[0:02] The Board of Trustees meeting for August 25, 2026 is called to order at 5.38 p.m. Please let the record reflect that trustee, non-deep seeing, trustee, harm and seeing, and trustee, to do our absent.

[0:17] With that, what are the wishes of the Board on the adoption of the agenda?

[0:21] Motion to approve. Second. Thank you have a motion by Vice President

[0:25] Seller's and I have a second by Trustee Carfon. All in favor please say aye. Aye. Any

[0:30] opposed? Any abstentions? Motion carries. We will now take any comments from the

[0:35] public on any close session items. This is any of the close session items including

[0:41] our certificate personnel report classified personnel report employee discipline

[0:46] dismissal release litigation complaints or conference with labor negotiators. Do we

[0:51] have any comments from the public on any of the closed session items?

[0:58] Board President, 30 seconds of pass and there's no college at this time.

[1:02] Thank you hearing the comments from the public.

[1:04] We will adjourn to close session and return to open as soon as we conclude close.

[1:09] Thank you.

[1:16] We convenes to open session items to report.

[1:21] We had trustees to do join us at 539 PM.

[1:24] Trustee Harman Singh join us at 5.3546 p.m. and trustee non-deep Singh join us at 6.15 p.m.

[1:34] During close session the board approved the certificate of personnel report 5.0 with two absent trustee non-deep Singh was absent and trustee

[1:48] and seeing was absent. The classified personnel report was also approved unanimously with one

[1:55] absent, Trustee Nandip Singh was absent.

[2:01] There's nothing additional to report from close session.

[2:05] Our next item on the agenda is the oath of office. So at this time, I will administer the oath

[2:12] of office for newly elected student members. This year, we will be swearing in all of our

[2:17] Board student trustees, as a reminder, each of our trustees serves once a master, however in an effort to better prepare them and expose them to the materials that we're all receiving and if they want to participate and attend any of the board meetings they're all being sworn in today.

[2:35] I believe we have three of the four.

[2:38] Present.

[2:39] So I will invite the three trustees to come forward and I will also come join you.

[3:04] So if you all.

[3:06] testing testing testing testing okay so if you want to face the audience and you'll

[3:11] just repeat after me I state your name I Jasmine

[3:19] do solemnly swear or a

[3:21] firm that I will support and defend the Constitution of the United States and the

[3:34] Constitution of the State of California and the Constitution of the State of

[3:42] against all enemies, foreign and domestic, that I will bear true faith, that bear true faith and allegiance in the Constitution of the United States, and the Constitution of the State of California, and the Constitution of the State of California, that I take this obligation freely, that I take this obligation freely, without any mental reservation, without any mental reservation.

[4:12] or purpose of evasion, or purpose of innovation, and that I will, and that I will, well and faithfully,

[4:20] well and faithfully, discharge the duties upon which I am about to enter.

[4:26] Disarrse the duties that I am about to enter.

[4:29] Congratulations.

[4:30] Thank you.

[4:34] So

[4:38] I do have certificates to provide each of you,

[5:38] at a measure of your office, you can face them and you'll just repeat after me.

[5:43] I state your name.

[5:45] I, Lea Reavis, do solemnly swear.

[5:47] Do solemnly swear that I will support and defend.

[5:50] That I will support and defend the constitution of the United States,

[5:53] the constitution of the United States, and the constitution of the state of California,

[5:57] and the constitution of the state of California,

[6:00] against all enemies, foreign and domestic.

[6:03] Against all enemies, foreign and domestic,

[6:05] that I will bear true faith,

[6:07] that I will bear true faith and allegiance, and allegiance,

[6:11] in the constitution of the United States,

[6:15] and the constitution of the state of California and the constitution

[6:18] of the state of California, and that I take this obligations

[6:21] freely, and that I take this obligation freely without any mental reservation,

[6:26] without any mental reservation, or purposes of evasion,

[6:31] And that I will. And that I will. Well and faithfully. Well and faithfully. This charge the duties discharge the duties, which I am about to enter, which I am about to enter.

