[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[1:53] Miroza la Junta Directiva de la mesa. Hoy jueves septiembre del 26, screaming everyone, welcome to another school board meeting today Thursday, September 10, 2026, and we will start with roll call.
[2:13] ¿Por qué?
[2:15] ¿Lisa?
[2:16] aquí.
[2:18] Pino.
[2:19] Here.
[2:20] Brianna.
[2:22] Carmen.
[2:23] Here.
[2:24] Mary Beth.
[2:25] Jamie.
[2:26] Here.
[2:27] We have Quorum.
[2:29] Thank you.
[2:31] And now we will ask our high school board member to lead us in the pledge of allegiance.
[2:43] La presidenta de América Latina y la presidenta y la presidenta de América Latina
[2:50] la presidenta de América Latina era una forma de parte más de un tema donde se atendió
[2:53] y childrena, indivisible confrir y mirando parte tan alto.
[3:01] Gracias, y nos vamos aexhales quécież el approval de la agenda.
[3:05] Eso es.
[3:08] Y ahora vamos a demorar el Guangzhou.
[3:13] ¿Almfavor?
[3:18] ¿Pasas 5, más 1?
[3:21] No.
[3:21] No.
[3:21] No.
[3:22] No.
[3:37] Good evening.
[3:39] Thank you for the opportunity.
[3:41] Today, we recognize the Lizette.
[3:44] She has been a parent.
[3:45] He has been a parent.
[3:45] He has been a parent.
[3:46] He has been a parent.
[3:48] He has been a parent.
[3:49] He has been a parent.
[3:50] He has been a parent.
[4:02] de la
[4:04] La moquedidad del어웹 de la hectágría de la policía.
[4:06] La primera vez, en el año del culto,
[4:11] por el día de 10 años,
[4:27] O sea, ¿a un poco?
[4:33] O sea, ¿a un poco?
[4:33] No, es decir,
[4:35] como que si
[4:38] es un poco de heza,
[4:39] A un poco,
[4:40] como que sigue con un poco de heza,
[4:44] que es un poco de heza,
[4:51] es que este tipo de heza del futuro,
[4:56] Pero el que ha creado con la práctica de este mundo,
[5:01] el panorama de la práctica.
[5:01] Así que la práctica ha sido el otro tipo de clases,
[5:02] el otro tipo de clases que le ha sido,
[5:05] como el panorama de la práctica,
[5:06] con el panorama de la práctica,
[5:06] esto es un lento.
[5:14] Edgar es a self-starter, que es always willing to take initiative and support the needs of all the students in the classroom.
[5:23] Let's congratulate Edgar.
[6:41] presentación, Doctor Miramontes.
[6:49] Gracias a Ciela,
[6:50] our early learning specialist,
[6:54] our coordinators here to present
[6:55] for those listos.
[6:57] Gracias a
[7:01] Ciela.
[7:01] Good afternoon, everybody.
[7:03] I think this is better.
[7:05] Thank you.
[7:06] My name is Gracias a la Crabancho,
[7:07] and the early learning educate educators,
[7:12] supervisor for the listos program.
[7:14] And I'm here again to present
[7:16] Y ahora, vamos a hacer el programo de que vamos a hacer
[7:19] y vamos a empezar con la agenda.
[7:22] Vamos a hacer que vamos a estar en la primera vez
[7:23] y de los autodından,
[7:25] entonces vamos a hacer un programo de trabajo.
[7:28] Tense,
[7:30] We are not kindergarten and kindergarten, and kindergarten, reference services, curriculum, and alignment, and additional family support and resources, and we'll leave the questions at the end.
[7:43] How are we identify our families? We identify our families on the waiting list who are currently interested in and rolling at the list of preschool.
[7:54] The students will have attend also the special day classroom preschool for at least one year and are ready to transition into the inclusion program.
[8:05] And they also recommend them by this special education team and they are placed at least a preschool.
[8:13] Our universal screening, the program and ministers, the ages and stages.
[8:18] questionaries and ages and stages social emotional. This is just an informal questionnaire for parents with a child.
[8:26] Where we can see the areas of developmental progress on their communication.
[8:33] Find more skills, grow more skills and if parents have concerns about any of the areas we do a referral for
[8:48] The students that we serve, we are contracted by CSPP, which means the California State
[8:55] Preschool Program. For the 26-27 school year, our contract is for 45 par day spaces. Currently,
[9:04] we have 29 students in the morning sessions and 14 in the Rapparan services, so a total of 43 students
[9:13] for the current year.
[9:17] We certified the families for two years, so they have the services for two years, we served
[9:24] children three to five years old.
[9:28] We also served children with special needs, including those with a full individual and individual
[9:33] and individualized education program, IEP and exceptional needs.
[9:38] TK students and wraparone services are also been offered for the six year and that's our
[9:46] PM after no problem. Students who are
[9:50] joining the morning session at 11.45, we take those students into our one of our classroom,
[9:56] licensed classroom and they're there until 5pm. The difference between our services and other
[10:03] KK services in the district is our classroom is licensed and our teachers have preschool permits
[10:13] to be in the classroom with the children. Any questions, any questions?
[10:19] Next, please. Our inclusion program, we offer two morning classes that include children eligible
[10:29] for special education services providing them with opportunities to benefit from a
[10:35] comprehensive inclusion session within the general preschool program. Our classes will follow the
[10:42] 2080 model, where we partner closely with a special education staff, including our physical
[10:49] therapist, occupational therapist, behaviors and speech-only-watch services. The special education
[10:57] staff will be pushing into our preschool morning classes to provide daily support to all students
[11:02] and step within our preschool program, ensuring comprehensive and inclusive support for everyone.
[11:09] So there's a lot of support from the special education team.
[11:14] There's a lot of visuals, individuals, schedules for our children that need more support.
[11:20] A lot of the sign language happening actually in our classrooms.
[11:24] So our parents are telling us that their students are communicating with sign language that are really excited about.
[11:31] they learn about a couple words every science, every week,
[11:39] our special day class preschool.
[11:44] So this is separate from Los Distas State Preschool Program.
[11:50] This is from the school district and it takes place in Los Distas campus.
[11:55] So we have a separate classroom, the SDC classroom, the class is from 12 to 23 p.m.
[12:01] and the yearly child educator specialist runs the program.
[12:06] We two product professionals with Edgar here present is one of the staff.
[12:11] The numbers students and role are for right now.
[12:16] Students in the SEC preschool have needs greater than can be served through the inclusion program of these tools.
[12:22] So they need a smaller environment, a small ratio as a whole class.
[12:29] So, once the students turned three years old and have been previously identified as having special needs through the Golden Gay Regional Center, for instance, they can come to cover a unit of a school district for an IEP evaluation and additional some students and role level listos that they may be evaluated once they are enrolled in the program.
[12:52] One school age, the students may move to another SDC classroom within the district TKKK.
[13:02] And we have a new class now in Feralum View.
[13:06] We have some cases and some cases that children go to their classroom or non-public schools as well.
[13:18] For our curriculum alignment and assessment,
[13:21] And we do the teachers have the RDPs, which means that the desired results, developmental profiles as a tool and assessment observations and documentation that the teachers do through in the fall and in the spring and they use the observations to plan their lessons.
[13:42] They see the areas where the children are lower in their skills, so they work on those areas and they plan together to help them develop in this area where they are little low.
[13:57] They also use the California preschool learning foundations and these are state learning foundations.
[14:03] They align between the DRDPs and the foundations to help the children develop in all the different areas.
[14:13] They also use a brigands screener for three and four year olds.
[14:17] They do this screening twice a year, September and May and they use all these assessments and curriculum to help the parents understand how the children are developing.
[14:31] and they share that information into teacher-parent conferences in the fall and in the spring.
[14:42] We have the family engagement.
[14:45] So our list of family engagement focuses on two main goals.
[14:50] We'll contrast the relationships between educators and the families and connecting family activities for student learning.
[14:58] The key components is here.
[15:00] We support education for children ages 3 to 5, and they in the groundwater for life from learning.
[15:09] Building connections, we create opportunities for caregivers to connect with our families, forming a supportive community and family network system.
[15:20] We aim to establish a strong network for families, can share resources and support each other.
[15:27] We have different engagement events through the school year.
[15:33] First of all, we have our part-in-eye advisory company.
[15:36] We have between four and five meetings through the school year.
[15:42] We welcome to come. I can email the dates to Droughty.
[15:46] And you're welcome to come to one of our part meetings.
[15:50] Part-in teacher conferences, like I said, we have them twice a year in the fall and in the spring.
[15:54] We also have local field trips.
[15:57] We have one to be happy with the library
[15:59] and we have one in the fall for the pumpkin patch.
[16:04] We also have community community breakfast.
[16:08] We have one coming up, say the day for October 2nd,
[16:12] Friday, October 2nd, from 830 to 930,
[16:15] we have our community breakfast.
[16:18] It's an informal gathering for parents to get to know each other.
[16:22] We have them with the children.
[16:24] when they have an activity created by the teachers and we have a half of my library. They
[16:31] distribute library card. I have planned out the forums so they can get their library cards
[16:41] they gave some books as well and we anybody they would like to comment just give you information
[16:47] to the parents, we also invite them for the community break pass.
[16:52] We also have family workshops and they are focused on oral language this year.
[16:59] We have oral language development, social emotional,
[17:04] really mad, transition, positive discipline and many more.
[17:10] And I think this is our some pictures for our graduation.
[17:16] I just happened, this is a class of 25, 26. That's all our team in there, all the teachers
[17:22] and the whole staff in there. It takes a village. And we also have another picture
[17:28] that just daily students playing and different outdoors and inside the classroom.
[17:38] And I think this is it. Thank you.
[17:42] Thank you, thank you, Rassilla.
[17:46] It reminded me again how long have you been doing this?
[17:49] I'm studying my 26 year.
[17:52] And I have to say what a great job and what a difference you've come from from the beginning
[17:59] to get these teacher, these classrooms accredited.
[18:03] I mean, and have a very, a very meaningful and important part in the school,
[18:10] where it wasn't the back of a classroom or the back of a trailer and so just everything you've
[18:15] done is amazing and I'll never you know I'll never get tired of saying thank you and thank you
[18:21] for all the work that you do. I do have a quick question and it's just regarding I would like to
[18:30] get the pack meetings and if you can send that to Rosie but how is the transition between because
[18:38] you have a lot of great stuff going on, you have the engagement, you have the parent participation,
[18:46] how is the transition from even though they're on the same campus, a lot of the kids
[18:51] do go to hatch maybe, or another elementary school? How is that transition going? Is there
[18:58] even a system in place and if there isn't, can we support you in that? Because I do see
[19:08] great participation. I see a lot of parent involvement and I think it's
[19:13] very important to keep that momentum going. Yeah I think yeah the participation
[19:19] with parents has been amazing and your remember since you used to be part of
[19:24] the classroom. Another classroom the program you know we always have almost 100
[19:29] percent participation and everybody says you know how come your parents are
[19:33] you know, we have something going on in the library and is usually 95% of the parents.
[19:39] We have a field trip and most of the parents are there.
[19:42] So they're really, really involved and I always tell them now that they need to continue getting involved
[19:48] once the children move to the elementary school.
[19:52] And I see some of the parents that continue doing it, but they kind of faded, you know,
[19:56] face you know through the years. So we definitely will I would love to have you know parents
[20:03] you know teaching other parents not teaching that's not the right one of the parents just
[20:07] guiding parents you know that getting involved into the elementary school. It is a big transition
[20:15] you know teachers you know have different structures in the classroom so it's really different
[20:22] from the preschool where the preschool, you know,
[20:25] we, the more people that we have in the classroom,
[20:28] you know, everybody's welcome.
[20:30] And I feel they just feel a little intimidated,
[20:32] you know, by the time they're children moving
[20:34] to the elementary school.
[20:37] So it would be great if we can create something,
[20:40] so they can move on into the big school,
[20:43] I think they call it,
[20:44] but they can still get more, you know, 100%.
[20:47] And regardless of the language, very early, I think,
[20:50] that should be an issue for them to still get involved in the classrooms.
[20:55] Yeah, I just, and I'm not trying to give anybody more work, but I think it's so essential
[21:00] that there is a transition plan in place, because like you said, these parents are feeling
[21:08] very welcome, very supported, and we need to keep that momentum and not let it get lost in the
[21:14] numbers, right? Because it's, it's not now, it's not just those listos. Now it's a big elementary
[21:19] school from K to fifth. So that would be something and I, you know, we could, I don't, I don't
[21:27] like to get into the weeds of stuff, but that's something, you know, that if we could support
[21:32] you, Dr. Miramont, I think that'd be something really good for for the program.
