeting. Um mostly positive of course they discussed um you know the elephant in the room and um what's going on currently around uh the country and they gave some tips about that as well. Um, so I will definitely uh discuss u put that in my summary. I do have some really good news about CLSBA and that is they are changing their name and expanding. And at first when they said they were changing their name, I was kind of worried but they're changing from the California Latino School Association to CA
009L E. And I don't remember fully what that stands for but the expansion is that they are going moving from uh serving K12 to first serving K14 and then eventually K16. So their immediate uh steps which they will do in 2026 is to expand to the uh community college system. So that's why they are changing their name. So I look forward to working with them in a different capacity. That's all I have. We will move on to presentations and our first presentation is the CASP presentation. Um, take it away. >> Good evening everyone. Just so everybody knows, um, my voice is going in and out this week. So, I've had about four lozenes this afternoon to try to make it through. And I hear that Raone is the cause of this. [Music] So, um, good
010evening everyone, board members, superintendent Chen, and community members. Today, we'll provide some cast information from 2425 school year. And John, this is going to take a little while. Sorry. We will start off with presentation objectives, glossery of terms, student score reports, 2025 district schools comparisons, district and schools three-year comparisons by subject, by grade level and cohorts, and by student groups. Taking a look at our glossery of terms for CASP ELA EL students with disabilities and socioeconomically disadvantaged. Here's an example of a new student score report that families receive these days. There are much more robust in information for the families. And now there's a new QR code to scan for more information on the state website. Let's take a look at the schools comparison. We can see that Bell has the highest scores in most
011areas. So congratulations to Bell Avenue followed by Roa School and Taylor Street School. We hope to bring some equity and consistency with their achievement across our district with the principal's action plans and the instructional model coming this year. This year in the instructional model, we are working on direct instruction and and engagement strategies which has the potential to impact all content areas. We will also have discussions with Mrs. Hall at Bell to see what type of action she thinks had some impact on student successes at Bell Avenue. Looking at a three-year comparison for Robbo district, as you can see, the highlight is that we went up 2% in ELA. We stayed the same at 21% in math and down 3% in science. In in in math, principles will be doing math walkthroughs to find trends
012and patterns in the instruction. They will then debrief a cabinet with what they see and how can we support them with PLSDs and professional learning. As for science, the plan was to hire two steam teachers to support the upper grades, but unfortunately there were no qualified candidates. It is still posted on our website because we're not giving up on that. In the meantime, we will have further discussions with leadership and PLC's to see what we can do to support in this content area as well. within our district grade levels. We can see a three-year comparison here. A noticing or trend is that when we see an ELA, children tend to continue growth as they go up the grade levels. It shows the teaching strength of the upper grade teachers in ELA. In math, it is
013very close in third grade, fourth grade, and six, and takes a dip in fifth grade over the years. A couple of things we know is that we had a number of combination classes in fifth grade in the past years and there was also an influx of new teachers in fifth over the years which of course would impact student learning. >> Can you talk a little bit about that impact and what we're doing to address that? >> Um well when you have an influx of new teachers they're going to little need a little bit more support. So we we try to get the PLC's involved to support not just our fifth grade teachers that need it, but other district teachers too when they're within their first or second year. We give them a lot more time
014to support and their instruction and classroom management. That's about everything in teaching really. Looking at the grade level cohorts, we see our current sixth graders did better in ELA as they went up the grades and in math they tended to decrease. For the now seventh graders in ELA, we see the same where students increased as they went up the grades and in math an increase as well. >> Can you go back one slide? Okay. So, this one right here, um, we're going, if you're looking at the the the three-year, um, history, we're going from red to blue to gray, right? >> Yeah. You're looking at year 23, 24, and then 25. >> Okay. So, are we looking at So, if we're looking at fourth, fifth, and sixth grade, are we So, we're going from 19
015to 17 to 22%. Is that was that was that >> If you're looking at If you're looking at ELA, what are you looking at? >> I'm looking at math. Sorry. >> Okay. If you're looking at math, then in third we were at 21%. We went up to 25%. Down to 16% and up back up to 22%. >> That one more time. >> Yeah. Yeah. Say that one more time. in the area of math. >> Got a little pointer thingy >> not working. It's okay. >> You want me to go up there? >> It's okay. >> So, well, just let's just stick on the gray. >> Okay. >> So, sticking on the gray in third grade, they're at 21%. >> In fourth grade, they're at 25%. >> But that's not the same fourth grade class. >>
016Exactly. These aren't the these aren't cohorts. >> Mhm. >> The next ones that we were showing you are the cohorts. >> Okay. >> This one is different. They're not they're not apples to apples. >> Okay. >> This slide is showing how the grade level is performing comparison over the years. The next slide, as Mr. Penman mentioned, discuss the same students. >> So these here are the same kids over time. Okay, >> I'll go over what I said here as well. Looking at the grade level cohorts here, we see that our current sixth graders in ELA on the left side, they went up and up the grades in math, they tended to decrease. So, as those students went up from third, fourth, and fifth, those are the same kids in 25%, 27%, and 29%. Those are
017the same kids. In math, they went from 19% down to 17% and 16% in grades three, four, and five. Looking on the other side, those are the now seventh graders. They're in middle school, but that means that we have fourth grade, fifth grade, and fifth grade up there. So, in ELA, they went from 28% up to 32% up to 34% as they went up to upper grades. And in the area of math, they were at 15%, 22% and 22% um in fourth, fifth, and sixth. And those are the same exact kids. Looking at our rob district student groups, a bright is at our black students went up 20% in two years as now one of the highest in ELA and an increase in Asian students, students with disabilities and students who are socioeconomically disadvantaged. Noticing
018were that our white students continue to decrease and that our e students are staying a little bit steady. We need we need to delve into the data further in these areas to see what is happening which we will do. Do you have a general idea of what's going on? >> Um, we haven't delved into the data that way, so I'd have to speculate. Um, we did have a discussion yesterday about um, some of the white students could be Russian students that came into our population of white students and kind of increase that number. Um, they're having maybe a little bit more difficulty. But this is when we have to, if we're doing the macro view, we'd have to do the micro view. We'd have to go to each school site, look at our white students,
019our black students, and that's what we do when we do the micro look at our sites. And that's where those action plans come about when we're working with this kind of data. For us up here, I'd have to speculate too much. We can have discussions on it, and we will have discussions on it when we're doing the micro look at each site and see what the patterns are. We do that at cabinet. >> Okay. and and and forgive me for interrupting so much. Um because I don't want to take I mean there are some improvements and I really like that you know but that's that's also pretty noticeable right there. >> So uh with with the white students >> you're looking at >> well I'm I'm well African-American students very good improvement. I like that.
020I like anything that improves you know I'm happy about that. But looking at white students and decreasing I mean that's pretty noticeable. So you know >> I mean I'm glad that you're thinking about >> yesterday. Yeah. I I mean I don't want to take away from from from some the good stuff that's up there, but that that is very noticeable. >> But but we have to pay attention to all student groups. >> And just to add, as Mr. Penman said, part of our discussion yesterday is we do have an increase of our Russian population that would fall under that student group as well as the program eelss, right? And so while we might see um flatlining in ELS, we have to recognize that um that student group and that program the demographics would change and
021that's where we will look more deeply. >> I I'm just really curious about that. Yeah, I mean now that you mentioned that Yeah, I am curious just in that and the AL being flat. Taking a look at our math and student groups, our highlights are that once again, our black students have gone up and every other student group stayed fairly steady. In the area of science, highlights are that black students, Asian students, and socioeconomically disadvantaged students went up. Some notic things are that white, eel, and students with disabilities continue to trend down. Once again, we will have to dig deeper to see what is happening there as well. So, here are some things that we are doing in the district to try to increase student achievement this year. I'm super excited about working with the
022instructional model which is focused on tier one instruction with this which is the first good teaching using research based based strategies and instruction in the K2 setting. Tier two would be the intervention specialist and tier three would be special ed. As I stated in a previous board meeting, the reason we brought in the instruction model was to have a common language about what good instruction is across the district. And we have a large number of new teachers now that need more support than ever. And of course, our veteran teachers would benefit from this as well. We would like to better engage our our students with delivery of instruction and engagement in ways that help students comprehend and understand content more thoroughly. It was exciting to have Dr. McGee over here um in August. We have
023her back in November to do more strategies with us in the areas of engagement and direct instruction because we know we have some difficulties engaging with students. We did some goal setting with all teachers across the district and are having them try some of these researchbased strategies. After that PL day, we will have them share at their site PLC's on how it went and how it benefited their students. We also have principles share out at cabinets about what they see in the classrooms and their walkthroughs. And lastly, we will have peer observations once again to allow teachers to learn from one another and debrief and discuss lessons they see from one another and talk about their student outcomes or the difficulties they have faced. Other things we are focused on in the district is data
024collaboration at sites and cabinet. looking at those different levels we speak of at the district office at the macro and the sites at the micro foundational skills work in the lower grades. Um we're talking about the selection of future math materials in the spring with Skoey and the pilot. We have PLSC a little bit more involved in the implementation of these initiatives. The PLC's have not really been a part of cabinet. This is the first year that I've introduced that strategy into this format because I believe that when they're in the conversations with our leadership, there's a bigger connecting to what the support need are needed at the school site since we'll have better conversations when they're there at cabinet with us. We have um PBIS training which is supporting schools and the behavior issues.