[6:57] Hi, I am Alia Rivas and I begin my term in the fall.

[7:02] Oh, in the spring, sorry. Hi, I am Jasmine Broward and I begin my term in the fall semester.

[7:10] Hi, my name is Sumer and I begin my term in fall.

[7:14] Hello everyone, my name is Grisorgher Singh and I will begin my term in spring January 26th.

[7:23] You can display your certificates and I'll invite the rest of the board to come and take your picture.

[8:43] So now that you've both been sworn in, and this will apply to our other two student trustees come January, except I will no longer be serving on the board, there will be at least two familiar faces that you will see again, for sure,

[8:57] Trustees to do and then Trustee Kirk and then we hope you will see some of our other colleagues again

[9:04] but at least these are two faces that you will recognize. So after as we move down the agenda

[9:11] on any items where the board has discussion after we take the presentation any public comment,

[9:18] I will then open the floor and ask either of you if you have any comments,

[9:21] great if you do any questions or just a comment that you want to share and then I'll

[9:27] open it up for the rest of the board members. Once we conclude if it's an action item

[9:33] I will ask for a motion and a second. As student trustees are board bylaw does allow you to make

[9:40] a motion and so you can simply say I will repeat what I'm asking the board to do on an item

[9:47] and you can say so moved, or you can say I second that,

[9:51] or I move to approve whatever the action is.

[9:54] When once the item has been moved or motioned

[9:59] and a second has been taken, I will ask for a vote.

[10:02] I will first take your votes as are student trustees,

[10:05] and then I will take the remainder of the board.

[10:08] And that's consistent with what the law requires

[10:10] that you provide a provisional vote.

[10:12] The intent is that to the extent that items are directly

[10:15] related to students that you have the ability to potentially influence our decision making by voting first.

[10:22] So, if at any point you have any questions, just turn on your mic and speak up, and I will try to answer whatever questions you have.

[10:30] Okay.

[10:32] And with that, congratulations and welcome. We will move on to our pledge of allegiance,

[10:37] if I can please have Vice President Seller's lead us.

[11:02] Thank you, Vice President Seller's.

[11:03] We move on to our community engagement information.

[11:06] Do we have our interpreters, translators, present?

[11:13] We do not.

[11:14] Okay, if anybody needs interpreting services, let us know.

[11:20] We move on to presentations.

[11:22] We'll first hear from the Foundation for Central Schools.

[11:25] I invite Executive Director Dohan.

[11:36] Okay, good evening.

[11:38] Good evening.

[11:38] President and trustees, thank you for letting me share the latest from Foundation for Essential

[11:43] Schools.

[11:45] Welcome to our student trustees.

[11:47] One is very familiar.

[11:49] She's been a volunteer with the Foundation, Jasmine.

[11:52] So thank you for helping over the summer.

[11:55] We have officially kicked off a new school year.

[11:59] Our Foundation Board has approved a $352,000 operating budget, which is a 14% increase

[12:06] from last year, focusing on three main goals.

[12:10] I did provide also a handout with a brief overview of that as well.

[12:14] Supporting three main goals supporting classrooms,

[12:16] providing district wide resources, and growing our scholarships.

[12:20] We want to make sure that every classroom has what it needs

[12:23] day to day, we'll also backing big picture projects

[12:26] that help all of our students district wide.

[12:29] Plus, our scholarship and endowment programs are expanding

[12:32] to help even more students reach their college dreams.

[12:35] This year we are expecting to award 30 scholarships across 10 programs with three endowed scholarships carrying on central communities legacy.

[12:46] We're also giving every first year teacher a $300 grant to help them settle in.

[12:52] So the new teacher grants are back this year, which we're very happy that the amount is at $300 previously.

[12:59] that was a much smaller amount. So we're very happy to offer that incentive this year.

[13:06] Additionally, the classroom and club grant applications are still open until October 31st.

[13:13] I was able to share that information during our admin institute and also PDD days and also visiting

[13:19] some of our school sites as well encouraging to apply and access a very simple online application.