[21:38] Definitely. Thank you. Thank you for your support.
[21:41] Thank you so much for this presentation. And I feel like we're just here and now I'm like, how long did
[21:48] that year go by fast or were you later in the year
[21:51] 11th of this past year later.
[21:53] OK, I guess it's been a year already.
[21:55] So I almost, I can't remember if I asked this question
[21:58] last time, so apologies because things are blurring now.
[22:03] But the SDC preschool class is from 12 to 230.
[22:09] And so are they just coming in and leaving?
[22:12] Like, do you know what's happened?
[22:14] Like, what those children are doing outside of that time frame?
[22:17] Are they home? Are they? Yeah, I will say they're home. Okay. This will be a James and Sir Pro. Oh, okay, but and this is a strictly special education program
[22:28] so this
[22:30] Students, they already come with a nine oz and an an ae, p, yeah. So they in the classroom.
[22:36] Because they need, you know, more individualize attention. So they only have force to this right now.
[22:45] But I know they're smaller on the list and they're more coming into the, this is the program.
[22:51] But you probably have. Yeah, I like I can support what that answer. So part of their minutes are also included.
[22:57] if they go to the park and are included with other children, those are also, they also count
[23:03] as minutes for their IEP. So during the IEP, we do encourage parents to participate, be active,
[23:12] take them to the beach, take them to the parks, because we can include those as minutes,
[23:16] even though they're not physically at the classroom, but they're engaging in activities and outside
[23:20] resources.
[23:23] So I, and it's been quite,
[23:28] but the SDC preschool used to be located at El Grinota,
[23:34] and it felt like they were there longer than two and a half hours. And I don't know if that's
[23:42] not true. I think the one in El Grinota is for elementary, so it starts from TK and not. Yeah,
[23:49] Now it says, but it used to be, um, she's no longer here, but the SDC preschool teacher
[23:56] used to be at El Granada and then they moved over here. And I, I just, I just don't, I was just
[24:05] curious of 12, if two and a half hours or 12 to 230. And I don't know, maybe if you, if your child
[24:11] is in special day class at preschool, that timeframe works for you. It just seems short and I don't
[24:18] know what they're doing outside of it.
[24:20] In the past, I think, I believe, which teacher are you talking about, they used to have a
[24:25] morning session and an afternoon session, but they've got to work 2.5 hours.
[24:32] And so then, okay.
[24:34] So we don't think that time frame is prohibitive of more students being able to participate
[24:40] in our special day preschool.
[24:43] I think so.
[24:44] I think so.
[24:44] I think that's the way the menas are designed for business.
[24:47] Well, it's too full. Right now our application with the state California State Peaceful Program is a 45.
[24:54] It's it's not a full day. It's a shorter period of time. Right.
[24:58] So the fully included kids will start 830 to 1130 and then the more restricted students anymore more restrictive environment coming the afternoon that
[25:09] teachers all day, but there's two different groups. So since you did bring it up we there is, you know, an opportunity.
[25:16] I'd love to expand preschool, I'd love to expand the opportunities.
[25:20] I know that, and we'll have conversations about this, but at El Granada, in that community,
[25:29] there used to be a preschool program there at El Picasso, and it shut down.
[25:35] And I know that one of the things with what I'd like to see is an opportunity.
[25:40] We've got two portals that were just dropped there for the construction.
[25:45] And they have restrooms in them.
[25:48] Rosalina, I have walked the campus, right,
[25:52] and along with Aaron,
[25:54] we identified the possibility if we want to go out to the state state.
[25:58] We would love to have more preschools, more kids and schools.
[26:01] We've got a great reputation with the county and the state.
[26:04] I think this would be advantageous to us to look for a preschool program on that side of town,
[26:11] right and follow the same metrics that we have and see what we can do to possibly add and if
[26:18] we wanted to do a full day program, the full day program I used to have it when we started
[26:22] off with a part time program but then there was a need for a full day program but I believe
[26:27] that's like 260 days a year during Christmas and it's 6 to 6 so that's a huge commitment
[26:33] to find people that would do that but definitely looking at the part time to start if that
[26:38] something we want to do, but I mean, the work that they do it and you're staff and your teachers
[26:43] and editor first time I saw you, everybody said he's a natural, right? He is a natural.
[26:49] I mean, I encourage them to go to school and become that teacher in that classroom, right?
[26:55] And so, so, yeah, I mean, there are two different, there are two different time tables and I did
[27:02] hear that we had that program at Granada one time because it was almost over to hatch.
[27:08] Thank you so much. Thank you.
[27:14] I just wanted to say that I love to hear that you're doing sign language.
[27:18] I've been learning about that in preschool and I always thought that would be really cool if we did that.
[27:23] So I'm super glad to hear about that.
[27:25] I think that's really cool.
[27:26] Thank you.
[27:27] And helping those kids that might have trouble communicating too and also learning a really cool skill.
[27:33] So to this language so yeah, we got with servicing children younger than before because all the four-year-olds are going into TK
[27:40] So they're getting younger and younger and the smaller and smaller
[27:44] So we do have a lot of three-year-olds or two-pointing to point 11
[27:48] So our language is now there yet, so we seem to have a lot of connection and I'll probably get with me with the sign language
[27:56] What I mean, cool. I've seen that. You know
[28:07] Thank
[28:11] you. Thank you for your work and also, thank you for your work with you club and everything really.
[28:20] I just have some questions and clarify questions. Can you help me understand what are wraparound services? What does that include?
[28:28] for the T.K. and Kinne Garden students that they are some hours in the morning and school and they give them the opportunity to have nine hours I believe total in the day to have services through the school day.
[28:45] So that means reference services we give it they go to the school in the morning and they come to the after school program.
[28:51] Okay. And then what is, so if I'm understanding your presentation correctly, there's two programs
[28:58] to the inclusion and then the special day class preschool program. And what's the total enrollment
[29:04] of those two? Or I guess the where are the enrollment of the two? And then.
[29:08] So the morning inclusion program is CSPP California State Preschool Program. And we have a subcontract
[29:16] them for 45 spaces and the SEC classroom is from the Cabrio Unified School District from the
[29:25] special education program. So it's two separate programs. And they have four children right now
[29:30] and four after no session. Got it. Okay. And then you mentioned in your presentation,
[29:37] AD20 and I wasn't sure that's part of the, I guess that was part of the curriculum. What is the,
[29:43] What is the 8020 represent?
[29:45] I represent the population numbers to this.
[29:47] We have general students.
[29:49] Yeah.
[29:50] That's where they are.
[29:53] The full inclusion model.
[29:55] So the morning model.
[29:56] In the morning models.
[29:58] Eight percent of students are general students.
[30:00] And 20% are, especially in the students. That makes sense. Okay, that's helpful. So is that number? So you have 45 spaces. I'm not going to try and do 80, 20% numbers right now. Nine students.
[30:16] If you don't have nine students, does that mean you cannot fill the rest?
[30:22] Like if you only got five inclusion qualified students, could you only go 80 percent times
[30:31] four?
[30:32] Then we try to balance the numbers because the students with an IEP do need more attention
[30:39] And we do have a special education, preschool teacher, and to staff like Edgar and another prep professional in each classroom.
[30:49] And then help to support, you know, the students with a bigger needs.
[30:52] You will have more kids with a special education services.
[30:56] It will, you know, need more staff to to feel full all the needs of all the students.
[31:02] Are you filling up though?
[31:04] Yes.
[31:06] And that was my another question I have is do you have a wait list you do and is a wait list big I mean is it
[31:14] Right now we're done with a waiting list some stupid don't turn three until after December 1 so they have to be three years old by
[31:22] By December 1 so they have to wait until the next school year got it so that that
[31:28] Lens to your idea of you know expansion that makes sense yeah
[31:35] So then yeah, I guess that was the next, the next question actually is to pick you back
[31:38] off of that. What is, what's holding the program back from growing? I guess it's space and resources.
[31:43] Yeah, okay, that makes sense. Okay, let's say thank you. Thank you. Thank you,
[31:49] you can see. Thank you for being here. Thank you. Thank you for the opportunity.
[31:56] Next, we are being to item two scene student board member reports. And we have tonight with us
[32:05] happen with a high school school board student in the board member?
[32:11] Hi everyone. I'm Jamie. If you don't know me, I was here at the last board meeting, but
[32:17] really quick introduction about myself. I'm a junior up at the high school. I play cross-country
[32:23] soccer and track. I'm part of leadership. Like obviously I'm our student board rap last year. I was
[32:30] sophomore class president. And so I feel very connected with our school and I'm just hoping to
[32:37] be able to be a little plug for our school into the greater community. But, um,
[32:43] some things that we have going on right now. Our leadership class is super going all in on home
[32:50] coming right now. Again, that's on October 10th. Our homecoming football game is October 9th. So that
[32:57] Friday and our homecoming assembly is that Thursday. So October 8th. At that assembly, we have
[33:05] we're going to reveal the class murals. So each class is going to make a mural of their specific theme.
[33:12] So freshman are LA, sophomores are Miami, juniors are national, seniors are New York. So each mural is
[33:20] going to be some, it's going to have their theme in it, and so that's part of the contest.
[33:27] Like there's going to be judges and everything for that, and then another part of that assembly
[33:32] is going to be the dance off between the grades. So each grade, I don't know if you guys have been
[33:37] and seen our dance off, but it's pretty epic. I'm part of it. We were practicing at lunch today.
[33:42] It is so much fun. It's like the highlight of my year. And then we'll also have the homecoming
[33:48] court and then probably some other spirit activities, but it might take the whole time, so we'll
[33:53] see and our homecoming dance is most likely going to be held in our multi-use room. We were
[34:00] talking about possibly having it on the football field, but I think it might have been too much
[34:05] of a liability, so I think just for this year we're going to go to the MU, but I have a dream of
[34:11] having an outdoor dance. So maybe next year. We also have our SAT and PSAT next month so that might
[34:19] be something that our students are kind of stressing about. I myself am taking the PSAT again,
[34:25] going to try to study for it this time and then if I improve my score, maybe I'll take the SAT
[34:28] in the spring or next fall. But yeah, and then sports, still all of our fall sports, I can
[34:37] list them off again. Hopefully I don't forget any we have. I'm like cross country team, we have
[34:41] girls and boys water polo, we have football and flag football, obviously we have girls tennis,
[34:49] girls golf and I'm pretty sure that's it and like some off-season training stuff. I wanted to give
[34:57] us shout out to our athletic trainer. I don't know if this is something that we do but like I'm just
[35:02] Like I go to her every single day. I've built up a really great relationship with her. Like I'm able to like intern with her and kind of help her out on the field and stuff after I've gotten my first aid certification. But I just like I mean I'm in there every day before practice just rolling out and getting any treatment that I need and it is so busy and she's able to like devote so much attention to each student. She like remembers what's going on with everybody. She remembers everyone's names, everyone's sports everyone's injuries. She's able to create personalized plans for her.
[35:32] Anyone who needs them and I just like I'm so I admire her so much like I just think I just think she deserved to shout out and like definitely about the end of the year maybe something special this is crystal does Santa's
[35:46] Yeah, she's super awesome, but I just came from there. I was getting treatment on my back for cross country she does cupping. She's amazing. She has we got these new
[35:56] So normatag boots for like speed recovery, like so much ice whenever anyone's hurt or if they want cold water like she's always there to help us out.
[36:07] So yeah, if anyone has any questions let me know but definitely getting the dance off.
[36:14] I know that I was there last year and I think we should include the teacher advisors as part of that dance off for extra bonus points.
[36:23] I believe Mr. Kerri is the
[36:28] I'm just I'm just I'm just going out there
[36:32] Yeah, maybe maybe we should have it we should we can have a teacher dance off right?
[36:41] Yeah, it's it's so much fun
[36:42] I would love to invite like anyone who wants to come it's gonna be
[36:48] It's during advisory so like 1015 to probably 11
[36:53] is when our, uh, uh, uh,
[36:57] those holes I'm least going to be on October 8.
[37:00] So yeah.
[37:03] Great.
[37:03] Thank you guys.
[37:06] Thank you.
[37:07] And then we would have a Pilar Cito's high school student board
[37:12] representative, but they are absent today
[37:14] and they're sick.
[37:16] So we'll move on to item three general business.