025I'm sorry I didn't put inclusion, but Sam Dason is training and supporting all the sites with inclusion and EL students where Mrs. Lion is working with teachers to increase student writing. Now we will take a brief look at how robust schools did overall in ELA, math and science for the past three years. Looking at Bell Avenue, we see an increase in ELA by 1%. A 1% decrease in math and the same in science. They had the same uh percentage of 31%. But still overall the highest in the district. So congratulations to to Bell. Looking at the cohorts in both areas for sixth and now seventh graders, we see at bell a trend upwards through the grades in both ELA and in math. Here's a look of student groups in ELA. The highlights are that black
026students went up 32% and students with disabilities went up 18% as well as three other student groups going up as well. Great job with the student groups over at Bell Avenue. In the area of math, black students went up 10% and students with disabilities went up 11% and other groups stayed pretty steady. So as we go um I will show you the actions principal spoke to you about in May and June uh for the goals for the 2526 school year that was part of their SIPs and of course as a new data comes out some things may need to be slightly modified because there'll be new discussions about this data as well >> at Glenwood school. Before you I'm sorry. Um because I I know that I'm going to um um probably have comments or
027questions later on. I just I just want to acknowledge that um that Bill has done um this is a notable this is this is this is a notable improvement. So good job. I just want to make sure I say that >> there are some notable things um this year which we're very proud of and we're very excited about. We definitely know we need more work. Um yeah, we're gonna we're going to take some wins here today. >> Yeah, there there are some areas for improvement, but I want to acknowledge that, you know. >> Well, thank you. >> Um and I don't want to wait until the end to do that. >> Yeah, I appreciate that. >> I do have a a thought though. I'm wondering if there's an opportunity um to put a set of
028percentages like sometimes numbers next to some of these um to to help broaden the stroke of the picture. Um, >> okay. I'm not sure what you mean. >> Um, so instead of it saying like 47% is that five students, is that 100 students? Like what makes up the 47%. Um, I'm looking at the um the three-year comparison for all for all students. >> Gota >> or for the um Yeah, I mean it it doesn't for the um by ethnicity and student group. >> How do you go back? Um or forward. Oh yeah, back. Back. Yeah, >> one more. >> Yes, that one. >> No. >> That one. Yeah. >> Yeah. >> Um Yeah. Because I think these numbers are really great, but it would be interesting to know like how many students that account how
029many people that accounts for. So is it five students? >> Yeah, >> that's five students is still really great, but or is it 100 students? Yeah, for sure. We actually talked about that yesterday. So, you you both are picking our brains from yesterday. >> Okay, good. >> Discuss that exact thought. Um, and we talked about Well, maybe we should have some numbers somewhere down there. >> Yeah. >> Um, so maybe we'll do that. >> Okay. >> Thank you. >> Great suggestion. >> Um, at Glenwood School, there was a decrease in all content areas. Looking at current sixth graders and seventh graders in ELA, the trend was that it went down and up. And in math, it went up and then down. Looking at the student groups in ELA at Glenwood, most groups stayed close to
030the same level or a small decrease. And the area of math scores tended to decrease with most student groups. Here are those sections. >> Before you go on, can can you tell us a little bit about what we're seeing? Why we're seeing >> why we're seeing the decrease? Can >> can you talk a little bit about that? >> Um, that would probably be a better question for the site principal. I mean, I can't I can't speculate for the sites and what they do over there. Um, so it'd be hard for me to kind of give a a serious I mean it'd be an assumption. >> I mean, I'll say one thing that um the students that are in the DLA program are getting instruction 9010 in kindergarten, first and second grade. So most of that
031is in Spanish obviously it's 9010 and then they take the test in English. Now that is for sure something that has to be considered and looked at. Um but as also as we think about a dual immers immersion program we want our students proficient in English and Spanish. >> Yeah. So at the same time we have to be thoughtful about that. We're trying to use both languages and get proficiency. >> But that's one aspect that we were talking about. Me and Cindy, director Cindy Lion were talking about maybe doing the Spanish test um this school year for Glenwood School. We've never done that in our district before, but that was one strategy we thought of that maybe would give a different picture of Glenwood School with the Spanish test, but we were going to talk
032to um Dr. Gray about that. >> I guess that I I guess I'm just curious about what was was good in 2023 that changed So, so drastically going to move on to Main Avenue School. At Main Avenue School, there was a decrease of 4% in ELA, an increase of 4% in math, and a decrease in 7% in science. Looking at cohorts, the ELA was the ELA was sixth graders. They went up in third grade and fourth grade and took a dip in fifth and in math a trend downwards through the grades. That's one on the left side. The one on the right side are the seventh now seventh graders in ALA. They trended down and started low in fourth and fifth in math and went up in sixth. Looking at Main Avenue student groups, you
033can see overall black students are the only group that went up 5% and the rest the rest trended downward. In math, student groups, black, white, Asian, and socioeconomically disadvantaged students went up. I'm sorry, I should have asked this question like a long time ago. Um, but I see that the percentages are the percentage of the students, but what does that mean? Like, does that mean that that's we're proficient? >> Let's look at black students. If we're looking at um that 7% which is gray, that means they had 7% of the students were proficient. >> Okay. >> Thank you. >> And here are the actions for Main Avenue. >> Can I ask a question? Would it be possible next year when we do this again uh for maybe teachers or something so we can see how
034many? So I know the numbers mean proficient but there could be students who are like one percentage below being considered proficient and those students are almost there. Just so that way maybe we can have an idea of how the classrooms are doing because looking at these numbers can be very disheartening sometimes especially with seeing them go down. If we were to know that like but 80% of the rest of the students were only like one question away from hitting this mark. if if something like that would be possible just so that way we know maybe how much more effort or work needs to go into it because when we look at this it can almost feel like none of the other students are even close to me. >> Does that make sense? >> Yeah, we
035we actually had um a pie chart last year of the >> Yeah. >> 432 and one and you kind of saw that. Um >> I think I neglected to put that in here but we did do that last year for you. >> Yes. Yes. Okay. because I was remembering we were there was something like that. >> It gives you it shows you where the students were, >> right? >> And how many were on that cusp? >> Okay. Okay. Yeah. But it's like just that way you know because it's like it's it's amazing that we have you know say 17% of students who are proficient. But how many of that classroom are almost there? Like one question there or they just need like an extra like month or something of working at it. Like they're almost
036there but we can't count the minutes. So I think that would help the board a lot with knowing how we are doing. I think one of the things we could consider um next year or later on this year um is having a data workshop. Um when Miss Lion completes the LCAP, we are we are intentional of putting percentages as well as um points, right? Because points below a standard because we want to acknowledge that we might have made growth but not enough to change the band. So I know when she reports, she reports those and we do that with intentionality. But if we want to dig deeper, we absolutely can consider um a a board workshop where we can go down and look at the number of students because we know that in a student
037group one student can make a difference of positive or negative, right? and to dig deep in that we absolutely can explore that or um add how we can present the data in this presentation. >> I would like something like that. >> Yeah. Yeah. Yeah. >> And I was going to say another thing that's like coming to mind too when I'm looking at like these um interventions um and it says like evidence evidence-based interventions um but what evidence do we have that these interventions are going to be helpful for um our students um and our schools? So, I mean, there's a lot of research out there about a lot of things. Um, but how do we know that these particular strategies are going to be helpful to move the number? >> Yeah. Yeah. And I I
038think a workshop would be great because um I I see the numbers and I and I have so many questions because you know it it sometimes it just I mean it doesn't make a lot of sense to see the huge decreases and things and having the numbers and maybe even the pie charts and things like that would make will help make more sense of what I'm looking at as opposed to just these bars that are very noticeable. >> Yeah. I mean, here speaking about breaking down the data, I mean, that's what we need to do further. If we're looking at a school site, it's going to look very different at Belle than it is at Main Avenue or somewhere else. So, we'd have to dig down at the student level. We we have the capacity
039to do that. Takes some time and energy, but it was possible. We can talk about doing the workshop like Superintendent Chen said. >> Mr. Question, I know I was late. Sorry, I was late. Um but um for me what it bother me a little bit is some of the bar graph that you have over here they're basic and 50% some 30% are 40% and I assuming this is the high level that we want to uh mark because we didn't reach that we 50 it wasn't 29 or 39 we didn't reach the top of the cap that's correct or doing miss in the other 70%. Since we have 30 basic and 30% where is the other 100%. Where is where is the 100% measure? >> This is 30% proficiency. 70% were not proficient. >> That's correct.