[13:26] So we'll be awarding $45,000 to classrooms all over the district, and thanks to our Kaiser

[13:33] Permanente Benefits Program grant, projects focused on mental health and social emotional

[13:39] learning will get priority funding this year.

[13:43] On top of that, in partnership with Kaiser, we are launching a district-wide mental health

[13:49] campaign. That includes funding yet again for our buddy boxes, which are distributed throughout

[13:56] the elementary schools through the NAMI clubs at all three high school. Our students go out

[14:03] and distribute these buddy boxes and also do a presentation on mental health, the really fabulous

[14:10] opportunity. In addition, Justin Guards and High School has been selected to attend the California

[14:17] National Alliance of Mental, I'm sorry, the NAMI acronym I always get caught up, but they will be presenting at that conference this year and October and the foundation is also supporting that for them this year.

[14:32] We'll also be partnering with Central High School Leadership and again, all NAMI clubs to introduce a mental health minute campaign, which will be a video series of student voices around mental health.

[14:46] We've also teamed up with the assistance leak of Fresno to give 400 students a $100 shopping

[14:52] spree for school shopping and this past weekend we did send 100 kits to Burlington to get

[14:58] that school shopping that they needed.

[15:01] And in just a couple of weeks, even though it is a little warm, we are launching the warm for winter annual application, where students can apply for outerwear.

[15:12] And this year's host school will be McKinley Elementary. Last year, we distributed nearly 3,000 outerwear units across the district to students who needed them.

[15:23] Our food pantries will also resume operation in late September, including the grand opening of the Panther Pantry at Hanfantilly Elementary.

[15:34] And one more thing to mark on your calendars coming up really fast is the State of the District on October 29th, which will be at 6pm at Parthenes.

[15:44] We are now accepting nominations for this year's Pillar Champion Awards.

[15:49] Five individuals and one business will be honored.

[15:52] The five individuals can be a central employee with a minimum of five years of employment.

[15:57] This is an opportunity for our staff to honor an employee.

[16:02] And this will be the fifth year of us doing so.

[16:05] And recently we were nationally acknowledged at Enspar,

[16:09] which was very exciting for this initiative.

[16:11] So, again, the pillar champion awards nominations are available on our website and all of the information that I did share tonight is available on our website.

[16:25] It's very user friendly for teachers and families to find all this information and take advantage of it.

[16:33] Our foundation board is meeting by monthly this school year and as always, I am available to answer any questions.

[16:40] If you have any, thank you so much for your continued support and I do hope to see you all at

[16:46] State of the District.

[16:47] It will be in the evenings.

[16:48] I hope that works much better with everyone's schedule.

[16:51] Thank you.

[16:53] Any questions or comments from our student trustees?

[16:57] Any questions or comments from the Board?

[16:59] Trustee Kirk.

[17:00] Thank you so much.

[17:01] Thank you.

[17:02] In good evening.

[17:02] Good to see you back again.

[17:04] Why don't we question us to with the budget allocation?

[17:08] I'm not sure if I'm reading that.

[17:09] Graph.

[17:10] Quickly, is that where the $322,000 is showing how it's allocated?

[17:17] Yes.

[17:17] Educational impact is the big bulk of that.

[17:20] It's going to be the first chart there.

[17:21] Scholarships and business expenses is a very small percentage.

[17:25] And then, of course, our fundraisers, which do give us back about 170% return in value.

[17:32] Is this a bar graph?

[17:33] It is.

[17:33] I'm sorry.

[17:34] It's an exact way.

[17:36] That makes much more sense than that.

[17:37] No worries.

[17:40] Any other questions or comments?

[17:44] Trustee Nandipsing.

[17:46] Thank you for going.

[17:47] I just want to appreciate you and the foundation, especially, you know, the continued focus

[17:52] with our Nami clubs and around mental health.

[17:54] I think that's overwhelmingly a common theme that I continue to hear so.

[17:58] Really appreciate that.

[17:59] You all kind of sent me.

[18:00] Thank you.

[18:01] Thank you so much.