[37:21] and first is 3A, approval of the 25, 26 on audit Actuals, and this is an action item.
[37:31] Dr. Mehmatis?
[37:33] Yes, this item presents the district's 2526 unuttered actuals, which provide the final county revenues, expenditures,
[37:41] and fund balances for the fiscal year and June 30, 2026. Overall, the district's general fund revenues
[37:48] and expenditures finished close to the estimated latches, and the district enters the 2627 with approximately 5.88 in combined general fund
[37:58] and funds have team reserves resources.
[38:02] Jennifer Marsh, who I want to give a lot of credit to,
[38:04] and her staff will present year-end results, key variances,
[38:09] and next steps, and staff recommends the board approve the 25,
[38:13] 2025, 26 unnoticed Actuals, as presented.
[38:19] Good evening.
[38:21] Tonight, I'll be presenting the district's 25, 26 unaudited Actuals.
[38:25] This is our year-end financial report and represents our final accounting of the fiscal year before the independent audit is completed later this fall.
[38:34] Overall, we ended the year relatively close to the estimated actuals presented with the 28th of June.
[38:40] I'll walk through the areas where we did see changes, our final fund balances and reserves, and what these results mean as we move into the current fiscal year.
[38:49] I'll start with a quick reminder of where unaudated actuals falls within the budget cycle and where this report represents.
[38:59] Then we'll look briefly at enrollment and ADA before comparing our estimated actuals to our final year in results.
[39:06] I'll spend a little more time on the areas where we had meaningful changes, particularly property taxes and then finish with our reserves, other funds and next steps.
[39:15] And this is our budget timeline, so this graphic is a good reminder that our budget is a continuous cycle rather than a single event.
[39:24] In June, we presented estimated actuals for 2025-26 at the same time we adopted the 2026-27 budget.
[39:33] We now have unaudited actuals which incorporates transactions and information received through the close of the fiscal year.
[39:40] The next major financial checkpoint will be the first interim in December when we'll have several months of actual 2627 activity to compare against the adopted budget so that's for July 1st through October 31st.
[39:55] And the next slide.
[39:58] So unaudated actuals are essentially our year-end clothes.
[40:01] They provide the final accounting of revenues, expenditures and fund balances as of June 30th.
[40:06] These numbers established the beginning balances that we carry into 26-27.
[40:12] They are called unordinated because our independent auditors have not yet completed their review,
[40:17] so adjustments can still occur as part of the audit process.
[40:22] And the next slide.
[40:25] When we adopted the budget and June, the 2025-26 year had not actually closed yet,
[40:31] so estimated actuals were still projections.
[40:34] Differences at unordinated actuals are normal.
[40:37] Revenue estimates can change as final information is received.
[40:42] Expendure choice can finish above or below budget,
[40:45] and some plan restricted expenditures may not occur before June 30th.
[40:50] The important question is not simply whether a number change,
[40:53] but why it changed and whether it represents an ongoing issue.
[41:00] Enrollment declined by 58 students and 2526 from 2,562 to 2,544.
[41:09] Well, 88 declined by about 33.
[41:13] We are currently projecting another decline for 2026-27,
[41:17] although out of silver rate approximately 21 students.
[41:21] As a community-funded district enrollment in 88 do not drive our general fund revenue
[41:25] in the same way that they do for an LCFF funded district.
[41:29] They remain important because staffing and operating costs need to remain aligned
[41:34] with the number of students we serve.
[41:39] So the next few slides represent only the unrestricted side of the general fund and these unrestricted revenues finished very close to our June estimate.
[41:51] We projected approximately $38.5 million and ended up at approximately $38.2 million, a difference of about 308,000 or less than 1%.
[42:02] The largest variance is other local revenue,
[42:06] a significant portion relates to the fair market value adjustment,
[42:10] which I'll explain on slide 11.
[42:13] And then the next slide.
[42:16] We projected approximately 31.17 million,
[42:20] an unrestricted expenditures
[42:22] and ended out approximately 31.15 million.
[42:26] The difference of only about $25,000.
[42:30] There were changes within individual categories,
[42:32] but they largely offset one another.
[42:34] The main takeaway is that total unrestricted spending
[42:37] ended essentially on target.
[42:41] The next slide.
[42:45] Okay, so the transfer is in from fund 40,
[42:47] remained at approximately $3.5 million.
[42:51] Transfer is out to cafeteria fund 13,
[42:53] remained at slightly more than 300,000.
[42:56] The unrestricted contribution to restricted programs
[42:59] finished at approximately 10.27 million,
[43:03] about 41,000 higher than estimated,
[43:05] overall this category also finished relatively close to where we expected.
[43:11] And next slide.
[43:14] We began the year with approximately $2.2 million.
[43:18] You'll notice a $190,000 audit adjustment
[43:21] or restatement related to the fair market value adjustment.
[43:26] Our unrestricted Indian fund balance is approximately 2.37 million.
[43:31] Of that amount, approximately 1.74 million
[43:35] is a reserve for economic uncertainties leaving approximately 581,000 unassigned.
[43:45] The next slide.
[43:47] Okay, so description of changes on revenue.
[43:51] LCAF revenue was approximately $51,000 lower,
[43:55] primarily because final property tax revenue came in below the P2 estimate.
[44:01] State revenue increased approximately $28,000 primarily from lottery revenue.
[44:06] Other local revenue decrease approximately $285,000, about $40,000 relates to lower interest
[44:14] earnings.
[44:15] The largest piece is approximately $190,000 fair market value adjustment.
[44:20] At estimated actuals, that amount had been reflected in current year local revenue.
[44:26] At year end, it was reclassified as an audit adjustment to be getting fund bonds.
[44:30] And this is important because the 190,000 decrease showing a local revenue does not represent
[44:36] $19090,000 loss.
[44:39] It is primarily a reclassification of where that amount is reported.
[44:44] The adjustment is incorporated into fund balance rather than being reported as a 2526 current
[44:49] year revenue.
[44:51] And then on expenditures, salaries and benefits increase approximately $238,000 on the unrestricted
[45:00] Finally from stipends, vacation, liability, and comp time payouts. Supplies were lower by about
[45:06] 78,000 services increased about 38,000 primarily due to legal costs, and indirect costs increased
[45:14] approximately 171,000 as we maximize the approved rate charged eligible programs. And the next
[45:22] slide.
[45:25] Okay, so our property taxes are particularly important for Cabrio, because we are a community
[45:30] funded district. Our P1 estimate was approximately 35.61 million. P2 was approximately
[45:38] 35.45 million and the final annual amount was approximately 35.4 million. Final property
[45:48] taxes came in approximately 51,000 below the P2 estimate compared to the 2425 actual property
[45:55] taxes have approximately 34.6 million. However, we experienced year over year growth of about
[46:03] 800 and 3000 or 2.3 to percent. That growth is positive, but it is below the 3% growth
[46:10] assumption used in our multi-year projections, so we will continue to monitor it closely.
[46:17] And the next slide.
[46:21] So this slide puts the unrestricted and restricted sides of the general
[46:25] fund together, combined general fund revenue was approximately 53.15 million. Well, expenditures
[46:33] were approximately 57.76 million. We ended June 30th with the combined general fund balance
[46:40] of approximately 6.43 million. The previous variant slides focused primarily on unrestricted
[46:46] activity, when unrestricted and restricted programs are combined. There are larger movements
[46:52] within some revenue and expenditure categories, much of that activity is related to the year and
[46:57] reconciliation of restricted grants and programs. Next slide, please.
[47:05] At June 30th, we had
[47:06] approximately 1.74 million in the general fund reserve for economic insertities and approximately
[47:12] 4.14 million in fund 17. Combine that gives us approximately 5.88 million in combined reserve resources
[47:21] as we enter the 2026-27 year.
[47:25] These reserves provide an important fiscal safety net,
[47:28] but maintaining them will require us
[47:30] to continue aligning ongoing expenditures
[47:32] with ongoing revenue.
[47:35] And the next slide.
[47:39] I will go through every fund individually,
[47:41] but I do want to highlight fund 17
[47:43] at approximately 4.14 million.
[47:46] Fund 21 at approximately 67.1 million
[47:49] for the bond program.
[47:51] Fund 25 at approximately 3.48 million.
[47:54] and fund 40 at approximately 80,000.
[47:58] These balances are presented separately
[48:00] because the allowable uses and purposes
[48:02] of the funds off differ significantly.
[48:06] And the next slide please.
[48:10] Our unrestricted revenues and expenditures ended very close
[48:13] to what we projected in June.
[48:17] Property tax revenue grew 2.3 to low p2.
[48:21] Our combined general fund.
[48:23] Any balance is approximately 6.43 million and we enter 2020-2627 with approximately 5.888 million
[48:31] and combined general fund and fund-17 reserve resources. The longer-term challenge remains
[48:37] aligning ongoing expenditures with ongoing revenues while maintaining an appropriate fiscal
[48:43] safety net. And the next slide.
[48:48] So our next steps are unordered actual as close as one fiscal year
[48:53] but monitoring and planning for the current year is already underway. Our budget advisory committee
[48:59] will meet October 6. The independent audit should be completed in November, December, and first
[49:04] interim will come to the board in December. Between now and first interim, staff will closely
[49:10] monitor actual staffing and position control costs, enrollment and ADA, operational costs,
[49:16] property tax revenue and one time funding.
[49:19] First interim will also incorporate updated 202627 state funding information, including the
[49:26] student support and professional development discretionary block grant.
[49:31] Tonight, staff recommends that the board approved the 202526 unordated Actuals as presented.
[49:37] First interim will give us an updated financial picture and provide an opportunity to begin
[49:43] identifying the magnitude and timing of any adjustments needed to maintain the district's
[49:47] fiscal stability over the multi-year period.
[49:52] A little bit more.
[49:54] The staff will continue evaluating opportunities to align ongoing expenditures with ongoing
[50:00] revenues, including staffing levels as enrollment changes, operational efficiencies, use of
[50:06] restricted and one-time resources where appropriate and other expenditure reductions that
[50:12] to minimize impacts to students and programs.
[50:15] An important part of our work this year
[50:16] will also be developing a plan
[50:18] to address ongoing deficits spending.
[50:21] While our researchers provided an important safety
[50:23] that using reserves to support ongoing expenditures
[50:27] is not sustainable over the long term.
[50:30] And the next slide.
[50:33] And that concludes my presentation.
[50:36] Thank you, Jennifer, and thank you.
[50:38] I mean, also, thank you for always being available
[50:42] for us as the board and I know doing the committees and just being as helpful as you can
[50:49] possibly with something so complex and just it's it's it's not only complex but it's
[50:55] also you we just make projections and then we have to like make safe projections so anyways
[51:02] I'm not going to get into it but thank you so much and before we move on I can I get a
[51:08] to.
[51:10] So moved.
[51:12] A second.
[51:13] Second.
[51:14] All right.
[51:15] And now we're going to open it up.
[51:17] Since there are no public comments, we're going to open it up for discussion.
[51:20] If anyone in the board has any questions.
[51:25] I just had two questions.
[51:27] One is the vacation liability.
[51:29] I think we're still paying that out.
[51:32] But does that end this year?
[51:34] Is that part of that three year payout thing?
[51:37] It will continue. It goes down every year because we are paying out. I think we can only carry forward one prior years vacation.
[51:48] So are we kind of caught up to that now?
[51:52] It goes down every year because we have fewer people that are carrying forward larger balances.
[51:56] Okay. Because that was part of that.
[52:00] It's been maybe four years, three or four years, okay, yeah, okay, and then that reserve of five point eight million is am I correct that that's about six weeks of payroll?
[52:14] That sounds about right. I should not I don't have the calculation. I mean our board reports three point two million
[52:21] Well, that doesn't include so
[52:30] Okay.
[52:37] Thank you for your work. Appreciate it. A couple of questions. So I think I just want to make sure that I understand
[52:46] that we're sort of projecting to the community a big component of this year's budget was fund 40,
[52:53] without fund 40 we would have been in a much different situation. Now fund 40 as a $80,000 left. So we've
[53:04] call. These numbers are a wake-up call. They should be for the district and in our community.
[53:10] They're going forward. We're going to have to find solutions that exist outside of that fund.
[53:18] That's, that's, I guess, concerning to me because we are still deficit spending.
[53:23] But I want to confirm with you that that's accurate, that going forward, obviously,
[53:29] fund 40's gone. We're not reliant on that and our projections going forward aren't relying on
[53:36] on those numbers. That's accurate. It was a one-time transfer. That was a 3.5 million. It helps with the
[53:45] unassigned amount as 500,000 at the bottom line for last year, moving forward into this year.