040>> Correct. >> That's correct. Okay. So that's is what I was just confused me when 50 300 we because the the line the bar that we trying to reach is not >> Yeah. >> As as >> we're just constantly trying to go up in that percentage of proficiency. >> Correct. Okay. But I said when I see like 9% of 4% that means only 4% are are 100% students. >> Right. >> Correct. >> Yeah. That's >> just for clarity if you're looking at student groups. Right. It's 4% of that student group. >> Right. So >> yes I am. Yeah I just just concerned and like I said we see 30% so we see C29 or C24 we basically see in 100%. Yeah, that's why they were also talking about wanting to know the number of students
041in each little student group. >> Yeah. Why? It's hard to, you know, >> pinpoint where we are. >> Could be three students. >> Correct. Yes. Correct. >> Moving on to Rob School. At Robbo School, there are some more congratulations on a 6% increase in ELA, a 1% increase in math, and science went down 1%. Robo sixth graders in ELA, they trended up and then down. And in math, they trended upwards. For the now seventh graders on the right side, they trended up in both ELA and math through the grades. Looking at student groups, the highlights are that black students are the highest in ELA with a growth of 15%, an increase of 15% by white students, an increase of 10% by Asian students, and an increase of 11% with socioeconomically disadvantaged students. There were strikes
042within their student groups over at Robo as well. In math, black, white, Asian, and socioeconomically disadvantaged students increased. You're a robot action for this school year. Before you go, yeah, I just want to acknowledge that that yeah, there there has been a lot of improvement here at Roland. >> Sorry to say that >> there has been a lot of improvement here. I just want to acknowledge that because I because I I ask a lot of questions and make a lot of comments and some of them, you know, they seem kind of negative. I want to acknowledge that positive as well. >> Great job, Miss Benjamin and your team. Thank you. We appreciate that, President. I mean, board member Barnes. >> And lastly, more to celebrate at Taylor. There was an increase of 7% in ELA,
043a 1% increase in math, and a nice 4% increase in science. Looking at sixth grade greater cohorts, they have trended up in ELA. In math, they stayed steady. For the now seventh, they trended up in ELA and in math, they stayed pretty steady. Looking at student groups in ELA, more congratulations on black students, increasing 21% at Taylor, an increase of 9% with Hispanic students, an increase of 6% with EL students, an increase of 7% with socioeconomically disadvantaged. Good work with students at Taylor Street School. And in math student groups, highlights are an increase in black students of 5%, increase of Asian students by 8%, and a small increase of Hispanic and students sociomically disadvantaged. And here are their actions. And Mr. CF, sorry about that. Those accolades were for your team. >> So my apologies.
044Now, now we're moving on. Sorry. Sorry, Mr. Um I know this was a lot of information to take in today. Uh we shared a lot of actions and strategies. Um we're all communicating and working hard together to create interventions and strategies which will hopefully benefit our students even further this school year. We definitely had more highlights this school year with some positivity which we really needed in the trenches here. Um the school sites and ourselves as leadership are nowhere near pleased with where we are, but we are all committed. We are all embedded in this work. We have me here 19 years. We have leadership here that have been here for decades. We care about this community. where we are, but we're going to continue to fight because we care about it so much. So,
045I don't want us to just get always stuck on the scores because I know these people out there love on these kids, love on the community, and bring so much more to the table than just scores. And so, I don't want that lost in all of this work, too, because they do these exceptional things at their sites every day, and they fight for our community and these kids. But I I'll take a win on this. Some of this is just good news for us and we we are just aligning more and more with what we need to do around here and um that excites me a lot. So thanks for your positive comments today. I mean >> thank you and and and congrats to Taylor on um their improvement as well. And you know as
046you said there there are definitely areas of improvement but I want to acknowledge um I want to congratulate people where where they have made their progress. So thank you. But um any questions, comments? >> Um for the principles who are here, um like for Roa, um what of your new actions? Like for all the principles who are here, do you think really show like the best that helped our students that you implemented? >> When when they answer, they should probably be up here for the >> just really quick. if you guys don't mind. >> She has not something that should be shared amongst principles and teachers and everything. >> So I think like you said this is a great overview that Mr. PM is showing but it is in the diving down and what we
047found at Rob last year is that we had almost 25% of the students that took the test last year that didn't provide enough writing output to actually even be scored. So you got to think that's part of science. as part of ELA and then it's also comprehension and math. So we are super excited, our teachers are super excited. We are doing fact on our side to step up to writing. So they're writing throughout the day. So I think um and that writing is like critically thinking and I think that's we we appreciate the board's support and Mr. Pman's support. Um that's kind of what we're super excited about. It's happening every day at Roba and so we Our teachers went through professional training before the school year and it it starts K through six. And
048if you imagine a a kinder kinder student that's getting role model on how to write a paragraph and they're they're learning a color code to do a topic sentence and and it's not soaking in but but but then in first grade they get the same language starts all over again. So that's what Rob was super excited about. Step up to writing. I I would like to hear from It looks like they're pretty, right? >> Oh, um in addition to what Mr. Cap was saying about just the overall um I think importance around um the art exhibits but I also believe at Taylor's attendance piece um because if the students are there that's kind of where the learning happens um so I want to commend the parents and the staff over at Taylor for really putting
049that emphasis I think those attendance contests help um in addition I think to the focus around academics with the teachers talking about data um and we go numbers um so I >> I think that is also very important and just really keeping that positive. It's been all the learning for our students and the families connecting. >> Taylor won a bunch of the attendants did [Music] >> I mean the parents are the ones that are you know the little to get here. So if we have them there then we can do the work with them. Yeah. We want to continue that. Um, hi back. Um, so I wouldn't say there's any one thing, any one magic bullet to solve this problem, but I think at Bell Avenue, um, something that teachers are really intentional about and
050very thoughtful about is um, student engagement. And um I've been blessed to have a really solid staff of teachers at Bell. I don't have a lot of turnover there. I've had one new sixth grade teacher, one new fifth grade teacher. Um in the last now another new fifth grade teacher. So in the last three years I've had three new teachers. Um I have not had to deal with combo classes. And I think that's hugely I mean it I think when you're looking at numbers you should think consider combo classes because that's very hard to teach combo classes and they typically you know they're in the upper grades at times and that can make it really challenging. I've not dealt with that combos so I have one this year um and I haven't had a lot
051of teacher turnover so I think that really um is something to think about. Um, I also, but at Bell, when I'm looking at Bell Avenue, I think student engagement is our number one strength. Um, and we use that through um, and we use we're a GLAD school. So, GLAD kind of is woven through most subjects. Math is more of a standalone subject. And then with our math schedules, everybody teaches math in the morning and everybody teaches math for at least an hour. So there's a few things that we do that are really intentional, but I think that like you can't really put one, you know, say it's this or that. I think the dynamic at every school, I mean, principles are dealing with different things at different schools. Um, that affect test scores. One or
052two kids, you have to remember when you're looking at those scores, one or two kids make a big difference in a in a single classroom. So >> yeah, >> we've had more challenges. So she talks about having more of a stable staff. Over the past four years at Maine, we've just had um six intern teachers. We've had seven maternity leave. Um last year we had three maternity leaves and those were in the grades where we test. So that has had some real huge impact on us. Um when it comes to teachers and their experience. 15 of our teachers over the past four years have had zero to three years of experience. So, we're dealing with things in a very different way at Main Avenue because while we can't delve deeply into things as we want
053to um when you have a more established staff, we have to focus more on the foundational pieces of pieces of teaching and looking at lesson planning and looking into curriculum and classroom management. So those are some of the struggles we've had. We've also had combo classes in the upper grades for three years. >> I actually wanted the positive. >> Yes. But I'm gonna give you a positive. >> So I'm just laying some ground. But one of the big things that we've struggled with is also a chronic absenteeism. And so for the start of this year, our goal is 95% every day. And so we've been hovering around 95% on many of our days. So if we don't have kids at school, they can't learn. So that has been um a big aha for us. Um