[18:02] And my apologies.

[18:03] We do have our board treasurer, Valeria Garcia joining us this evening.

[18:08] We did have some other boards, but I apologize on the time of tonight's board meeting so I did say seven o'clock.

[18:15] But again, I do want to say thank you to our board.

[18:18] We have a full board again moving into this school year, which is wonderful.

[18:23] I believe there's eight of us, including Trustee President Carillo and Dr. Marshall as well with sitting position.

[18:30] So we are very excited to have a full board this year.

[18:33] So I'll see you guys one more time, Trustee Krio, and Trustee Seasing, and I personally would

[18:42] just want to say thank you.

[18:45] You guys have been here for my nearly seven years and have been part of my initial job here.

[18:52] So I appreciate your continued support and everything that you two especially helped develop

[18:58] in what this foundation is today and we're really just getting started.

[19:02] I think we laid the work that had to be done with the branding and I'm excited to see what the future holds for our foundation.

[19:11] Thank you, Director Dohee, and I'll just remind the board as I tend to do every quarterly update, and especially as both trustee and Undoopsing and I conclude our service.

[19:21] It's that we fund her position.

[19:24] And right now, it's her position, but that particular, and it was our commitment back in 2019, 2020 maybe, you can someone can fact check me on that, and it was a commitment of the board then to ensure that we also contributed and created a sustainable plan because of the growth and the commitment that we expected and we have seen, and that's really been your efforts.

[19:48] those were the expectations of the position, but you really have flourished and really given

[19:53] a lot to our community and have worked and developed many partnerships to be able to expand

[20:01] the scholarships that we give to our students and to our teachers.

[20:04] And so that's all your work.

[20:05] So thank you very much.

[20:06] It's a small contribution that we do in funding that position, but thank you very much.

[20:11] And I hope that the board will continue to support you and support the foundation.

[20:16] deepen I won't be too far away, so you'll still see us around. I enjoy the the food drive that we do in December and

[20:22] so I'll probably continue to support the district with that, but I encourage you all to continue to support the district and our

[20:29] foundation. It's given a lot to our students, so thank you for your hard work and and the rest of the board members

[20:35] because we know you're all volunteers, so thank you.

[20:42] Thank you. Thank you.

[20:52] Thank you.

[20:53] remotely, our meetings do start at 530, and historically, well, historically, about three or four months ago,

[21:00] we changed it so that our open session begins as soon as we conclude close session and no longer

[21:06] limited to 7 PM. So if anyone is watching, if you intend to provide public comment,

[21:11] I suggest you safely drive over or you call in the number is 5592763150, and we will take your public comment shortly.

[21:23] The next items are centering and if I teach our employees association highlights.

[21:29] Do we have President Bolton from the centering and if I teach our association?

[21:36] We do not.

[21:37] Do we have President and Geogiri from the California School Employees Association?

[21:43] Okay.

[21:44] We move on to item number three, receive information regarding ethnic studies, course update, director English.

[21:59] And I have director-inclusion, that's not your complete title, right?

[22:04] What is your complete?

[22:08] Sorry, it's been a minute since I've been up here.

[22:10] Diversity, equity, and inclusion.

[22:11] Okay, that's what I thought.

[22:13] Thank you.

[22:14] The floor is yours.

[22:16] Thank you so much.

[22:17] Good evening.

[22:18] President Clareo, members of the board, and Superintendent Dr. Marshall.

[22:22] This is our progress update regarding the ethnic studies class, which was launched last

[22:27] school year in 2526.

[22:30] So, before we begin just talking about how the course was structured once again. This is modeled after the California State.

[22:37] Model course curriculum and as we went through that board approval process, if you remember just to get that feedback, making sure that we were following all the guidelines.

[22:47] And what's important to know is that this is part of our district guiding principles and our core values that we want all of our students to become productive citizens.

[22:55] and this course really helps students do that.

[22:58] We are still using that state aligned model course curriculum

[23:02] and focusing on culture, identity, equity, and history.

[23:06] The different methodologies that take place.