[53:51] But that is accurate. It's one time. We knew that. To clarify though, I thought the fund 40 money is
[53:58] because we moved it to fun 17. It was both. Okay. But I think it was about three and a half
[54:04] four million I got moved to fun 17 and then three and a half. Just we didn't to fund a one.
[54:11] Yeah, because I think it's accurate to say we moved it to fun 17 with the hope of maintaining a larger
[54:17] reserve. And then we had things come up. We had to spend it's been down off of that. And we also moved
[54:22] like a bunch of it to the general fund as well.
[54:26] Yeah, that's it. Yeah, that's interesting. So then another clarify
[54:29] in question. So we're moving over roughly $2 million of unrestricted funds
[54:36] and then there's also a reserve. So can you serve and pack that for the community?
[54:41] Just to help us understand, the $2 million will roll over to the general fund.
[54:47] But that's not that numbers are not included in what we're considering
[54:50] reserve was that accurate? The 2.3 million is our beginning fund balance in the 26.7
[54:57] year, in that 2.3 million includes the 3% minimum reserve of 1.7, I think, for last year.
[55:07] Sorry, I think that answer to that. Okay, so then 0.7 is included in the 2.3 and then there's
[55:12] 500,000 that. So the reserve, the 2.3, the reserve comes out of that essentially. Yeah, that's the
[55:18] understand that. Okay. It's a component of the refund balance. Got it. Can you explain to me what
[55:24] fair market value adjustment is mentioned in the slide and I don't feel like I understood that.
[55:30] I will try my best. I'm actually not that familiar with it. It is an end of the year audit entry.
[55:38] It's a fair market value on our investment in fund 01. It is a journal entry that I'm provided by our
[55:48] for all the different funds, so there is actually fair market value adjustment on each fund.
[55:56] It will essentially get reversed in the following year and replace with a new fair market value adjustment.
[56:05] Okay, I still think I understand it, but I will for another time perhaps.
[56:08] I can look into that more.
[56:09] Okay, that's homework for me too.
[56:12] And then I wanted to comment on a slide around the tax property tax revenue.
[56:22] It seemed to me that it was 200,000 difference.
[56:25] But I want to make sure I understand what I'm missing.
[56:28] See if I can find that slide.
[56:29] I think it was 200,000 maybe since P1.
[56:33] Yeah, yeah.
[56:35] Yeah, I'm trying to figure out where I saw that.
[56:38] Sorry everybody.
[56:39] Yeah.
[56:40] yeah, 210 since P1. Yeah, but then but but then we're actually what we're looking at is an actuality 50,000 and that that difference confused me.
[56:51] When I got the P2 report in April from the county office, we as we updated second interim or estimated actually.
[57:04] So the first 150 that was already reflected in the budget.
[57:08] I see the report came in August with the annual, the next 51,000.
[57:16] Okay, that makes sense.
[57:19] Another clear of any question.
[57:20] Help people understand the funds.
[57:23] So there's funds 17 and then there's the general fund reserve.
[57:27] My understanding, and correctly, if I'm wrong,
[57:31] we can move money from one fund to another.
[57:34] There aren't necessarily hard restrictions against that.
[57:38] So are the, that's numbered funds, are they somewhat just for our own internal user?
[57:45] Is there more significance to them than beyond that?
[57:48] No, each fund has is defined by, by those numbers under our SACS code.
[57:54] Fund away as ASB, fund 21 is bond. They all have their own purpose and rules.
[58:02] But some, I mean, I couldn't move money from bond to general fund.
[58:07] We couldn't move money from fund 17 fund 40 with appropriate action.
[58:11] So there are, there's different limitations on different funds.
[58:15] Got it.
[58:15] Okay.
[58:17] All right.
[58:18] And then, these are sort of, I understand tonight, it's just to really approve what has
[58:24] already happened and it's not about necessarily the future, but that's where my head goes.
[58:28] and I want to keep that in the conversation so that the five of us are thinking about that and
[58:34] communities thinking about it. The projections this year were pretty accurate in terms of,
[58:40] again, they were $50,000 off. Past ones have been off as well. That's a concern for me again,
[58:47] because now that we don't have fun reporting or accurate projections, I guess, are going to be critical
[58:53] for long-term planning. Can you kind of talk us through ways of understanding that and maybe
[59:01] explain how much doesn't matter if it doesn't matter why it doesn't matter and then are there
[59:06] ways of thinking about this that would be more helpful or maybe more accurate? Yeah, just appreciate
[59:13] your thoughts on it. They definitely matter of we, we project conservatively, we historically,
[59:21] we projected a 2% to 3% increase in property tax growth. But historically they've come in anywhere
[59:28] from under 1% to 7% or 8%. We've been all over the board, so we do feel that projecting
[59:35] 2.5% to 3% annual growth is pretty safe. This past year was 2.3. It is very significant when
[59:46] any of these reports come in lower, but we adjust them as we get it. So if I get P1, if I get P2,
[59:53] I'm adjusting the next budget report to reflect that amount and then basing
[1:00:06] So that's a critical piece. In fact, in some ways, because we're constantly making those adjustments, we mitigate how with the projections are off, we're mitigating in real time in some ways.
[1:00:18] Right. Right. I mean, this, this slight reduction here at 51,000 will now give me a lower
[1:00:25] starting point when I'm projecting the 2627. It's not a lot, but it will affect the 2627
[1:00:31] projections. Okay. And then my last question, again, doesn't pertain to tonight, but I do want to
[1:00:38] ask it and put it out there. I don't want to lose sight of it. Is our ideas for how we get out of
[1:00:44] that is it's spending, you know, at some point the chickens are going to come home to
[1:00:50] roofs right now, I feel like we're actually not in bad shape, but I am concerned about trends
[1:00:57] and so I'm just curious if you can talk a little bit about that. How do you see it?
[1:01:02] Yeah, I mean, like I discussed in our next steps, we're going to start working on
[1:01:08] position control again and making sure that we're using our restricted funds first for the current year.
[1:01:14] staffing and enrollment projections, looking for, you know, by December we're already looking forward to our March 15th notices.
[1:01:23] We do have, like, we talked about 2.1 million and one time funds coming this year.
[1:01:29] So looking about how we use those for one time purposes and not ongoing expenditures.
[1:01:36] It's, it's what we're doing this.
[1:01:38] So maybe one way of thinking about it is there are things internally that we can focus on that we'll make a big difference and if we, you know, do the work right there's a good opportunity that we can see down the future we won't be in deficit spending.
[1:01:55] Yes.
[1:01:56] That's the way to think about this.
[1:01:58] Thank you again for your work.
[1:02:00] I appreciate it.
[1:02:02] I thank you so much and I use that with me for an hour and we went over things and I am not going to
[1:02:11] go over everything just because that was an hour. And so I just want to thank you so much for taking
[1:02:19] the time and going over everything with me and it just wasn't just the hour like I sent it
[1:02:26] for questions, she responds to them, and then we go late.
[1:02:31] So, and that's only with me.
[1:02:33] So, just thank you for all your time and everything.
[1:02:36] I, so this, we are just approving, like Pete said,
[1:02:41] what happened last year, and I also,
[1:02:43] it's hard not to look at the 2627 budget,
[1:02:47] which we also already approved and already discussed
[1:02:50] the deficit spending, but it's,
[1:02:52] I know every time this comes up,
[1:02:54] that if one community members are looking, they're looking at that again. So just acknowledging
[1:03:00] that even though what we're approving is what has already happened and we do see
[1:03:06] deficits spending and that was already approved that we will continue to look in that number can change.
[1:03:13] Like we can do things this year that as we have seen for this past year, some things don't
[1:03:20] us as much or we don't need or whatever, throughout the year. So I am hopeful under your guidance
[1:03:28] that we will be continued to be in good shape and work towards positive spending. No, I don't
[1:03:39] even know the opposite of deficit spending is not deficit spending surplus. What's the spending?
[1:03:44] I don't know, just not spending too much. But just thank you so much.
[1:03:49] I just want to reiterate the work that the good great work that Jennifer does, but there's
[1:03:56] also the other piece of I want to acknowledge Israel Castile as well with the Yelp cap.
[1:04:01] They sit and they meet often beyond our cabinet meetings and this is a priority of making
[1:04:08] sure that we have a stable budget, that we have, we pay our employees, the highest we can
[1:04:15] them, right? We value our employees and it was one of the boards things when they spoke to me about
[1:04:20] we want strong programs. So one of the balance out, we have ideas for lower class sizes in the
[1:04:25] future. I've heard board members say that, well, we'll come back after the first interim and before
[1:04:32] the march for those to come in, actually some time before federal workers, those notes have to come in
[1:04:39] February because we have the board is kind of approved those, right? If we have any reductions,
[1:04:43] but in enrollment, should we need to do that stuff?
[1:04:47] But these two work really well together
[1:04:50] to make sure we reconcile.
[1:04:52] And it's not just, it's an ongoing cycle.
[1:04:55] She's got the circle there with the cycle,
[1:04:58] but they're constantly meeting on a monthly basis
[1:05:00] and the staffs are constantly meeting on a monthly basis.
[1:05:02] On top of making sure that we have on it's coming,
[1:05:06] I think we have our next audit coming,
[1:05:07] they're gonna verify what we say, right?
[1:05:10] So we talk a little bit about the project
[1:05:13] the property tax that sometimes it's off, right? Well, we use the assessors, we look at the
[1:05:18] LEA from the governor, we look at capital advisors, school services, so there's agencies
[1:05:26] that provide us guidance. One of the things I don't want to do is lowball it and say,
[1:05:31] hey, we're only going to get a 1% property tax and we negotiate with our partners and loan
[1:05:36] behold, we get a 7% and then the transparency where people say, hey, we had a minute,
[1:05:41] You did not tell us that, right?
[1:05:44] You said 1% I don't predict what property taxes come in,
[1:05:49] but there are people, professionals that work with school districts,
[1:05:54] again, someone once I mentioned, that give us the information,
[1:05:58] and there's the professors that we use that number four, right?
[1:06:01] What's on this, as Jennifer mentioned,
[1:06:03] sometimes we're a little bit off, and sometimes they're a little bit off,
[1:06:08] one way or the other, but we use them as a resource for us.
[1:06:11] I do not want to get to a habit where the board says let's go more conservative and then we plan
[1:06:17] with a more conservative number, right? And then we shortcut kids, staff members. Yes, that's a
[1:06:25] great point. They're pros and cons too. Oh, that's a great point. Trust Jennifer, I trust Israel,
[1:06:31] I trust our staff members. If they need something, we can get it to them, right? That's the key.
[1:06:36] It's it's it's a concept cycle will keep working through this. I would love to be at a place where
[1:06:40] We're not deficit spending, but in all my years of education, from a teacher to a superintendent,
[1:06:45] I've always heard there's going to be a deficit spending. There is some deficit spending.
[1:06:51] And even in community schools, funding, it's no different. So we will minimize the deficit spending
[1:06:57] and we will adjust accordingly. But again, I want to give credit to Jennifer and Israel and
[1:07:02] status and can thank you for what you guys do.
[1:07:04] Thank
[1:07:06] you.
[1:07:07] Any more comments from the board or questions?
[1:07:11] Seeing that there are none, we will move on to vote, Rosie.
[1:07:15] All right.
[1:07:19] I have the A. All in favor, please say aye.
[1:07:23] Aye. Aye. Aye.
[1:07:24] Those are both, please say no.
[1:07:26] Passes five to zero.
[1:07:29] Thank you.
[1:07:30] Next item is 3b agreement to contract a resource specialist from Emmett Learning LLC for 2026-2027.
[1:07:42] Is this an action item, Dr. Mirmonton?
[1:07:45] Yes, with all the attempts that HR has been about trying to hire staff members for some of these
[1:07:56] gone out with our outside contractors, vendors, and it's time to request approval to work with the agency.
[1:08:03] Learning LLC to contract the research specialist.
[1:08:06] Teacher for the split position, Hatch and Algronata.
[1:08:08] This position has been vacant all year, and since HR has not been able to hire directly,
[1:08:13] the special special education department has been searching via contracting agencies to fill the position
[1:08:19] to legally serve our students, all I will say we're still in compliance,
[1:08:22] but the numbers are at 26 and 25. The highest signal is 28. So we're anticipating more kids
[1:08:29] probably qualifying. So we're trying to get ahead of it and balance it out before we get to
[1:08:34] those numbers. May I ask the board to approve the agreement?