054when we've been looking at the numbers every day this year um Miss Janowitz and I we have some dances in the morning when we're like hey we're 97% today. So are seeing some nice increases there. >> Thank you. >> I have a go. >> I was going to just um recommend that um maybe for this maybe not this one but for the next attendance challenge maybe we do two schools. one school that's the winner and the other school that's had the most improvement to kind of get, you know, folks excited about, you know, showing up. >> I like that. >> Wait, don't go don't go. Um, yeah, because I I have questions because you mentioned some some concerns. How do we address those? Well, and and the reason I ask is because, you know, I'm
055we saw the data and we saw like, you know, the fifth grade information and we saw things like that and and they they all somewhere have to be tied together and you're bringing up some really, you know, big issues. Um, and uh we always ask, you know, what do you need from us and everything that So, I'm asking how do how do we resolve these issues when they come up? I mean, that that you what you just mentioned uh that sounds pretty big. Well, uh, I don't have a combo class this year, so that helps immensely. Um, because we've always pulled in our intervention specialist to help support that because to try to teach everything in a combo class is incredibly challenging for a teacher. So, that's been a big win, not having a combo
056class. Um, we are using and abusing our PLSTs this year. um that you know one in the morning I might see Miss Clark and then she's back again at one o'clock to work with another grade level. So um they are a part of our weekly PLC's. Um they are part of our our um funological awareness and word work that we're doing with Skoey. They sat in on the first day of training that we had this year and then we're doing follow-up um uh observations. They're modeling lessons. They're observing teachers and then they're debriefing with the grade levels. So that's been in full swing the past couple of weeks since our first training. So that's been very beneficial. Um we do have we have had a lot of high need behavior challenges um over the past
057years and our team at Main Avenue is a strong MTSS and PBIS team. That's why we're platinum. And so we really stick to working with our students who have some real struggles to support them and to support our staff. So we have a strong team looking through that as well. >> Thank you. >> I I just want to say you know thank you Mr. Penman and all the principles um for the presentation. The CASP is a report that that we have to give right um and that's how the state measures us. But I also want to emphasize that is a moment in time of a student's year and learning. And so if we do explore having a data workshop, I think it's important to look at all the other data pieces that we we um
058use to determine how we can support our students because some of those would might show how the evidence-based strategies that we have been implemented will have how they have impacted our students. But um we have to do this. It's a requirement and this is how the the state is measuring us. But I do want to acknowledge that you know we have to use um multiple data pieces and that's what we do. We just don't report them. So that would be something um to explore in a workshop. >> I think that would be interesting in a workshop because it would bring it will allow us to discuss other things such as um the the the shifts in personnel and how they impact people and uh just have a broader and fuller discussion not just this the
059snapshot. So yeah, I I welcome um a study session. >> The more data we have, the more we can help our students and our staff >> and help us understand because >> you know Yeah. >> I just want to say something. I don't want to be in a negative positive person here. I uh my major is a they call it uh numbers counting. Every time I see for tennis for me are just but I did see the improvement that we have in school. I I appreciate that. Uh been here for 11 years and we have a strong strong community. We have strong smart and great staff administrators and and people behind they are are are great what they do. And for me, like I said, it's a it need to reflect. We need to reflect
060what we have. And as a as a school board, we we give give you guys whatever tools you need to make your school better, the stu students better that we need to know where we are falling and what we need or what we need to add or subscribe to to make it more efficient because uh a I always said for years I've been saying for me a percentage is um uh so nobody leave behind. We're talking about 50%, where is the other people? Where is the other 40%. And for me that is a hurt right there because we can't leave the kids behind because we are uh failing in that to these kids. Uh ITC improvement I 100% believe in our staff and believe in our principles and are what we have. We just has
061to uh I do like the the um action that we take in the in student engagement engagement. I think that is the key. We need to engage the kids. If we don't engage the kids, doesn't matter if they show up or not at school, we have they're not going to get it. They don't have the heart to get it. They don't have the emotion to get it. So, we need to engage the kids and parents to help us to to move to the next level. But I do appreciate all our teachers are are our our administrators and for the job they do and I know they love the community. I know they love the kids. We all love them. But we like I said we always always prove improvement. We just have to figure out
062where and where where we can apply that. But thank you very much to everybody. >> Yeah. And you know, one last thing, I'm glad you said said that, Trust Kona, because you know, we all want A's see to see all A's where A's and B's are. So, and you know, looking at data that shows us how many, you know, A's or the percentage of A's, but that's not the full picture. >> So, it's easy to get lost in that and and not see the hard work and and everything that everyone puts into this. Um but it also shows us how complex these issues are you know and um when we see the scores that we see you know we we we we ask these questions and so we need to understand all the complexity in
063not getting the A's and B's. So I get that and I'm glad that that you stated that um because yeah we do have very dedicated people here. So were you about to say something? Okay, any other questions, comments, concerns? Okay, moving on to our next report. The on >> Actually, I do have one question. Okay, so I have to figure out how to phrase this. Um, so students with IEPs are not expected to reach like as high as scores, correct? So, are they counted in the percentage as you're reaching the score that would be considered proficient according to their IEP or is it graded along like just as a flatout standard for every student >> are students with disabilities are a student group >> are they >> and they are they are compared to everybody
064else the standards the level that indicates what meets standard or not is the same so we do recognize that their IEP The goals are based on are individual, right? But when we they are reported, they're reported on whatever standard um are um the threshold of what meets standards and what doesn't. >> So are all students with IEPs considered students with disabilities? >> Yes, that's the student group. So when you look at the percentage of SWD, those are students with disabilities. That is correct. Is there an average amount of students that have IEPs that we can know? Like is the average 25% of students in each school currently have IEP? >> That is something that we could dig deeper in a workshop. >> Okay. Because though we can't we can't expect certain students to reach certain
065goals when they have IEPs for a reason. A and absolutely and as we I'm not sure who said that we have to be mindful that there are students that are categorized um on ethnicity and then student groups. So it's very very very common for someone to for a student to be in um I'm going to say white with students with disabilities or we mentioned white because of our increase in Russian population that will also be in ELS. So, could some of the issues with student population going down because students were given IEPs? Is there been an increase in IEPs given to students? >> And can I can I assume also that just because a student has an IEP doesn't mean that they won't be proficient in reading and writing. >> Oh, no. I agree. And
066math. >> Oh, so firstly, that's easier. No, I will not say that a student with IEP cannot be proficient or cannot meet standards. That I will not say because I do believe that they can. Um, can you repeat your question? >> Um, has there been an increase in students receiving IEPs and that could that be >> you know changing for certain groups and deployment? >> I can't confirm. I would say that I believe our population for students with disabilities um might have increased 1%. I do know that Roba is higher than the state average. I believe I um Miss Horit's not here. I believe the state average is currently at 12%. And I believe Roba is hovering about 16% 16 17%. But we can confirm that. We can confirm if we have an increase in
067percentage of students who qualify under students with disabilities. Absolutely. >> Okay. And can we include that in the data workshop that we will may possibly have just those numbers? >> Absolutely. Because we will also include other factors like attendance and possibly behavior because those are all factors that would ultimately in um impact a student's performance. >> Great. Thank you. Any other questions, comments? Okay, moving on to 202425 on audited actual reports and Mr. Castillo for his last report. Good evening, President Superintending. [Music] online. Um, tonight we're presenting the 2004 2025 United and keeping in mind our vision statement. Um, the package in your report is 124 pages. They will provide an overview, a summary and this is the items that we will discuss. the education code. It requires that we complete an article action by
068September 15 or a year and is submitted to the Sacramento County Office of Education. We complete that on September 12, 2025. and ASA forms I know they are not user friendly but they those are the ashure forms from the from the state and the same forms that we are required to um to be completed by every school district in California the key items um our average daily attendance the majority of funding comes from our average daily attendance we finished the year funding in 1,814 um average attendance. That's an average of the last three years because we are in declining environment. Um on a key item we have um one of our big is opportunity programs. We we hit it actually in the previous presentations. We have we started uh with beginning ballot about $7.7 million.