[23:08] This is not just an open textbook class and answer questions,

[23:12] but students are engaged in discussion.

[23:15] They're engaged in different kind of projects,

[23:17] once again, focusing on our four major ethnicities.

[23:20] And what's really important is that the course evolves

[23:23] based on our student's demographic, as well as the population of our area, and so in that we

[23:28] hope to foster critical thinking, empathy, and cultural competence. And so once again, this is

[23:34] for rolled out with our freshman students, however, those who did up to take had that opportunity

[23:40] as well.

[23:44] In the previous school year, we did have 10 teachers that were teaching this course

[23:48] through our comprehensive high schools, and so these, as you see on the slides, that has the breakdown

[23:54] where they were, with about 1,200 students participating students who were enrolled in

[24:00] alternative sites or who decided to take the course early had that opportunity to do so

[24:05] through the Eugenuity course. I was able to vet the course making sure that it's still

[24:10] honed and on those key concepts described on that previous slide so that they were receiving that

[24:16] same course curriculum making sure that there is nothing and too hard because we know that when

[24:21] they do have people who are providing information, we want to make sure that's aligned with

[24:26] our district values as well. So I was able to do that in that process.

[24:30] Some of the professional learning that took place with those 10 teachers included that cultural

[24:34] competency training. As we know that there are sensitive issues in this course and we

[24:38] wanted to make sure that people had the capacity to really be empathetic and supportive

[24:45] teaching that course. Some of it is ever changing. One of our teachers at the time found

[24:51] training on the APDA history, which is our Asian Pacific Islanders and Desi Americans,

[24:56] and finding that to really gain some more information about that, because there's not a lot of

[25:01] information, you know, in different capacities for that. We also had some shared planning and

[25:07] our professional learning communities, and then PBS Public Broadcast System. They did partner with

[25:13] some of our teachers through some different webinars and interactive components where they

[25:19] some professional learning.

[25:23] I do have one teacher from Justin Garza High School, Mr. Josh

[25:26] Taber, who taught that class and he's going to share some experiences with us because I

[25:31] feel that it's best to hear from those actually in the field and talking about the experiences

[25:37] and so I like to invite him to speak.

[25:41] Good evening everybody. So I've been teaching this course

[25:44] for about four years. This is my second year as the PLC lead on this. What we've seen over the past

[25:49] year or so is a really strong student connection with our local issues.

[25:53] Our lesson that we'll be showing the next slide on redlining in Fresno has always really

[25:57] kind of attached.

[25:58] They've got really attached to seeing how the fabric of our city has changed, why our

[26:02] stereotypes may or may not be for those areas as we look at the history of racial housing discrimination

[26:08] and racist housing discrimination practices and how they have played out in those stereotypes

[26:13] as well as the material conditions of those places.

[26:15] Along with our in-depth lessons on our non-communities, our Sikh communities, our Latino,

[26:22] Chicano Hispanic communities, our African-American communities, when those students

[26:26] have seen themselves in these lessons and on those slides, they have really connected

[26:30] to that and trying to figure out their identity as they move into high school.

[26:35] Going into this year, we are always trying to find more and more ways to really localize this

[26:40] material, myself and Cruz Pietra have been working hard to find more current local examples

[26:46] of the major ideas that we talk about.

[26:48] We are also looking really hard at issues of solidarity between our groups, so it is not

[26:53] just we're looking at this group now, this group later, this group later, right, where is

[26:57] the intersectionality, where is that solidarity between these groups is they have existed in

[27:02] our country.

[27:03] We are also in the very early stages of kind of collaborating with Kerry Conner at Justin

[27:07] Garza and her African-American literature course to really beef up the cultural side of our African-Americans lesson and trying to create some cross-curricular stuff there.

[27:18] In terms of supports really things have been very independent for us, and I think that's kind of how we've liked it as we've just kind of experimented.

[27:26] We've used our knowledge as teachers, our connections to the community, and especially the wide range of opportunities, at least at Garza,

[27:33] connect with other groups where we may lack that expertise. So that's where we've been at,

[27:38] I think that's where we're going forward. Thank you.