[1:08:39] Thank you. I'm going to ask for a motion.
[1:08:43] So moved. And a second. All second. All right. And now we can open up since there's no public
[1:08:49] comments.
[1:08:52] This totally makes sense. I don't have an issue with this. Just some questions.
[1:08:56] Was this something that like going forward, we should anticipate or is this in your professional
[1:09:04] opinion, sort of the Evan flow of this in terms of like preparing in advance and for something
[1:09:10] like this? So again, we look at the numbers annually. I honestly believe we did a great job.
[1:09:17] This is our HR group. First here, hiring, they're all new in HR department. They did a great job.
[1:09:25] I think this is just going to be a one year thing. I see us hiring more of our own people.
[1:09:32] We did a great job with SLPs. We had five of it. I mentioned that before. Then we have three.
[1:09:37] And so we'll continue to recruit, while we have these contracts, these contracts. And we
[1:09:43] So should we find some of it graduates at the semester, right?
[1:09:47] We will bring them on board and then do what we need to do to make sure that these contracts.
[1:09:54] We minimize the amount of contracts.
[1:09:57] Thank you.
[1:09:58] Anyone else from the board?
[1:09:59] Questions?
[1:10:01] Seeing that there are none.
[1:10:02] We will move on to voting.
[1:10:04] Vote the object, Rosie?
[1:10:05] All right.
[1:10:06] All in favor, please say aye.
[1:10:07] Aye.
[1:10:08] They'll suppose they say no.
[1:10:10] passes five minutes five to zero. Thank you, Robesie. Next item is 3C, agreement to contract a resource
[1:10:19] specialist from every special child LLC and that's actually a different one. Yes, Dr. Miamon
[1:10:28] this. Yeah, this item requires approval to work with an agency, every special child LLC to contract
[1:10:34] the resource special teacher to cover the unexpected open at the high school. Our substitute teachers
[1:10:39] do not have the special education credential.
[1:10:43] So we're asking special education programs asking,
[1:10:45] and we are asking, that we contract with this employee
[1:10:49] from the agency to legally serve our students.
[1:10:54] Can you talk to me on this?
[1:10:56] I'm going to open up for a board discussion.
[1:10:59] Oh, are you motion, do I have a motion?
[1:11:01] Some of them.
[1:11:03] I'll second it, and now open it up to a board discussion
[1:11:06] if anyone would like.
[1:11:11] I'm just curious if we've handled this in a similar way in the past, if is this a new development and if so, why now, or if we have done in the past, is there some sort of criteria that we cross where we feel like we need a contract like this?
[1:11:29] Again, this is an unexpected vacancy we have had to fill from the high school teacher.
[1:11:35] The RSP teacher up there, none of our sub-sub-teachers have special credentials, so we need
[1:11:41] a special and potential teacher.
[1:11:43] We tried to regrouped, this is not a permanent position for the person, right?
[1:11:49] And so this is the way we're going to attack it.
[1:11:52] So the way to understand this is in the years past, we've just been able to find somebody who's
[1:11:56] had had what we need to fill the position this time we can't, and they're for a contract
[1:12:02] makes sense.
[1:12:03] Yeah, I don't know what has happened in the years past then, but if we have a Genet teacher
[1:12:08] that has the credential, the teacher Genet class, and we want to do that for long-term
[1:12:15] subs, and we've done it where we haven't, but you get dinged, right, with compliance issues
[1:12:23] We want to make sure that we have a credentialed special education teacher teaching these students.
[1:12:28] Thank you.
[1:12:30] Anyone else?
[1:12:32] Seeing that they're not going to move to voting.
[1:12:36] All in favour please say aye.
[1:12:39] Those are posts please say no.
[1:12:41] Passes 5 to 0.
[1:12:44] Next item is also an action item.
[1:12:47] It is 3D.
[1:12:49] every special child LLC contract for 2627, we deducted and approval of the new electric,
[1:13:00] oh no, those are those two different things. Okay, I'll do number one. So it's just they
[1:13:07] deducted. And then the approval.
[1:13:10] Yeah. Yeah. Yeah.
[1:13:11] We can, the approval of the new electric bus charging.
[1:13:19] That is one.
[1:13:21] We're here for here. So, yes, but not this part, not with that.
[1:13:26] We are doing the approval of the new electric bus charging equipment and services,
[1:13:31] Dr. Miumothis and Action Item.
[1:13:33] Yep, the board is already approved the electric school buses, so now we're asking for approval
[1:13:40] for the new electric bus charging equipment. This item requests approval to purchase the
[1:13:45] charging stations and related service support the electric school buses that the board is previously approved.
[1:13:51] This is $290, $290,000, $600,000 proposal includes the charging equipment, commissioning warranty,
[1:13:58] and maintenance coverage. In five years of fleet box software subscriptions, staff recommends
[1:14:03] approving the purchase and authorizing the superintendent. Or does it need to execute the necessary
[1:14:08] procurement documents?
[1:14:11] Thank you, Dr. Moon, there's may have a motion. Some moved. Second. Second. Now open up for
[1:14:19] board discussion.
[1:14:21] The only question I have is, because I do remember the vote that we voted for the buses.
[1:14:26] I don't remember that there was a conversation about that there would be this cost for the infrastructure.
[1:14:33] I actually think it's a good deal, but I mean, based on this, you know, the one person I know who works in this world, especially because it covers the maintenance.
[1:14:41] But I'm just curious, was this anticipated infrastructure cost included when we were talking about the buses in the beginning?
[1:14:48] I believe it was, we talked about turning into buses, I think it was a million dollars worth of,
[1:14:54] it was a million dollars that they would cost us about to earn $80,000.
[1:14:58] Jen?
[1:15:00] I actually went back today to try and find it. I didn't have time to look.
[1:15:06] So the 150,000 that is coming from the Zesby Grant. We have discussed in the past because that was 150, just for the charging station infrastructure.
[1:15:16] And then the remaining, we didn't know that actual costs until recently, but the remaining 140.
[1:15:21] that I remember. So that's how that I if we should think about this is there
[1:15:26] there's that grant and then it ended up costing more but not significantly okay
[1:15:31] that's helpful. That's very helpful. Thank you.
[1:15:37] Anyone else?
[1:15:38] We will now go to a voting. Okay. All in favor please say aye. Aye. Aye.
[1:15:45] They'll suppose please say no passes five to zero. Next item is also an action item.
[1:15:52] the Adoption of Resolution 11-2026 scan limit for the 2026-2027 physical year.
[1:16:01] Dr. Memondiz?
[1:16:02] This is a routine annual item requesting the adoption of Resolution 11-2026,
[1:16:08] approving the district scan limit for the 2026-2027 fiscal year.
[1:16:13] State law requires school districts to annually adopt their appropriations limit
[1:16:17] for the current year and identify the actual limit for the preceding year.
[1:16:21] The general fund is not financially impacted and staff recommends adopted in resolution as present.
[1:16:27] The resolution also confirms that the districts appropriations do not exceed the limit established under Proposition 4.
[1:16:35] Thank you, um, to grab a motion.
[1:16:40] So moved.
[1:16:41] Second.
[1:16:42] Second.
[1:16:43] And I will now open it up to any discussion or questions.
[1:16:46] At the risk of being difficult, um, we can somebody explain this to me.
[1:16:52] I don't understand what this is.
[1:16:57] So it is just a routine resolution.
[1:17:01] Okay.
[1:17:02] It's not a calculation that I necessarily could together.
[1:17:05] It's done on the back end as we, as we complete the unaudited
[1:17:09] Actuals.
[1:17:13] It's is a state requirement that that's and it's and is what's the purpose of it.
[1:17:19] Um.
[1:17:21] Okay.
[1:17:21] I would just restate.
[1:17:23] What.
[1:17:23] Okay.
[1:17:23] I, I looked at that. Okay. I looked at the, and it is a, it's a law proposition and each school district in California must annually calculate its specific appropriations limit based on its base here and whether it's ADA.
[1:17:43] So on school districts, because I think it's a lot of government agencies have to do this, what upset me, because I was like, oh, if we're being told, this is how much we can spend, why is would side spending $17,000 more school districts don't have a limit.
[1:18:01] So there's a calculated amount, but for whatever reason, if you make more than that calculated amount that we have to agree on, you can still spend that.
[1:18:09] This is really performative. Very. I think it's called for other governmental agencies so that they're not excessively spending but because school districts fall under that we just have to fall with also.
[1:18:24] Okay, thanks. Good enough for me.
[1:18:26] You want us?
[1:18:41] Brianna?
[1:18:44] Mary Beth?
[1:18:45] Hi.
[1:18:45] Passes five to zero.
[1:18:49] Thank you.
[1:18:50] Next item is a resolution.
[1:18:54] And it is actually, you know,
[1:18:55] it's the approval of resolution 12,
[1:18:59] 2026 awarding lease and leaseback agreement
[1:19:02] to rod and builders.
[1:19:05] And this is an action item.
[1:19:09] Yeah, this item awards sight lease and facilities lease.
[1:19:12] for the Hathen Bay High School Priority Products to Roan and Builders selected through a competitive
[1:19:17] best value process in which four pre-qualified firms submitted proposals and were interviewed.
[1:19:24] What the action authorizes tonight is $60,000 for pre-construction services so that the
[1:19:30] contractor can help review the drawings, identify cost savings, and plan while and plan
[1:19:36] the phasing while the design can still be adjusted.
[1:19:39] It does not set a construction price. The guaranteed maximum price for each phase will be built from competitive subcontractor bills.
[1:19:49] On-state approved plans and will come back to the board for approval before any construction is authorized.
[1:19:56] Thank you, Dr. Miramontez. I will now open it up for discussion. Any questions from the board?
[1:20:02] Okay, we have a lot of questions. We need to make a motion, because it's an action item. Sorry, can I get a motion please?
[1:20:09] Motion. Second.
[1:20:12] Thank you. No, we can move it up for discussion. Thank you.
[1:20:15] I had a question about, and sorry, I didn't send this off earlier, the phases.
[1:20:21] So $10,000 to phase 135,000 of phase two, and maybe I just missed it, what is each phase?
[1:20:30] Phase
[1:20:34] one is technical training on how to turn this on.
[1:20:38] No, phase one is our temporary housing, so that's why a smaller amount.
[1:20:46] It's still falls within the purview of what we would want to have them involved in in terms of pre-construction services to identify into the best way of
[1:20:54] of executing on that project, but that's why it's smaller.
[1:20:58] The larger amount is because it's covering the pool and building G and then a smaller amount for the final phase, which is building A.
[1:21:08] Okay, so these three phases will happen pretty quickly.
[1:21:11] It's not phase one of construction and then we wait until phase two or something.
[1:21:16] Well, we're not going to do them in there will be work that would be, so we'll initiate phase one.
[1:21:23] But before we totally finish with phase one, we will probably start on phase two.
[1:21:31] And then there'll be some overlap, especially when it comes to design for building A.
[1:21:38] So is there a time frame from phase one through phase three of this?
[1:21:42] So that's part of one of the scopes of work that we want them to help us identify, and
[1:21:47] going to be part of the guaranteed maximum price on the project is and is the actual
[1:21:52] calendar of how things will go. And then this doesn't include phase 3. We're going to add that later
[1:21:59] by amendment. It's only phase 1 and 2. No, phase 1, 2 and the pre-construction services for phase 1,
[1:22:05] 2 and 3. Yeah. So, phase 3 will be added by amendment. Well, that's a guaranteed
[1:22:10] That's me.
[1:22:15] This point of clarification, the actual leasing component, that's just for really face
[1:22:22] too, right?
[1:22:24] No.
[1:22:25] So the function of the...
[1:22:30] The lease and its lease back kind of goes back to the nature of the legislation that brought this into existence. So when we're actually thinking about it, it's not really, I mean, it's governed by a lease, but but it's not a lease like as if I was to go and lease an apartment or something like that.
[1:22:54] Yeah, it doesn't function that way, but it does function that way for the purposes of the financing that needs to happen.
[1:23:01] Part of the, when we're going to the GMP process, there's going to be a few sections on bonds and sure it is going to come up.
[1:23:09] And it does go to that so that it, that is critical.
[1:23:13] For multiple legal and execution point of view.
[1:23:19] I have a couple of questions. I want to begin with. Thank you.
[1:23:23] So just for for people to understand our staff they have a very challenging job they have to explain these complex things to the five of us.