069>> We receive so 3.7 we spend 9.6. We end the ballot with 1 point um $1.7 million. That is our expanded opportunity program. We had to expand those funds because we had it from previous years. So we work on that during during this year. So we don't have to send it back to the state. Um another key item is the education protection account. This is a part of a proposition the pass many years back and we can only certificated everything has been spended on teacher. Uh we receive um $6.2 million and we spend everything on on salary and benefits for for for teachers. Uh now is u we're going to talk into more detail in the general fund. uh in your package the the report is in the unrestricted restricted and total combined for the
070purpose of presentation we are presented as unrestricted and and combined our total unrestricted revenue was um $3.7 million of which the majority is 27.7 due to an average daily attendance and in this purpose we highlight a local control funding local control funding formula Um we also have in the other restricted significant like $7 million that is um like a special ed opportunity programs the lottery that is on the on that road. So as a total 40 48.1 million 40 Yeah. So this is the same information they presented just in a on a pie chart. So the um the local control funding formula um 90% our revenue is related from average daily attendance. We would hit an important so it's not just it's really important that we are students attend school because that's how they learn
071but it's also how we get our revenue. uh your student is absent even if they are skills absent we do not get any any any revenue um our local local funds there the majority of that is from our our interest now as a combined we combine a total state is still 87% so we depend really on the our school district we depend really on the state as a state that's with our school district. This is the revenue. Um our local revenue is actually greater than the total um federal federal revenue. So again this is um same data um um that was in here um sorry go back sorry it's our same revenue as was presented on on this on this slide just on the on the chart now we're going to talk about the other
072side of passover what I call the expenditures and as Well, we are presenting it as unrestricted and combined for this purpose. We are a people business. The majority of our expenditures are on salaries and benefits are unrestricted. We spend 22.1 million and combined $45.8 million. Again on on graph this is easier to to understand and read. um in in percentes numbers 85 or seven out of 150 general senators is in salaries and benefits. Um certificated salaries is um just want to talk a little bit about that is anybody who has a teaching credential. So it's not just teachers but includes um um principles, other administrators who have a teaching credential. Classify is anybody else who I would call I call it support staff to help on the teaching and the benefits is all the includes
073all the statuto benefits not just um health benefits with um um alters being over 19% of that. now is um I want to spend a little bit more time than usual on this um on my general fund expenditure. If if you see my previous the previous year's presentations um our total salary and benefits in the high 70s like 7879 this year 63% combined because this this year can point out the capital usually is about 5% this year we spend significant amount and we upgraded our all our transition administration um preschool was out of the general fund because we is pretty fun for the classrooms but not for the aluminum portion. Um we um upgrade um for um playgrounds, three fields, a lot of the um roofs. So we did a lot of facilities um um
074outgraded this this year. So this is will be like an up year. So the part the part of the pipe took a bigger oxygen than normal making the calories and benefits um um lowering as as combined. So um I'm saying this because we don't expect that to be this in in in this kind in this year. So within the general fund there are some programs where what do we call contributions or encroachments where the revenue that we receive is not enough uh to cover that and the biggest one that means is a special education where we have to maintain of we have to maintain maintenance of effort. What that means is we have to spend minimum the same amount energy student or special ed. Another one is a restricted maintenance account. Um the state requires
075that we at least 3% or general fund to protect our houses or buildings. So that is how um that what is the 1.3. So those are the two biggest items in there. And then um this is um a page where I would spend the most most time as a summary of about 25 pages in your report. Uh if you were looking at the total general fund, you would think oh that is is in a deficit spending $6 million but general fund went from 37 to $31 million. So that is that would be correct but we have to break it down between um unrestricted and restricted as a total on that restricted portion where that's where the counts how we degraded you will notice that some values actually increased uh 2.1 million from 23 million 23.2
076to 25.4. So that's good. And then the the restricted portion because restricted funds uh we receive it usually like a one time this this plan expenditure so it's not a structural deficit so we receive it receive those funds like in prior year for instance I was discussing the expanded learning opportunity program they talk about that beginning so we receive a fund of the entire year we just happen that we spend it on on this year and that is the that's Why phone values were down? Actually, it's a good thing because if we have to spend it, we have restriction and that restriction is you have to give it back to the state because you did not say you did not spend it by the September. Um and and this is the only report that I
077I'm hitting from you like four times in the year when I talk about cash. I think it's still cash still came in and I want to say that you notice that cash encounter as a unit was $33.4 million. You notice it's actually greater than our found balance and that is because we have liabilities you know expenditures that were recorded that we have not paid. But what this also means is our fund balance is is very liquid is the majority is cash that is a good thing. So if we have enough to turn down the the economy the state has as has happened where they will pay us the family the district has has been cash and as a total um um unit spending of fun balance are restricted in fun balance is 55 55% of
078fun balance um within the report there is other funds um like child development cafeteria and I just want to talk about is to in many school districts those programs uh those funds the cafeteria and the child development encroach in the general fund where the general fund contributes to this these programs can be run this all of these programs are self reliant there's no transfer from the general fund to any of these program so it is um really good that we are finished in a in a um in a positive um balance um I spent some time today Mr. Martin and kind of explain to him where where we are in this in this fund and in our general funding how some of the this programs are. So as a total um we finished um started
079with $52 million. We ended with voting for um those structure of those um deficits as explained they were planned because they would have to use um one time on one time funds. So what is looking forward um our auditors so our books are closed already the next step is our auditors need to certify what I presented to you is they fill it out or there are changes and other finance they're going to be here next week um actually they are not going to be here is everything is online that we submitting the documents online so they're going to be here we'll be doing the official review on on on next week um also want to say you know to the worker that that I want to anchor Biden and further we are we are set
080up for our close last year and also next year. So we are not changing due to negotiations last year. We are we are done. Uh our other report will be to December 15. Um it used to be like during co they move it to February but now it's back to December 15 and our first report Martin will present it to you where that time is a carryover and everything balance will be updated and also our other postmployary benefits we is fully funed. So we actually have an asset on our other post-employment benefits. Um um before I close tonight, I want to take a moment to to say how grateful I am. This is my sixth and final and you have let me do my job. Um um um I have to send it to you
081and I'm proud to say that is in a strong financial position. It is a teamwork. Thank you for your class and and always putting our students first. Yes, tonight I question that that you were asking your students at first to pretend uh I did appreciate your support I consider you my friend. Um the current partner you know that um I tell them so much of you and to our staff. Um it's uh had to write it down because I know you will get I appreciate the dedication and and hard work and because I was thinking there was no one day where I said I do not want to come to work. I enjoy to come to work every single day. Um so this is not just a number about seven students at school. So um
082so thank you. >> Thank you. Um, I just want to say I I'm the newbie on on the board and um I've been meeting lots of different board members from across the city and in different spaces and they talk about the challenges that they have with with money and and funding and um not having enough money to do the things that they do. And my response is, "Oh, you don't have a Mr. Castillo. Um, so I I I thank you for for for making this um easy for me and and I and I appreciate um your transparency. I appreciate your hard work that you've done. I I seeing you crunching those numbers and and making sure that you know we're able to continue to do this work. And so as the newbie on the board,
083I just want to let you know that I appreciate you and I thank you and um appreciate just you very much. >> I want to say thank you for all of your hard work. You made it really easy when I joined the board five years ago for me to understand all of this. You made it very easy and you laid it all out and I wish you luck in your future endeavors and you will be greatly missed here at Roba. >> Yeah, Mr. Mr. Castillo, um I've been on the board for 14 years now. Um the budget is by far the hardest hardest thing. um it it it makes or breaks districts. And even just this week, I heard I won't mention the name, but I heard, you know, the bad news, you know, around
084the area. And you've heard a lot of people here say that that you made it easy and and you really did. And it's not just how good of a job you did, but um explaining it to us, but also how you watched out for us, you know, um and the the the amount of effort you put into watching out for us and making sure that uh we were always u making good decisions, you know, that that's just invaluable. Thank you, >> Mr. Castillo. uh I was here for day one here and I really appreciate what you bring to our table. uh you'll be transparency uh hard work responsibility and a friendship because uh that is important to um you care for all uh our co-workers staff and for the children's and every time when I
085see you after long days numbers and see you in activities and passing plates and helping to staff and helping and it's great it's great to see that you have that big heart And we know they miss you. We're going to miss you. And we wish you we wish you well. Wish you well. >> And stop by. [Music] >> I love that. >> Oh, that's so sweet. >> I love that. That's so sweet. >> Thank you. Congratulations to you. Yeah. Thank you so much. >> Thank you. >> Wish you well. Okay. Oops. Excuse me. Uh, next we have our extended our expanded learning update from Sacramento start. That's with uh Miss Joanne Marson. >> Yes. >> Leading board members. Thank you for allowing the opportunity to share what techn does each and every day for the
086robot youth. I also want to acknowledge the the great passion of our staff that they bring day in and day out in supporting the families, the school and the student. So, thank you for that. Thank you for that. So, if you look at this, this is just one example of hundreds of stories um that our parents shared in regards to when we ask them. We do year end surveys and as part of our program quality assessment. So this was just a story um some feelings um from one of our start parents at one of our sites. So you could see that that the program has made an impact and this is just one example of hundreds of impacts that our program have made um to our second students. Tonight we'll throw up a lot of
087stats for you in regards to how the program is performing, but I wanted us to remember that behind all these members of families and students. Um, below you'll see our mission and vision statement there. That is the foundation of everything we do day in and day out. So, as you look at that, you can see that is not just about education. We're about building people, building students, building staff, um, building Um, and that is such a strong belief in the program that we present to you. So >> on this slide, this is the the uh overview of our program. Uh Sacramento start offers a multitude of learners opportunities for our our kids. Um 24 25 school year they had opportunities through I cookook they which is cooking uh learning about nutrition and how it fuels
088our bodies. Uh Alivo which is really at the mind, body and soul of our students. That's when I was started very focused on the whole child. Um they we also had uh partners at next floor which uh supported in getting our youth moving. Uh we acknowledge that uh sometimes our our kids do not meet the full um number of minutes that they need to get moving and grooving um every week. Uh so our program is very uh intentional about making sure that they are getting up, they are getting moving and they're exercising both their body and their brain. Um so really when we look at >> uh all our enrichment and all our coons, our enrichment, our recreation and our academics are really we've been intentional about building them on the four um pillars that