[27:44] Thank you. And as we continue with that

[27:46] model and just being able to talk about and talking about some of the feedback that the students have

[27:52] provided, I did send out two surveys as we know this course is a semester long course,

[27:57] so had that distributed as much as possible to the students. And so that was kind of just

[28:04] simply a licorice scale initially with like what do you like this course you know on a scale of one to five

[28:09] but then also going deeper like what did you learn what was the most interesting because those are the

[28:14] anecdotal pieces that really determine like whether or not students are making a connection with this course and so

[28:20] I just pulled a few quotes. I'm not going to read them all in detail but I think that something's the highlight

[28:25] about the value of this course is that students are recognizing that maybe some of the historical context

[28:30] are not taught traditionally they haven't been in their past and these are freshmen taking this course.

[28:35] So they're realizing at this young age that some of the information has been not provided for them in those previous courses and understanding that.

[28:44] Also, as Mr. Taber said, you know, having that sense of identity and being able to provide them the context to explore that, but not be bound to that is really what this course is also about,

[28:57] especially as they engage with others who might not be of that same ethnicity or even

[29:02] of multi-ethnic backgrounds, and then as you also talked about the Fresno Migration really

[29:08] showing what kind of impact is happening here in the place that they live and then talking about some

[29:14] of those pieces that might not be in the traditional historical textbook. I did attend one of those

[29:21] webinars with one of the teachers and I was kind of interesting to see about the

[29:27] the history of long break dancing and how that came about and so that's something that we are still continuing to explore.

[29:34] So as this course continues to develop, we are still continuing with our content specific information as you can see that it does take a great deal of forward thinking and continued growth because we have to continue to evolve with the students that are in the classroom.

[29:50] also being mindful of this culturally relevant practices, making sure that, and I think that we get people don't understand what that means.

[30:00] I mean that you have to be an expert at every single culture ethnicity, but how do we, you know, acknowledge and interact with one another and what skills are we developing with that.

[30:09] I know that some interest had been talked about like, you know, developing the course and talking about some of those upper division and so we're going to continue to track that information and see where that compare into the master scheduling.

[30:21] And then always listening and improving to the students and finding out, you know, is this relevant and how can we make it better and just what kind of supports.

[30:29] who do we need to bring in to listen to them in that process?

[30:33] Thank you.

[30:33] I'll be happy to answer any questions.

[30:36] Thank you, Director English.

[30:38] Sit in trustees, any questions or comments?

[30:42] Board members?

[30:43] Trustee Kirk?

[30:46] Thank you, Board President.

[30:47] Thank you, Director English.

[30:49] I'm very pleased to hear that the students are really engaging with this work.

[30:54] Thank you very much for this update.

[30:56] I'm glad that this is something that we're continuing to evolve.

[30:58] to make sure something that our students can engage with.

[31:01] So I would just say for Mr. Taper, perhaps for, as you are reaching out for more information

[31:07] and more local resources, to reach out to your local community colleges.

[31:13] There's a lot of content expertise there and a willingness to bring this to our students.

[31:18] And so I'm pretty sure anybody in that department would be happy to come and work with

[31:24] who are not only a professional learning group,

[31:26] but maybe come and even talk to the kids

[31:28] during that semester, so I highly encourage that type of outreach.

[31:31] And Fresno's D2, Fresno's D2.

[31:34] We do have, we are planning some planning sessions

[31:37] so that they can meet with as a local group

[31:40] with those teachers as well.

[31:41] So that is on the calendar.

[31:43] So I will reach out to the department chairs

[31:45] and see if they can reach out to our local community college.

[31:47] Fantastic.

[31:48] Thank you for the presentation.

[31:49] Thank you for coming.

[31:51] And if the department chairs don't answer,

[31:53] maybe, I don't know, email trustee Kirk and see what connections and what she can do to support

[32:01] I might know a couple of people.

[32:02] Yeah, maybe.

[32:03] Hold on.

[32:04] Sorry.