[1:23:33] And most of the time we don't have the expertise and so it can be a very challenging job.
[1:23:39] And I asked Drew to prepare the information in a different way to help me understand the complexities and he did that and I appreciate it.
[1:23:47] and he got a multiple compliments for people who
[1:23:51] help me review and understand the information.
[1:23:53] So thank you for doing that.
[1:23:56] And then I want to say that I think Rodan
[1:24:00] has a good reputation.
[1:24:01] I've heard from several people who've worked with them.
[1:24:04] I know we've had good experiences.
[1:24:05] So I feel good about that part.
[1:24:09] My read on this vote, and I just want to get your feedback
[1:24:12] as sort of on the record so that we can have this discussion
[1:24:15] in front of the community,
[1:24:16] is that, although this vote is for a relatively small amount of money,
[1:24:21] tonight's vote, in effect, is a vote to select the contractor
[1:24:26] for the duration of the high school project.
[1:24:28] Because my read on it is it would be unlikely for us
[1:24:31] to change horses midstream.
[1:24:34] This is essentially where we're starting the process.
[1:24:38] And I want to get your feedback on that.
[1:24:41] How do you interpret that?
[1:24:43] Do you agree to disagree in if so?
[1:24:44] why. Yeah, I think it's important to, I mean, one of the things that we're looking for
[1:24:53] as we're going through the selection process is we're doing interviews and whatnot. As we are,
[1:24:58] you know, highly interested in making sure that the company that we would be working with
[1:25:04] is going to be an effective partner in this first step. This is a best practice. This isn't a requirement
[1:25:12] that we do this. But we want to have them involved in it because we want to try and eliminate some of the things that the architectural perspective of design and the contractors perspective of building a project mesh and that they work together.
[1:25:30] and obviously if we didn't have confidence in Rotan in terms of making that decision and bringing that
[1:25:39] honesty to the table so that so that there will be but we are creating a little bit of conflict on
[1:25:45] the team and doing this and it is a very very important part of this best practice that
[1:25:55] If, if, if, if it comes to it, yeah, we will walk away and you've, you've built in that flexibility
[1:26:01] that essentially, if it gives us outs, if we need to make a change, we can.
[1:26:05] If we need to make a change for sure, and, and, and they understand that, I mean, this, it's, it's, it's not, that it, it, it happens, it happens at this point,
[1:26:16] which is, which is again, another thing, another reason why using this specific delivery method is, in my judgment,
[1:26:24] more effective way of doing it than some of the other methodologies that are out there, and especially given our size in school district.
[1:26:35] Then thinking about this whole thing from the 10,000-foot view sort of the next steps.
[1:26:42] An early next step would be to think about a contract management firm.
[1:26:48] And that will be, I guess, part of the process next is identifying what we want and then seeking
[1:26:54] bids.
[1:26:55] The correct.
[1:26:56] Seeking qualifications and bids.
[1:27:00] So, for construction administration services to support this process, we would want to do it in a similar way in that we have the board through
[1:27:12] previously adopted resolutions has set up this methodology for best value.
[1:27:19] And so we're not locked into taking the absolute lowest bidder.
[1:27:26] We can have some some additional criteria in there, some levels of expertise
[1:27:30] that we can put in so that there's a qualification process and then a bidding process.
[1:27:37] So it's not just anyone who can walk in off the street.
[1:27:41] and start meeting about we will get some advertised and a very similar way getting out there for firms to know that this is coming up.
[1:27:51] That makes sense.
[1:27:53] I appreciate that.
[1:27:54] Last question for me.
[1:27:56] Two of the people that I consulted with on this,
[1:28:00] recommended something called a construction audit.
[1:28:04] And we touched basically for the meeting and you were sharing with me that we have a process like that in place.
[1:28:10] Can you explain that for us what does our construction audit look like and is it what we're planning on using for the high school project is it's something that the board reviews.
[1:28:21] Yeah, just questions.
[1:28:23] So it is
[1:28:25] In current law related to general obligation bonds.
[1:28:30] So simply by putting this on on the ballot for approval.
[1:28:35] This was one of these stipulations that were required that you have to have a citizens bond oversight committee that is going to meet at least one time a year and present their audit to the school board.
[1:28:49] So if you remember back in January, it was Kendra,
[1:28:55] Allen, who did that for us.
[1:29:00] There are some rules about who can participate
[1:29:03] with the citizens of Bond oversight.
[1:29:07] Two positions that we have a really hard time filling.
[1:29:12] So I'm gonna say it and share it out loud.
[1:29:14] We need someone from a, who is also a member of a senior citizens group, some sort of that promote senior citizens.
[1:29:25] So we talked to Coastside seniors and to the, and to the rotary and keep at them and hopefully we can get someone.
[1:29:32] And then the other one that we have to have is someone who is also a member of a tax,
[1:29:42] tax payer association group, so I don't know how many people who are out there looking
[1:29:47] for fun on the weekend and they think Howard Jarvis, but that's kind of what we're
[1:29:54] looking for.
[1:29:54] There's not an act of Howard Jarvis association in San Mateo County.
[1:30:00] So we're still looking for that, but yeah. But that's a civilian audit, but I think our citizens rather, I said that before and be correct me, citizens audit, but not a professional one.
[1:30:14] Have we used it for?
[1:30:15] It's professional?
[1:30:16] Oh yeah, no, no, the citizens are not doing that.
[1:30:20] That's what I was thinking. They got the information and it is a group, okay, but they essentially hire a professional.
[1:30:26] Well, now there are rules around what you need to be in order to do
[1:30:31] products for school district. So there is a firm that they work with.
[1:30:37] I see. And if we pay for that. Yeah, I see. So as someone who is on this oversight committee for years,
[1:30:46] and so the construction audit,
[1:30:56] yeah,
[1:30:56] and I had talked about this was someone who made sure that the pricing, the what we're
[1:31:05] being charged was fair and accurate. We weren't being like because no one knows about construction.
[1:31:13] Like on on the oversight committee, the auditor made sure everything was legal and everything that
[1:31:20] followed the bond words, but a construction auditor my understanding was someone who made
[1:31:28] sure that you weren't being overpriced over.
[1:31:34] So I think a little bit more directly is to say is that from the Citizens Bond oversight committee
[1:31:45] perspective, they're making sure that the way in which the district is using bond funds,
[1:31:52] corresponds with what was in the actual language of the bonds. So to make sure that if we say we're
[1:31:59] going to spend it on buildings, then we're going to spend it on buildings. And there's a similar
[1:32:03] mechanism and the sport has passed a resolution that actually takes the bond and the parcel
[1:32:11] tax puts it into one oversight committee, it's looking at it, and both of them are essentially
[1:32:16] doing the same thing. Are you doing it in a way that is consistent with the language
[1:32:22] that you put out? But there is also, as you can tell from my presentations and things like
[1:32:27] that, there's a huge procurement portion to that. And that also gets reviewed in terms
[1:32:35] how the mechanism, like so, for example, this, this, this, even this contract that you guys
[1:32:43] are going to go through and approve, but they're going to go back and they're going to say, okay,
[1:32:47] well, so did you have the site lease? Yes, there's the site lease, there's to have appropriate types
[1:32:52] of languages in it. There's a facility lease, does that contain things that are required by statute
[1:32:57] that are in it? And did you guys pass a resolution? Concurrently, that is also supporting this.
[1:33:03] and so then they'll go through and check the boxes on that.
[1:33:06] So there's lots of different mechanisms that they dive into.
[1:33:11] And then at the very end of our projects,
[1:33:13] then that whole thing happens again a little bit more
[1:33:17] with an eye to making sure that we're following regulations
[1:33:19] by the Department of Industrial Relations
[1:33:21] that we're following, California Contract Code, things like that.
[1:33:25] So there's several points of independent oversight
[1:33:29] that's done on the work.
[1:33:31] That is helpful. Thank you. And thanks for answering all those questions. I appreciate it and your work.
[1:33:38] Anyone else? No. I also want to thank you. And thank you for the very detailed report that you gave us.
[1:33:46] I mean, I can only imagine if you were doing it during your sleep because, you know, I know how busy you are. And so thank you.
[1:33:54] 44 pages 60 years and and thank you thank you very much appreciate your time I appreciate it. Thank you. Thank you.
[1:34:04] And now we will move for a vote vote yes. So this is again ever solution. I request roll call vote. Lisa. I. Pete. Brianna. I climb in. Mary Beth. I this item passes five to zero. Thank you.
[1:34:23] Thank you. Next is 3G. Adoption of Resolution 13-2026 in support for Proposition 3. This is an action item.
[1:34:35] Dr. Mayamontis. Yeah, this item is presented at the request of CUTA President John Kerry,
[1:34:41] who asked the governing board to consider adopting resolution number 13-2026 to support of Proposition 3.
[1:34:49] Proposition 3 would make permanent the existing voter approved income taxes.
[1:34:52] income tax rates on higher income earners, which are currently scheduled to expire in
[1:34:58] 2031. The measure would require providing revenue for public schools, community colleges,
[1:35:04] health care and other state programs. In accordance with Board Policy 1160, the Board may
[1:35:09] consider this resolution during an open, agendized meeting after providing staff and members
[1:35:15] of the public and opportunity to comment on all sides of the issue. The resolution is being presented
[1:35:20] tonight for the board's consideration and possible adaption.
[1:35:27] Thank you. Do we have a motion?
[1:35:31] Oh, moved. Second. Second. Thank you. Now that we can move it on to any discussion or
[1:35:42] questions. Oh, not on this. No, we don't have a public comment on this. I'm glad I clearly
[1:35:49] I don't have any comments or questions.
[1:35:52] Okay.
[1:35:53] Seeing the turn on, we will move on to vote.
[1:35:55] I'll see.
[1:35:57] Just to clarify, we're policy.
[1:36:02] Don't remember the name, but the number.
[1:36:07] 1160.
[1:36:08] Prohibit has from urging board is to vote, so just keep that online.
[1:36:12] Oh, thank you.
[1:36:13] We can't urge people to vote for it.
[1:36:17] Okay. Good to know.
[1:36:22] Okay, so this is also a resolution and requires roll call vote.
[1:36:25] Please set. I. Pete. Hi. Brianna. Hi. Carmen. Hi. Mary Beth. Hi. Passes 5 to 0. All right. Thank you, Rosie.
[1:36:35] And thank you for keeping us on our toes and letting us know where we should and shouldn't
[1:36:39] be doing. Next item is four communications. Public comments and on the gender consent items.
[1:36:45] The government board is committed to maintaining respectful, orderly, and productive meeting
[1:36:50] environment that provides civil, civility, civility, and provides board members, staff,
[1:36:58] and members of the public.
[1:37:00] An opportunity to express their views, free from bowling, harassment threats, or intimidation.
[1:37:06] The board welcomes public participation and requests that all participants conduct themselves
[1:37:10] in respectful and appropriate manner.
[1:37:12] Members of the public who wish to address the board shall complete a public comment card and submit it to the executive assistant to the superintendent.
[1:37:22] Prior to the introduction of the applicable agenda item, each speaker is allotted up to three minutes.
[1:37:29] The total time allotted.
[1:37:30] The first speaker may be reduced based on the number of speakers. The total public comment shall not exceed 20 minutes per agenda items, speaking time may not be transferred or delegated to another individual. The governing board shall not take action on matters that are not listed on the agenda, except otherwise permitted by law. Matters raised during public comment may be referred to district staff for review and approval of appropriate public.
[1:38:00] And with that, I will invite Miss Christina Baker.
[1:38:12] Okay, thank you.
[1:38:14] So, my name is Christina Baker and I'm here tonight because yesterday I got a text message from a friend.
[1:38:23] She said, you know, over here. And at first I thought it was a link to some article, but it was actually a post that she wrote.
[1:38:32] And I wanted to share it with everyone, even though it's, I think, on her LinkedIn profile.
[1:38:40] I thought it would be something that I want the board to hear.
[1:38:44] I wanted it to be public because these are the good things.
[1:38:48] So if it's okay, my Aslins, she said it's okay.
[1:38:52] I just wanted to read a little bit. I won't read the whole post.
[1:38:55] Just to get the idea across.
[1:38:57] And so, as I'm reading it, I'm speaking from what Lindsey wrote, she says, as our daughters enter their
[1:39:03] freshman in senior year in high school, I would like to highlight a special person that got our younger
[1:39:09] daughter here, Victor Guzman. Flash back to the beginning of her eighth grade here, we received a letter
[1:39:17] letting us know of her GPA and what it needed to be in order to attend the social promotion of eighth grade.