089the district asked us to focus on which is food literacy, bully prevention science and cultural responsiveness and wellness. So as we sit down with our staff uh for the well for the 2425 school year and moving forward those are very much in our on the front burners and how we build our program to support the rural youth. Uh start at a glance these are your uh numbers. So for the 2425 school year, you can see that we uh supported 621 students through ASUS and 288 students through ELOP. That's a nine students that are supported through AC expanded learning. And what we found through our data is that 4.3% >> of those participants in that subject pool have attended our program for three years or more. So um and you can see the the comment from
090another parent down below. Um our our parents appreciate the program. They appreciate that it's a safe place for their their children to to learn and have fun. and they would recommend the program extended learning program for after school to their friends and family. >> Um when we be intentional about our impact, >> you know, what we're doing day in and day out and what our family is um where our families are walking away with. >> They're walking away with more than just a learning opportunity for their kids. They walk away with family engagement. We see that with our our backpack event that we do before school starts. We see that with our lights on um celebrations that we do. So, we're very intentional about getting families engaged in their children's learning because what we found
091if we can get the whole family engaged, it's easier to engage those students. uh our families walk away uh and our children with really being intentional about looking at social emotional learning. Um and you can see that through um through the the comment below there. Um what we are finding is that our our start students are walking away with better self-esteem, feeling better about themselves and and then and feeling better about the differences that it's not so scary to be different. Um So we're seeing that come out not only on >> the playground >> every day as as they play in their groups but we're seeing that in the data as well and of course u we are also seeing a safe and supporting learning environment and that is very intentional because you cannot have
092a good program with without it being safe. So that is the impacts what you'll see here. Let me see there's some bullets here. Let me get those up so you can take a look at those. What you can see you can see what some of our families are saying right? So they're acknowledging the reach and participation of the amount of students that our program is supporting. They're appreciating the academic success that they're seeing in our students. Whether that's increase in homework, increase in grades, or just wanting to come to school. this a little earlier this afternoon that came up in a meeting that a child is struggling but they want to come to start you know so in order for them to come to start they have to come to school and that reflects back
093on what we said earlier today we need to figure out how to get them here so if our program can help support that that is just that's wonderful um and then you can see the amount of family and community trust that we're seeing um and we we saw that over the summer. Uh we are very intentional about building families and offering them support where they need it, when they need it. Like I said, we uh we have parent central at the sites where we share community information for our parents to really get. We have a wonderful relationship with the food bank and we're always very intentional about getting uh food delivered, shelf stable food delivered to the parents so they can pick up a box while they're celebrating lights on or back to school or
094whatever it may be. Um, but we're seeing some a lot of what I would call soft impact along with the the increase in grades, a lot of support for the families and youth. So that is >> Can you hold on a second? you having everything's good. Okay. Sorry. You just need to make sure that people at home watching us at home can hear us and everything. >> Just want to make sure that all the issues are taken care of. Okay. >> So, just to kind of close it out, we want to make sure that our impact um we're intentional about building impact not just with school books, but we're it's important for us to make an impact through relationships. Um being able to reflect on our students. uh what it means to be a student
095and this is where resilience begins. So that's the school year. Um we then uh wanted to share some of your summer numbers. So summer um as you can see this year was held at Glenwood. We had a total of 647 students enrolled with a average daily uh attendance of 154 students. Uh we were very once again intentional about making sure that uh the program was safe, was engaging because we wanted the kids to be there, right? Just to combat the summer uh learning loss that we see every single summer and and making sure that kids are ready to come back to school in August that they're excited to come back. So what you'll see down below in those check marks is um some survey results that are coming out of once again our program quality
096assessment but those are coming from not just families but also students. So students reported that it was they felt they appreciated feeling safe during the summer uh and having a place to go and to be engaged and not just at home doing whatever they might want to do at home. >> So we were happy about that. >> I have a question. um for super internation is that normal for there to be like an average of only like less than onethird of the students actually come to the program. >> Yeah, it's like 1/4 of so yeah >> there was two sessions of of summer. So that 647 total students enrolled that covered the total number of students for two sessions. >> So is it like >> like half? Yeah, I I do have um it it
097is um it does reflect generally historically what we are getting is about half of them and I do have um the last 3 years worth of attendance numbers if we want to look that but that is historically um what we're getting. I I think what we need um maybe you can send information to me is um the first three weeks are the uh the first three weeks is when our teachers provide the academic um academic piece of summer school and then those students have an opportunity to attend Start and then the final four weeks right 3 weeks is if they were just attending start for the whole 9 hours. It might be helpful to let um the board know the breakdown of how many were enriched um at the time when we provided the academic
098center and then the three weeks when it was over enrichment. >> Okay. I have a question [Music] >> and if I don't have that data on me, I'll make sure that superintendent gets and she can report it out to you because we do that data is readily available. >> I'm like I'm not I'm not too good at math but >> math. >> Yeah. >> So there's um we broke it out once again. We looked at the impact. the impacts are very similar during summer than as to what we saw during the 2425 school year. Uh but we did throw up here um because I thought it might be interesting to see the grade distribution of the students that are coming uh to the summer program. Um, and it would also be interesting to look at
099that data compared to the first session where we did partner uh with the with the school district and compare that and see if there's any changes between the first portion of a of one where we were partnered with the district and then did the 9hour days. But uh that right there um for the entire summer is the distribution of grades for students. Joan just to provide some clarity right now um a student can participate in the first three weeks and that same student can participate in the last three weeks count twice. >> Correct. >> Okay. Thank you. >> So what we found uh as a program uh and we alluded to it a little earlier that the summer is a critical time for our students uh because of summer learning loss. Um, and we wanted
100to be very intentional about making sure that we were making a huge impact for our youth but still have still making it fun. Uh, so we could support them in learning >> learning um being in a safe space and being ready and confident to come back to school for the following school year. >> These these are just a few of the the survey comments that we received from families. Uh and like I said uh when we looked at the the story in the very beginning, the the truth behind these numbers is that there are so many more uh positive comments from our families and our families appreciate the opportunity to have their children in a safe place uh during the summer where they can feel like they belong. They're safe, of course, but they're still
101learning and making at least uh supporting and combating that summer learning loss. So, like I said, we we we are intentional about our program quality. These are some of the comments that that came out of our summer programming. So you can see that the families are very appreciative of the district um making it um making the program available for their kids during summer because these are these are summer comments that we're talking about now. Any questions? Thank you and thank you for the explanations cuz yeah um the math wasn't math and so you know um we you know we're looking at like trying to get our our numbers up to like 95 96% I'm like that's like 25% or so. So >> I I I could share with you specifically about the the summer numbers.
102So for uh like I said I have three years worth of data here. So for 2023 uh we were at two sites. Uh at Bell there was 123 students enrolled and at Glenwood 125 students enrolled. The average daily attendance for those two sites averaged anywhere from 67 for Bell for the month of July up to 87 for the month of June at Bell. Uh 2024 was very similar. uh when we were at Main Avenue that particular year. Um for the month of June, we had 80 average daily attendance. For the month of July, we had 147 uh daily attendance with 254 students enrolled. So you can see that historically the number that are are enrolling are not quite all coming. And same for 2025. and we looked at those numbers. >> Thank you for your
103time. >> Okay. And our last report is uh expanding learning update from Rollers Family Development Center with Blake Cudworth. [Music] Uh good morning to the board, Superintendent Chen and community members. Um I do want to say at the outset of our report that a lot of the uh data that is collected on our programs um does go through the Children's Defense Fund and Innovation Bridge, one of their partners. Um and a lot of that data was not um presently available to us in the time of tabulating this uh presentation. If you do have questions about any of the numbers, I can do my best to kind of give a snapshot into that information. Um but most of it will not be in these slides that we do have today be more of um you know
104just general information on kind of the structures and procedures that we had to follow for the uh presentation um and for the the programs that we ran. So um this will serve to discuss the 2024 to 2025 uh after school program year as well as the 2025 summer prechools. Um the two programs are I would say connected. Um this is the outdated version of the slides. I don't know if we have >> We're looking for the one that has false lights. >> Yes. While we do have some uh you know dead airspace here, I do want to give um Miss Marinelli, our new um coordinator for the Europa programs um for this school year, a chance to share a couple of the highlights from this school year. We do have a structural change to our
105programs um compared to what you'll hear in this report. um as I am no longer working directly with Roa's district um and she has taken over as well as just the way that the program is going to structure this year. So, do you want to speak a little bit about that? >> Hi. Um I just wanted to pop in and say hi again. I got a chance to come to the last board meeting and I was very excited to be joining the role team then. Um, but that was prior to meeting our families and our kiddos. And I would just like to say that I'm even more excited now that we've met that I've met our families and our kiddos as well as our RFC team. Um, I am very excited about our attendance. So
106far, we've been hitting 100% attendance and when we're not hitting that 100% attendance, we are like right there. Um, we've also been asking our families to do us a favor and talk to their kiddos when they get home and ask them about what they're learning, what they're doing in program. And the amount of feedback that we've been getting is overwhelming. not just at pickup, but we're we along with the rest of my staff have been getting text messages saying like from families telling us how happy they are about what their kiddos are learning, about how excited they are to be learning things. Um about how excited they are to be doing homework, which that one is like the one we're most excited about. um because we've been get um just yesterday from one of our
107kiddos um her mom came to pick her up and I had a chance to be there and she was like, "I don't know what you guys are doing." She had such a hard time doing homework with me, doing homework with anyone. And she not only um she wanted to be in program, but she wanted to get picked up um prior to doing homework. Initially, she wanted to get picked up prior to doing homework. And now she asks mom, she begs mom to stay in program, even uh on occasions where she's had like doctor's appointments and things like that, she's sitting there begging her to stay um letting her know that she's having fun doing homework and things like that. So, I just want to say I just want to um pop in and say that
108and say that I'm very excited to be part of the Rob team. Um and I'm very I'm very happy to have met our families, our kiddos, and I'm very excited for the rest of the year. Thank you. Thank you. >> Okay. Thank you, Miss Marelli. Um, it is also great to see that they are hitting the ground running at Glenwood Elementary where we were not uh uh, you know, taking our program the last two years. Um, especially when you are bringing a new program into a school that hasn't had it. To see the attendance um, you know, stay right around 100% is awesome to see. Um, and I I definitely want to highlight some of the principles were here earlier. um the admin's work at those schools has been instrumental to our success um in
109those you know two schools. Um so first off I do want to talk about the Taylor after school program that we had last school year. Um you know the the team over there uh worked really hard to make us feel welcomed over the last two school years in getting this program running. It is based on our freedom schools model that we do over the summer. So it doesn't look quite like maybe a typical after school program does. Um but that's for good reason. That's intentional because we want to address some of the challenges that the kids face in um you know just getting to school like was spoken about a minute ago um or you know feeling disconnected from the community. Um we want to address some of those things. Um one of our families
110uh that actually I believe it's going to start this year uh but was with us last year. Um they their parent was nominated as a super parent last year and the first day of school we brought coffee, donuts, things like that for the families. Um, and we were able to give the the mom their super parent award for just constantly showing up and being uh, you know, someone that doesn't just pick up and rub off the kids, but that's involved in our programs, that's involved in their kids success as well. So, that was awesome to see um, for her um, and to just give them that support. Uh, some of the components that are involved in the Freedom School's model of, you know, facilitating an after school program. Of course, you're going to have homework
111help like you would in any program. Uh but in the reading curriculum and haram are crucial components of the freedom schools day. Um and so we bring them into the after school space reading culturally relevant texts exploring the themes from those texts with the kids. Um and really bring them to enjoy and love reading not to just do it as a homework assignment or as something that a teacher's telling them matters for college but that they can enjoy in the moment. Um and then Harambe um some of you have participated in in the past. Um I know uh trusty Hamilton Starks was there over the summer. It was great to have you there. Um as well as you know Superintendent Chad. Um you know showing my kids that energy is something that we all share
112and we all create together. Um and so that is something that we did every single day to start our day off right in the summer was Harambe. For any of our board members who weren't there this summer, we'd love to have you there next summer as well for Harambe. Um it's it's an awesome, you know, energy uh to to be around. um after enrichments as well where a be part of the the summer uh program but also with the school year um giving a kids the chance to choose uh I believe start with those clubs right getting a chance to choose uh different activities that they can you know not only have fun but also explore things that they may enjoy for their career or for you know personal hobbies outside of school into the
113future. Uh we have a couple of great field trip uh opportunities for the school uh and for the children last year. The one I want to highlight with that was that uh we had a partnership with the Sacramento History Museum in ULSAC. Um where our staff uh over one of the weeks of break that the the school district had. Um learned all about the different exhibits at the Sacramento History Museum uh became stewards of that information and facilitated tours on a field trip day. um to the actual museum. I may have a picture on the other side of that, but uh that partnership was amazing. Um to, you know, have our staff get to learn something outside of the norm of the professional development space. Um and then bring engagement with that content to the
114kids who appreciate it in a way that they don't typically get with a normal field trip that, you know, you just sign a permission slip for and then send your kid off to. Um and of course, supper is also a key component in any after school day. Um so yeah that is the components that we held. Um I actually was fortunate to get to keep this Robert's family development center printing press uh you know image that they made um on a newspaper at this region. That is part of that um partnership. Uh when it comes to the numbers of the students that we served last school year we had 66 scholars enrolled from gates grades K through six uh at Taylor Street. Um there were five team leads uh the folks who run the classrooms
115and that was the site corner. once I coordinator for the program. Um we do not look typically just at one grade level because our students are in cohorts based off of near peer um or you know close grade um support. And so uh when we talk about the levels, these are the same grade breakdowns you have over the summer with Britney schools. We had 22 scholars level one K through two. We had 36 scholars from third to fifth grade and then we had eight sixth graders who are in middle school this year. for one of the scholars that were in the program last year were Taylor Street students. We were also fortunate to have uh connection with the uh transportation department that typically takes kids home to the different bus stops after school. They were
116also able to bring scholars from those other campuses um to us at Taylor to have their after school day there. Um so that is the breakdown by uh different schools and ages that we had in the after school program. Um, when it comes to the I can make a difference model, uh, when we talk about freedom schools, scholars are learning advocacy. They're going to be involved in the community beyond just the school day. And so they want to, you know, learn about and they kind of uh take on firsthand making a difference in themsel, their family, their community, their country, and their world through hope, education, and action. Um, we pressed this very heavily over the summer, but again, bringing in the school year was crucial for us as well. Um, and we see a
117few of our current field trips from last year as well as our Harambe. Um, just showing that joy and having a positive mindset on, you know, the the successes uh that you can have in your future and overcoming um, you know, the challenges that that we saw with some of the great reports um, tonight that, you know, a lot of these fellers are struggling to stay on level in their academics. But one of the biggest determining factors on their ability to change that is their mindset and their outlook. So we can't just focus on helping them with their homework, but also recognizing that if they're not doing well with their confidence and with their social emotional growth, uh they're going to have a hard time actually focusing on on improving those academics. um kind of
118transitioning into the summer program and uh I will get a chance to ask questions or if you do have questions after school now cuz I am going into this um I'd be happy to uh to field those but I also do want to you know go into the summer as well. Okay. Uh we had 110 scholars enrolled uh this summer with our site at elementary. Uh they were grades K through 8. Um so we did have a couple of our middle schoolers um in that program as well. Um and then there were 12 servant leader interns and two site coordinators. Um we did I I don't have the number on here but I believe there's about 90 adversity attendants. Um we'll be able to to you know extrapolate further on that uh in the future.
119Um, breaking that down by level, it was about 40 K through second uh, outgoing K through second scholars, 50 outgoing third through fifth, and then 20 uh, sixth through 8th graders in that program. Um, just kind of showing a few of, you know, the things that took place with Freedom Schools. Art, uh, is a huge part of what we do. Um, and then community advocacy, learning about, um, you know, our social action topic for the summer. Uh I believe it last year on our uh ban books um you know topic that we focused on last summer. This summer it was public education as a public good. Um as we recognized that the right to a free and fair public education is not as guaranteed in the country as it used to be. These things are
120always nationwide themes. It's not just about Sacramento here. So sometimes the thing is it's like well in Sacramento our kids are getting a public education but it's unfortunately not as prevalent in other parts of the country. So we also highlight that for our children and they get to learn about uh you know those other places as well where it may not be uh quite as you know beneficial of a situation for the children as it is here. Um our national day of social action did feature trustee del who's not here um getting a chance to actually speak to families about how crucial public education is. Um, and he was able to speak uh to how schools, you know, does that in his family as his granddaughter Jane was in the program this summer. Um, and
121it was, you know, it was awesome to get to meet her and have her be very excited to be there every day. Um, and then another aspect of that is our staff being um, you know, at community events as well besides just the stuff that is their paid time of hey, you're here with the kids from when they get out of school until 6. They're also at community events like the the Bridges Walk to School Day. So, we also want to highlight that. Um the educational philosophy of our program um is the same in both spaces, right? Uh obviously it's a literacy based program. The kids are going to read books every single day. Um but there's also the cultural aspect through things like Harab uh through our staff sitting with the kids when we're
122reading, not standing over them and lecturing at them. Uh being in community with grades around doorors, not just only kids in your grade level. um and then bringing the parents into the program and saying we want you to be a part of the uh educational process of your children. Um the target population for the summer uh are and for the school year are the kids that I heard earlier you know kind of uh I believe trustee Carlo mentioned some of the kids feels like they might be getting left behind. um those because we don't want we don't want that to happen, right? We don't want anyone left behind like you said. Um and so the students who uh you know may be performing lower on certain tests. Um certainly our children of color are going
123to see themselves represented in this program in a unique way uh through our staffing and through our curriculum that you don't typically have in these programs. Um and we're going to have you know trouble with that summer learning loss which turns into a summer learning slide that goes into multiple years. We know our our skills are foundational. They build upon each other each and every day. Um and so when you start to have that slide, it can be really difficult for the child to to turn that around and to get back on on course. Um the food literacy aspect is a big part of the program as well. Um we did have a farmers market this summer where the kids learned a lot about fresh produce um and kind of the finances of that as
124well where they each had a certain amount of money they could spend on different fruits and vegetables. kids who I had never seen while eat the vegetables on their supplers at lunches were so thrilled to take this stuff home to their parents and say please make something out of this for dinner tonight. Um which was just it was really cool to see as well. Um yeah I can make a difference model again um it's how you can make a difference in you know starting in the micro level yourself expanding all the way to how you can change the entire world. Uh, and we saw that with our children this summer, not only in the curriculum and the books that kind of followed that same theme, but in people like Trusty Doo, uh, Superintendent Chen, um,
125Trusty Starks, Hamilton Stark, sorry, uh, coming out and speaking to the kids, telling them how their education got them to the places they're in now. Um, and, you know, constantly just seeing positive role models in front of them. Um the field trips this summer uh again we want to make things as fun as we can. So we did go to uh a movie theater. Uh we saw Elio. The kids love that movie. I actually got to watch most of it this time which is rare. Usually we're just running all around and it was a great movie. Uh we went to Rivercats baseball game um where we see some of our folks with uh the the mascot for the the team. Uh we also aquatic center. One of our chap rooms for that uh field trip
126was uh Trusty Doo. Um, so it was, you know, great to see him out there swimming with the kids as well. Um, we went to Funbox in Ntonis, which was a recent, uh, opening. Um, my kids had a lot of fun there as well. Um, and then our national day of social action, which I mentioned a moment ago, uh, focusing on public education being a public good. Um, was, you know, over a thousand people from all of the Sacramento sites. Just, uh, Freedom Schools alone with Robert Family Development Center had about 900 children in our programs. Um but we also had sites from the Bay Area um and you know uh surrounding California sites um come out to that National Day of Social Action as well which was held in the Thomas Unified School District.