[1:39:24] Her only question, do I have to do 8th grade again? No, I replied. Then I don't care.
[1:39:31] Fast forward to April of 8th grade. She asked me to, please email Mr. Guzmont and set up an appointment for me.
[1:39:39] I don't want to tell you what it's about. Okay, I said.
[1:39:43] Later that week I called Mr. Guzmont to check in and follow up.
[1:39:47] He shared that our daughter wanted to meet with him each week to get her grades up and attend 8th grade graduation.
[1:39:54] words cannot describe the gratefulness I feel for Victor Guzman and his team. Thank you so much
[1:40:00] for creating an environment for my daughter to seek you out for support when she needed it most.
[1:40:06] This was a turning point for her, she did it all by herself. So I really wanted to say that out loud
[1:40:12] because first thank you Lindsay for saying that because sometimes we keep it in. So we need to share
[1:40:18] Those positive moments are motto here at Cabrillo is every child every day and I think there's no better example
[1:40:25] That what I heard yesterday and
[1:40:29] You know, I stand here. I'm not I don't work for Cunha, but I feel pretty confident that everybody
[1:40:34] That works for him and under his leadership would say the same thing. He's so professional and and everybody else
[1:40:41] Lindsay identified more people in her note, but
[1:40:44] So, that also got me thinking because yesterday, this is my positive, oh no, Rosie, it's getting too hard.
[1:40:51] So, I got to go quick. I got the chance to be on the other side of an IEP.
[1:40:56] I got to attend as a parent, and so I want to give a special shout out since I'm here,
[1:41:02] for the half of my high school special education department.
[1:41:06] So, I've worked alongside many of my colleagues for a while,
[1:41:10] and I know that some of them personally. I never really got to see how they work. I was always
[1:41:16] next to them. I have to keep going. So anyway, I just want to give a big shout out to the
[1:41:22] special education department at the high school because they did the same thing. I just feel
[1:41:27] so much support for my child. I know Lindsay did as well and so I just want to give a shout out
[1:41:33] to the good things that are happening. We don't always get to hear them and I wanted to make that
[1:41:38] so thank you.
[1:41:42] Thank you so much Ms. Baker and thank you for doing that that's really
[1:41:48] important and there's people who don't have LinkedIn or don't see these things because of
[1:41:54] whatever reason. So just to hear that is amazing and thank you for waiting this long and
[1:42:02] sharing that with us. I do appreciate it and appreciate your time. Thank you. And then next we have Lindsay
[1:42:10] digs.
[1:42:16] Okay, I'm not going to look at the clock because it's going to be super
[1:42:18] distracted. Okay, hi there. My name is Lindsey, Christina, my friend just
[1:42:22] shared my little post, and it's so interesting with timing because it took me a
[1:42:28] year to write that. Sorry, so it's a long road.
[1:42:38] I do not anticipate getting upset.
[1:42:40] It's a thing, God, she read that.
[1:42:42] Anyway, so I want to talk about leadership.
[1:42:46] I'm a graduate of half of my high school.
[1:42:48] I don't know her here, fellow, fellow alumni.
[1:42:53] So we had Mr. Eckert, he was an excellent principal.
[1:42:56] He was always like on campus and visible
[1:42:58] and really fun to talk to.
[1:43:00] I'm going to confess my senior year.
[1:43:03] We didn't cut class.
[1:43:05] We just went down to get egg rolls.
[1:43:07] That's not chained down.
[1:43:09] I think it was three for a dollar and then we just came right back up. It was Ms. Papas. It's
[1:43:14] glass. I'm sorry, Ms. Papas. Anyway, the point is that that was my senior year, too. Don't
[1:43:20] cut glass. So we, we had Mr. Eckert, Mr. Clinton last year was just so amazing. It was like,
[1:43:30] oh gosh, he's going to hatch. Don't leave us. But Mr. Guzman, like so amazing. So going to the
[1:43:38] finally getting that halfway through her eighth grade year, and then to go to back to school
[1:43:44] night and meet Mr. Aguilar.
[1:43:52] Maybe I'm tired. No, I am emotional and emotional first
[1:43:56] then. Mr. Aguilar is so approachable and kind of reminds me of Mr. Eckert just like smiling
[1:44:02] and just like such a positive positive person. So it's exciting to be part of
[1:44:10] Um, this Coastside Cabrigo Education and have such amazing leadership between the
[1:44:17] Sir Clinton.
[1:44:18] I know Ms. McFicker.
[1:44:19] If I'm not mistaken, there's a fair one and Mr. Aaron O'Connor Brown.
[1:44:24] So it's just like excellent leadership across the board and I hope that we just retain
[1:44:29] students.
[1:44:30] And we don't lose students for whatever reason that happens.
[1:44:34] Um, and, um, I just want to thank you so much and I'm so sorry, I hope my message
[1:44:40] makes sense. Thank God, Christina's first. Thank you.
[1:44:47] Thank you, Lindsay. And thank you for your
[1:44:49] time in being so brave and and almost vulnerable. But as a mother, you don't have to explain
[1:44:54] yourself. Like everything was completely understood and talk about a bad of less from the past.
[1:45:00] The sunshine, aye, rules, and the the sauce we had to get them with the dipping sauce. Or else it didn't make sense. Yeah, and Mr. Eckerd as well. I'm right there with you.
[1:45:11] All right. Thank you. Next, we move on to item 4B employee organization report. And first, we have our could be your unified teacher association, CUT representative here tonight.
[1:45:27] Good evening folks. Thank you for
[1:45:30] Approving endorsing my resolution. I greatly appreciate it. I
[1:45:35] At this a CUTA side of things and the CUTA side of things will be doing a lot of work in support of that
[1:45:43] Proposition so
[1:45:46] Terrific that the board kind of stepped forward and endorsed that
[1:45:52] I
[1:45:53] Know some of us think it's football season, but it's also negotiating season and then the good news
[1:45:57] is, as you know, we've got a three-year contract and we're not negotiating anything salary or
[1:46:05] benefits, but we are negotiating. We've submitted our openers and we are negotiating for
[1:46:14] lead to the absence and the concept of transfers. A couple of words of encouragement,
[1:46:22] we would encourage the board to check in with teachers at sites, see how things are going,
[1:46:27] see how staffing decisions for the school year and assess what decisions we can make in the future.
[1:46:37] CUTA would also like to express concerns. We've gone through a little bit of a healthcare change
[1:46:43] with healthcare consortium and we're just concerned about long-term effects on district spending,
[1:46:51] cost of teachers and staff, and so on. And then the last item is something that I didn't know
[1:46:56] until I looked at my email this afternoon.
[1:46:59] We've had a whipping coffee exposure at the high school.
[1:47:03] And we just want to make sure that we are open.
[1:47:07] We're going to do everything we can working with district staff
[1:47:10] and site admin to try and keep staff students and families healthy.
[1:47:16] Thank you very much.
[1:47:19] Thank you, thank you.
[1:47:21] Next, if we have California School Employees Association,
[1:47:27] CSEA, is there a representative?
[1:47:30] All right, seeing that they're none,
[1:47:32] we will now move on to item five consent agenda items.
[1:47:37] Items listed under the consent agenda are a routine
[1:47:41] nature and are not anticipated for board discussion.
[1:47:44] The superintendent recommends they're approval.
[1:47:47] If any board member requests the removal of a item
[1:47:49] from the consent agenda, it shall take,
[1:47:52] it shall be taken off an individual consideration
[1:47:54] as a regular agenda item. The consent agenda item requires a motion a second and approval by a
[1:48:01] roll call. Each item approved by the governing board on the consent agenda is considered
[1:48:07] in full and adopted as recommended. May I have a motion? So moved. Second. Second. Okay. Thank you.
[1:48:20] Rosie. So this requires roll call vote. Lisa, I. Pete. Brianna, I. Mary, I.
[1:48:32] Oh, Carmen. I.
[1:48:36] Five. Five to zero.
[1:48:40] Thank you. Next is item six governing board reports and I will open it up to any of my fellow board members who'd like to go first.
[1:48:49] I'll go. Go Niners. Thank you.
[1:48:56] Okay.
[1:48:59] So I'm like, now I'm emotional.
[1:49:04] And I love all the good things.
[1:49:06] So I want to, and I think I do everything is pretty positive.
[1:49:11] I do what I added, I meet a list.
[1:49:14] I'm not very good going off-cuff.
[1:49:16] But Counia, eighth graders, had their leadership class.
[1:49:26] And then there are five officers that are chosen.
[1:49:29] And I believe we had 16 students run for these five positions.
[1:49:34] And I am so proud of every one of those students.
[1:49:39] I have a child's part of that, and so it was like sad and kind of delts and heard with it
[1:49:46] about it firsthand. But it was, I think everyone did a really good job. Everyone was really
[1:49:52] just respectful. It was, it was just really good. And every parent I talked to,
[1:50:00] well, shouldn't say every parent. So many parents are talking. I was like, I could have never done that
[1:50:04] that age. Like put myself out there at that age. Um, being me, I did. So that was not a comment.
[1:50:11] I had me. But it was like, of course, my kids going to try this. But then I had a step back
[1:50:16] and realized, like, no, this, this is a lot. And not only are they just putting themselves out there
[1:50:22] for a week and making posters, they each have to say their speech three times to each grade during
[1:50:30] that. So these kids are public speaking, and it was, I did not see it. We, as school board members,
[1:50:39] we can go and visit things. Since I had a child involved, I wanted to just let him have it.
[1:50:47] But I heard from other parents just like, how phenomenal some of the speakers were, just how they
[1:50:53] all did it. And I was just a big highlight. And I think it was handled very well and
[1:50:58] of all those kids. So I, um, so, um, that I went to Hatch, Huffman Bay High School, and
[1:51:08] Elgrinata, um, elementary's back to school nights. I did also go to Kumiya, but I was just
[1:51:13] parent. Um, and it was great to, I just, um, I think Huffman Bay High School was first or
[1:51:22] Huffman. No, Hatch, I think was first, but Huffman Bay High School, I had several freshman
[1:51:26] parents text me how impressed they were with the classes and the staff that they went and saw.
[1:51:33] And I too, I had gone to the income, the eighth grade night, so the incoming ninth grade night.
[1:51:40] And so mostly just went to freshman parents. I'm sorry, freshman teachers. I tried. I am going to
[1:51:47] have a request or just remember next year that someone needs to give me a mock schedule because you
[1:51:54] you follow your child schedule, and I didn't have one. So I was like, that room's open. That
[1:51:59] sure. And I don't know what I'm walking into. I have an idea of a science building I learned. So
[1:52:05] I found Mr. Kerry, like, fabulous. I was right. And I was like, oh, these are the books they're reading
[1:52:09] and like junior and senior year. And it was, thank you for welcoming you into your class. It was great
[1:52:15] to understand, not having a high school or, and I was so impressed with all this stuff. So shout out
[1:52:24] Same with all the schools, Hatch, ogrenata. We have newer teachers, so I made sure to let go in and there.
[1:52:30] I was impressed with their presentations, and most of the teachers do not know that the random woman was just in there, so I've been meeting to make a note and just say, hey, you know, thank you for staying these long days in meeting with the parents.
[1:52:48] and Kunia, I just, my kids are so happy and that's great.
[1:52:53] I went to hatch, reclassification this week.
[1:52:56] It was small, but I, as every principal ever
[1:53:00] been to a reclassification, they love this ceremony.
[1:53:03] It's just so meaningful, and I'm not someone that
[1:53:07] had to take the test to be reclassified, so I don't personally
[1:53:10] know it, but I know it's not easy, and so
[1:53:12] so proud of all of the kids that did it.
[1:53:16] had seven kids reclassify at hatch.
[1:53:19] I'm not trying to point out the negative,
[1:53:21] but I think 167 English learners.
[1:53:24] So really hoping that that number is larger in the spring.
[1:53:29] A few of us went to the Pickleball Court ceremony.
[1:53:35] I love Pickleball, it was a good time.
[1:53:38] It was really good, I think, too.
[1:53:40] It's a different community than the one we're used to.
[1:53:44] the average age of pickleball is probably not someone who has a child that's
[1:53:48] a U.S.D. just going to save that. So it was great, I think, they are very
[1:53:54] thankful and that was awesome.
[1:53:59] I've part of the San Mateo County School Board
[1:54:04] Association Legislative Action Committee and we met at the, we met to start off
[1:54:12] this new school year. And it was a little disappointing, a little. I was pretty disappointed.