127Um yes. So uh we really appreciate it uh our 10th year I believe of partnership with Freedom Schools um in the Robbo School District this summer. Um and we do have you know quite a few of the families that are not in the after school space this school year telling us um that they are interested in returning again for next summer which has been something that we're very glad to hear. We know that there's a lot of after school opportunities for them available at this time and it's great that the district has you know invested in those things but we are looking forward to the ways that these things can come beyond um just the program. We did also have a quick video. Um hopefully y'all are okay with you know just getting a bit
128of a visual to the works of you know what freedom schools did look like this summer. >> Schools is really an opportunity for students to be involved in an educational process that that's fun. It's a summer program that helps students make gains in literacy by bringing culturally relevant literature, methods of teaching, strategies of engagement, and even diverse staff that help students feel seen. >> My my granddaughter attends Freedom School and she's going into first grade and the first time she came home excited, wanting to read was after her first day in Freedom School. The servant leader insurance are young people who look like the students who bring so much energy and life to the program that are closer to their age than the average educator pouring into them and being an example. But there's something
129special when you have a teacher, a leader who looks like you because it's a dream. It it matters. And so that component of freedom schools has made the most difference. That's really what I hear from the parents. The way that they approach reading is really fun. And you listen to the chances, the music that they really hear what they're saying and the kids are excited and the adults are excited. The adults are singing about reading and music and making it cool. So suddenly there's this whole shift where schools create. You know, one of the benefits of freedom schools that I've seen translate to our regular school year is mainly the confidence of our students and the joy of reading. So that confidence uh that joy that you are a reader, no matter what level you're
130at, when you go back to your school program, that's going to stay inside of you. Then freedom schools I see that we're making deposits into students to believe in who they are and then you they're surrounded by people who are believing in them also which for some students it may be the first time they felt like that in a school setting to that magnitude and those are the skills we all need to be successful whether it's school career that resilience that life skill the whole child they're waiting. They're going to eat while they're down there. They're going to get breakfast. They're going to get lunch. They're going to get supper. They're going to parents to be advocates for their children. And that's why any city out there will tell you that an engaged parent will
131determine that you have engaged students priority. It will be a priority in school. The beauty of reading schools in the summer program is it mixes school reading, but there's also that fun component. So having them know that they're going to go outside of their neighborhood, they're going to go to have fun places, but they're also going to go to colleges and and just broaden their view of what they can be. Not having opportunities in the summer is very real for a lot of students and freedom schools helps make sure that they have a space that is safe where they're fed and then where they're also surrounded by rich literature and learning. So Freedom School has led the way to helping us to be better also year. I'm super grateful to the Robert Family Development Center
132um because this takes heavy lifting. So, being able to partner with a community based organization um and have them do the heavy lifting, our support was super helpful. Freedom School is an investment. And so this investment in our students to believe in themselves, to know what it feels like to have others believe in them, and to be excited about learning is going to pay dividends not only to student success, not only to your district dashboard members and how they perform on statewide testing and how they're doing academically, but also to our world as a whole. When we have stronger students, we're going to have stronger futures for ourselves. [Music] Thank you for helping us get that tech figured out. I know it was a challenge today. Um and thank you again to the board. If
133you do have any um questions or comments, I'd be happy to field those. Now >> um questions, comments? >> I have one question. Uh can you talk about the level three 6 to 8 grade 20 students? >> Um is there anything in particular uh when it comes to that? >> I just um I mean we mostly where the students are coming from cuz >> Oh uh yeah. So it was um primarily uh sixth graders in the Robbleit school district. So from from the five you know main road schools. Um we did have a couple from New Hope Charter. Um, and I believe we had two out of district um, seventh graders um, that are families have been involved with the Freedom Schools um, and Robert's Family Development Center community um, for a number of years
134now. Um, typically uh, when we do have uh, you know, families that have been involved uh, in Freedom Schools um, in Roberts Family Development Center programming um, who may have you know moved to a different district or um, are not in the districts that we're currently able to serve. um Robla has been kind enough to uh allow us to have some spots um at our site here in the district um also be used for some of those scholars as well. So I would say of those you know 20 is probably uh if you include uh New Hope about 18 that were from the Robola school district um and then like two that were from another district. >> Okay, thank you. >> Okay, other questions, comments? Okay, >> Thank you. forward to seeing you all at
135the uh dinner next week as well hopefully. >> I would like to thank both of you and your programs for everything you do for our students. >> Okay, moving on to action items. This is uh probably not the most exciting part for the for the rest of the audience, but it's very important for our district. So, um this is section five. Um item A uh approve the unawited actual actual report for 20242. >> So moved >> second motion is second and uh we've already have the presentation. All all in favor say I. >> I >> oppose abstensions. Uh motion carries unanimously. Item 5B, approve employment of Garrett Logan Martin as chief business official effective effective September 26th, 2025. Is there a motion to approve? >> So move second, >> comments. >> Yes. As in tradition
136in Roba, we always ask our new team leaders to come join us at the board meeting in which the board is considering their employment. and Logan Martin was able to join us tonight. I've asked him to say a few words as our new CBO. >> Good evening everyone. U my name is Logan Martin and I am excited about being the new CBO here in Rob. I know I've got some huge shoes to fill, but uh I'm going to do my best to fill them and I'm definitely up for the challenge. Uh a little about me, born and raised in Louisiana. I have been in the world of school finance since 2000. here in California since the 1415 school year. Um, I am the proud father of 21year-old twins. Our son is in a transitional education
137program through Santa Rosa City Schools special ed department and our daughter is in her senior year at SAK State. Um, Nicole said to talk a little bit about what drew me to Roba and I would say it really kind of depends on who you ask. If you ask our daughter, it's to make it easier to keep tabs on her to make surprise inspections and make sure she's keeping her apartment clean. Um the the honest truth is this in terms of a sweet spot. This ticks all the boxes. Um most of my experience has been in elementary school districts of about this size with about this number of sites. And I I really enjoy it the most. I've worked in districts as large as 14,000 and as small as 500. And so this really hits hits
138all the marks. So u my thanks to the superintendent for giving me the opportunity and I'm looking forward to what lies ahead. >> Nice to meet you. Nice to meet you. >> Yes. And well pending the vote. Just want to say welcome to um I I'm very confident. I just want to make sure that that that that we welcome you to the family. Well, I actually let me call vote first. All those in favor say I. >> I >> oppose. Extensions. Welcome to ROA. >> Um and yes. Um and as you can tell, you know, we we we really are a family here. This is a small district. Um but uh and you'll hear us say that we treat each other like family. Uh we do you know um you heard um all the u
139emotional comments about uh Mr. Castile leaving. Um our superintendent is on our third year. Our previous superintendent lasted what 14 years I think. >> Uh as superintendu. >> Yeah. Um so you know we really are um a close-knit district. So welcome to the team. >> Yeah. another box that was too. Thank you very much. >> Okay, moving on to item uh C. Uh approve the California Community Schools Partnership Program CCSP evaluation contract with HTA Consulting. >> So moved. >> Second. >> A motion and second. Any comments? >> This is part This is part of the community school grant. required to do an evaluation and HTA is uh the company that helped us write the grant and so they will be doing it's always good to have an external evaluation evaluator excuse me they would be
140confirming all the components of the required evaluation for the grant and finally come straight from the grant all those in favor say I >> I abstensions motion carries unanimously item B approve the 202526 bullying prevention with Sacramento County Office of Education. >> So move second. >> The motion and second. Any comments. Okay, we'll call for the vote. All those in favor say I. >> I. >> Oppos? Abstensions? Motion carries unanimously. And that is the last of the action items. We'll move on to board member requests for future agenda items. Trustee Cardona as a divine >> nothing at this time. >> Trusty Cardona >> nothing at this time. >> Trusty hels >> nothing at this time. >> And I have nothing. And with that uh this meeting is adjourned. Thank you for everyone who has attended
141both here and online. >> Thank you. Thank you everybody. [Applause]