[1:54:18] AB 12 before, which was, um, we're trying for an LCFF adjustment so that if you live in a
[1:54:25] higher cost area, you receive more money. Um, and it died in the second house. So I was, that was,
[1:54:33] it was not great, but we're not giving up. And, um, our committee is meeting, we will continue and
[1:54:39] continue to fight and move forward on other objectives. Our next meeting is October 15th.
[1:54:47] And the last thing is we have a and it's been very public. So I know I can say it here is
[1:54:56] a CUSD family lost their house to a fire two nights ago. They lost everything and they have a
[1:55:08] who apparently saved everyone is healing in the hospital right now and so the
[1:55:17] Queller family and Jen is the tenant. They both have go fun means so if it's
[1:55:25] if it's something you can do please support these people and huge shout out
[1:55:30] to all of the first responders it was contained to the one house. They're in an
[1:55:36] area that it could have easily spread and they were able to do that and that everyone made it out.
[1:55:42] So that's my report.
[1:55:46] Thank
[1:55:51] you.
[1:55:51] Thank you.
[1:55:52] Appreciate it.
[1:55:53] Just a quick reminder, my office hours are Thursday, 8.15 to 9.15 a.m. at Cafe Society.
[1:56:00] That'll change in October when my work schedule changes, but I'll update everybody when
[1:56:05] that happens.
[1:56:08] I just want to acknowledge the last two weeks at Soccer Softball Games one time at Safeway.
[1:56:19] I hear the concerns about large class sizes.
[1:56:21] I've spoken with Dr. Mayor Montice about it.
[1:56:23] I'm going to get an update on the situation.
[1:56:28] And just be aware that we're aware.
[1:56:30] And it's not something that we are dismissive about.
[1:56:36] I would say we're doing the best we can
[1:56:38] with the resources that we have,
[1:56:40] but I just wanted to say that.
[1:56:43] And I want to thank the staff again,
[1:56:45] again, just an important thing for people to know.
[1:56:49] We are just five regular people.
[1:56:50] We are not experts on hardly any of the things
[1:56:53] that we have to decide on.
[1:56:54] And so it is incumbent upon the staff
[1:56:56] to get us up speed.
[1:56:57] And they work very hard at that, and so I want to thank them all for the job they do.
[1:57:06] And again, in particular, I want to thank Drew because he did take time to rethink how to present information to the board.
[1:57:15] And I think that was a critical step because we have a long road to go when the high school rebuild.
[1:57:20] So thank you.
[1:57:22] One thing I want to put out to my fellow board members and to our team, and actually John mentioned it tonight.
[1:57:32] Healthcare costs are projected to go up 10 to 15 percent next year.
[1:57:39] And so that is going to be a factor for everybody who is paying for healthcare, including school districts.
[1:57:45] So it's something that we should probably put on our radar and take a look at and get a sense of whether it's going to, or how it's going to impact us.
[1:57:56] Let's see here.
[1:57:58] We're having an October learning session.
[1:58:00] The board is having an October learning session where we're going to be discussing maintenance plans and sort of visions for the, for the, for the district,
[1:58:12] including ideas for how and whether we should improve the schools at the
[1:58:19] field at the elementary schools. I have strong opinions about this. I shared
[1:58:24] in this position before I feel strongly that we really need to do the
[1:58:30] bare minimum at least at the hatch hatch to get that field so that it's usable
[1:58:34] for the kids. But I know all of us have opinions about that and I respect all that
[1:58:38] So in October will unpack that, but now I just want to put out to the public now is the time to make your voices heard.
[1:58:46] So if you have opinions or thoughts on what should be done at the fields at any of the elementary schools, reach out to us, reach out to the staff, reach out to the site leadership.
[1:58:58] And yeah, let people know, say, hey, this is what I think we should do, and we should, well,
[1:59:03] factor all that in, and hopefully we can come to a decision that will satisfy the majority
[1:59:09] of the people.
[1:59:10] So, thank you.
[1:59:18] I'm going to go ahead.
[1:59:20] Also, yeah, it's been a crazy week.
[1:59:23] I have children at having a high school now, and just wasn't Koenia, so only I had to get
[1:59:30] two after two back-to-school nights and yeah I want to echo what every
[1:59:35] went up. Sorry, but everyone else said about how to light-full it was to meet the teachers
[1:59:41] and to see the other families and see it. How nice the facilities are looking so thank you
[1:59:47] Dr. Marowonte's. I don't think I've ever seen Kunil look this good. Like is it just the paint?
[1:59:55] I don't know, it was very nice, so thank you, everything's lovely.
[2:00:00] And it was wonderful. My last child is starting kunea and so he's exciting when the baby is out of elementary school.
[2:00:11] So it was lovely. He's so excited. He was so nervous and now he's super thrilled to be able to like take his little clip or card and go to the cafe and order his own coffee drink. So anyway, thank you to all the staff who made that happen.
[2:00:30] I thought I would give an update to my board members for the San Mateo County School Board Association.
[2:00:37] So I'm your representative for that.
[2:00:40] And we've been working on our bylaws last year, and we're just approved them this year.
[2:00:45] We had a meeting last week.
[2:00:46] And so I just wanted to talk a little bit about that.
[2:00:48] So you know what the organization is about.
[2:00:50] And I want to read to you the purpose of the San Mateo County School Board Association.
[2:00:56] There's five things.
[2:00:57] So, the purpose is to provide an organization through which school board trustees of San
[2:01:03] Mateo County School Districts can speak with a collective voice on educational issues and legislation.
[2:01:11] Number two is to exchange ideas regarding the policies of San Mateo County School Districts,
[2:01:16] the San Mateo County Community College District and the San Mateo County Office of Ed.
[2:01:23] The third thing is to provide professional development for the school board trustees throughout San Mateo County and a lot of that is done through the meetings which we have once a month and it looks like we're going to have some really interesting ones this year.
[2:01:38] Number four is to collaborate with organizations and agencies that provide services for our youth and I think at least one of those topics is going to be on some county services that I had never even heard of before and I've been on the board eight years so that should be interesting and how we can maybe work with them.
[2:01:57] And then number five is to communicate with school board trustees and superintendents throughout San Mateo County.
[2:02:04] So I just wanted to read that so you know what it's about because sometimes you get all these emails and you're like, what is this organization doing or what's going on.
[2:02:12] And the other thing that is a big deal that they do is the Kent Awards.
[2:02:16] So they award school districts, you know, different awards for things we've gotten a few in the past.
[2:02:20] And that's in May we're working on a date for that, but just I always like to really support that so I'll bring it up now and I hope we can continue to support it whether we get in order not. I'm not sure if we're applying this year, but it's definitely a worthwhile organization and it's some good education for us as school board members. So I just encourage you to pay attention and you know check out those emails and participate if you can.
[2:02:47] And part of my job is outreach too, so I'm going to outreach with the other districts in our region, so that's what I have. Thank you.
[2:03:17] I don't want my life to know what it was, a little bit, I thought it was not a
[2:03:21] question for a request, where the goal is to go and have to go back to the goal, but
[2:03:29] and that's why I'm going to tell you that I'm going to tell you about the project club.
[2:03:34] And it's nothing more.
[2:03:36] Many times, although we are not the same community and we don't see it,
[2:03:41] we don't see it.
[2:03:42] We don't live in the same community and it's so nice to see different parts of the community working together
[2:03:50] to support our students and support everyone here in the district.
[2:03:58] I just wanted to start off just talking about the just two events that I went to and it just reminds us that even though we are
[2:04:09] Maybe not neighbors and we don't see each other on a day-to-day basis that we are a community and then we are working together
[2:04:18] for
[2:04:18] Improvement of our community our children
[2:04:21] Our schools are I mean everything everything intertwined intertwined with with with with improvement, right?
[2:04:29] So
[2:04:31] Pickleball that was a great
[2:04:34] event, you know, seeing people from different aspects of, you know, just interest in community.
[2:04:41] I used to think that a pickle ball was one of those treat balls that you give the doggy,
[2:04:45] so that they wouldn't eat the treat right away.
[2:04:47] So when I saw a pickle ball was like, oh, that's what it is.
[2:04:50] So I'm proud also.
[2:04:51] I'm a proud member of the pickle ball community.
[2:04:54] I paid my fees and I'm a member.
[2:04:57] Now I have to find my paddle and but it was amazing.
[2:05:00] So talk about community and then also what the rotary had going at Main Street and the event just
[2:05:10] just really highlights what what community is even though sometimes unfortunately for one reason or another
[2:05:17] we don't interact as such but we definitely work together as such. So never in my life had I ever had a what was it?
[2:05:29] lobster. It was a lobster. Yeah, so thank you to to Drew and to Lizabeth's
[2:05:35] shock for showing me how to do that. So it was it was amazing. So once again
[2:05:40] thank you. Yeah, and yeah, it was a fun night. I didn't know that lobster hat
[2:05:46] succeeded, but they do. Oh crap, lobster. Okay, it had, it had, it, it looked cool on
[2:05:55] So thank you, and that's all I want to share.
[2:06:05] Yeah, I'll provide my, I'm going to do it two by four.
[2:06:08] So two sports tended, in the first 20s,
[2:06:12] lots going on besides all the back of the school nights.
[2:06:15] Football volleyball tournament at the, at the event center was
[2:06:20] fantastic volleyball.
[2:06:21] Got to the volleyball.
[2:06:22] Got to see the football.
[2:06:23] I'm going across country.
[2:06:25] Jamie invited me to cross country.
[2:06:27] This Saturday in San Francisco,
[2:06:28] Golden Gate Park, which is not a bad place to be.
[2:06:32] October that's the two sports.
[2:06:34] Two dates I want you guys to remember is October 22nd.
[2:06:38] As Pete had mentioned, that's the facility's master plan study session.
[2:06:42] So it won't be held here.
[2:06:43] It will be held under the District Office and it's a study session.
[2:06:46] It's about the board providing guidance to staff about next steps.
[2:06:51] And so they're going to have to wrestle through with what they want the next phases to be.
[2:06:56] And then October 6th principle for a day. I see Kelly back there. I see Emmett. I'm going to recruit both of you for principles for a day.
[2:07:05] We have an assignment, but I've got a list of people that I I'd love to
[2:07:09] To walk through our schools and see things happening, which leads me to work my last thing. So two dates, two sports, two staff members, machines so far. There's our substitute.
[2:07:19] works in HR but focuses on substitutes. He had 21 teachers and 19 teachers in
[2:07:24] last couple of days. There's an illness going around, but he helps fill those positions.
[2:07:30] So, kudos to McKeen by supporting our staff and Molly Ballard, who's our mathematics toza. She's been in every classroom, every single day, to support the new math adoption. So we're really happy to have her supporting our teachers across the board.
[2:07:46] And then two community members to finish off the two by four. I got to meet Naomi, partridge people talked about her for years, right? What an incredible lady, what a story, right? And so I didn't want to leave.
[2:07:59] this one over here, it kept texting me, you had next appointment's here, but we had coffee, we had a
[2:08:04] great time together, when we all about what was happening, it not just happened babe, but just
[2:08:11] happened with high school, but happened with as a community. And so I just want to give her a shout out
[2:08:16] I really value that time with people. And then I'm a speth, the new editor for the co-side
[2:08:22] do's a met with today. She's excited to work with the school district and write about all the
[2:08:27] things that are happening, you know, you're the second person today that had mentioned
[2:08:31] Mr. Hussman. I had heard it while I was at the coffee place today and I saw Pete there,
[2:08:36] didn't join his office when I was there. Somebody had mentioned, Dr. Hussman was doing a great job,
[2:08:42] so I actually sent him a text, because I think it's important. It's a lonely job, right? It's a lonely job,
[2:08:47] so I just again, I'm thankful for being here. I love the people that I get the interact with and again,
[2:08:54] 20 days into the school year, there's a long way to go and a lot to do, so thank you very much.
[2:09:03] Thank you, Dr. Miramontis, and now we will proceed to a close session.
[2:09:10] So we will adjourn and we will be meeting in close session.
[2:09:14] So, Lisa, let me just, we don't have any public comments for close session and in close session,
[2:09:19] they are going to be reviewing confidential student matters.
[2:09:22] approval and individual services agreement case number 90126 and 90226. The next item is public
[2:09:30] employed discipline to the missile release. The third item is conference with legal cancer
[2:09:36] exist in litigation.
[2:09:38] Thank you.