[32:04] We had a couple more questions or comments from the board.

[32:07] Trustee Crafond.

[32:09] Thank you.

[32:09] I just want to thank Director English and Mr. Tabor for coming by to give the presentation.

[32:14] It's always great.

[32:15] Hearing from you both and also learning how this course is evolving and how it's improving

[32:19] and becoming more relevant for our students lives.

[32:22] I love that we're talking about redlining and you know how these, how it's affected the

[32:27] history of Fresno, you know, that's, is going to be at those lessons, we'll then stay

[32:32] with the students for their entire lives.

[32:34] I was just curious because you mentioned this course, the curriculum covers the four major

[32:39] groups, is that correct African American, Asian, how Latin has, Latino, and then

[32:49] Are they Americans are indigenous?

[32:51] I just have to ask them because I think one of the previous times you came by you brought in, like, I think, of course, was originally brought.

[32:59] You brought like the course synopsis and you and there was a lesson plan included for the if ethnic group in central the Arab.

[33:07] No, that's part of the Asian public ethnic group.

[33:11] Just wanted to clarify.

[33:13] No, that is.

[33:14] Thank you.

[33:14] And they do talk about that in that, of course, of study.

[33:19] Just wanted to make sure we're included.

[33:21] Appreciate it.

[33:21] You are.

[33:24] Any other comments from the board?

[33:26] Or questions?

[33:29] Thank you.

[33:30] That concludes the presentation.

[33:32] We move on to superintendent board communications.

[33:35] We will first hear from our superintendent, Dr. Marshall.

[33:40] We got it.

[33:46] OK.

[33:47] Kind of give a recap on the first month of school.

[33:52] uh... basically uh... you know it's gone well to this point uh...

[33:57] lots of uh... smooth start as far as our uh... implementation of the uh...

[34:01] cell phone policy i mean it went very well

[34:03] and we're dealing with some residual issues and we'll get through that

[34:07] uh... if you look at uh... this month

[34:10] you can see that i participated in the run at uh... just in garser uh... this past

[34:15] saturday

[34:15] that was uh...

[34:17] fun

[34:18] uh... i can also i spoke at the uh... city of Fresno planning commission meeting

[34:22] And then I learned that some of our sites received the awards from the allegiance by health

[34:30] degeneration.

[34:30] No schools included by Ola, Horton County, and Glacier Point.

[34:37] Looking ahead, we're looking forward to talks for our labor partners that they're going

[34:41] to resume from last year.

[34:43] The board, subcommittee of bylaws, policy and engagement, that group meets on 15 or 15.

[34:52] and then my advisory group is forth for students.

[34:55] That starts, we'll get that sketch in the very near future.

[35:00] And then lastly, I'm establishing a group as far as to staff

[35:05] for an input group, the surface in the advisory group

[35:08] to the superintendent.

[35:09] And some of the topics we're going to talk about,

[35:11] let's go to topics.

[35:13] Basically, the five topics that I've been talking about

[35:15] since last year, looking at the fiscal crisis

[35:18] and the budget situation in California.

[35:21] Governor's in restructuring,

[35:23] student achievement, academic recovery,

[35:26] new policies on classroom environment,

[35:28] and then educated workforce challenges.

[35:30] So that would be the things

[35:31] that we talk about throughout the year.

[35:35] My final point that I have this evening,

[35:38] is that we lost one of our family members,

[35:43] and Donna Schaffer, and you see that the information posted,

[35:48] Posted, but she really made a contribution to our school district and I wanted to close with a moment of silence in her honor.

[36:09] Thank you.

[36:10] That goes my report.

[36:13] Thank you, Superintendent Marshall. We move on to student achievement engagement and wellness

[36:18] subcommittee. Who is the chair of the subcommittee? Vice President Salars?

[36:24] Thank you. The student achievement engagement and wellness board committee, a subcommittee met on the 21st of August.

[36:30] So we received several encouraging updates on student progress

[36:33] along CETRIANified.

[36:36] The district reported a 94.1 graduation rate,

[36:40] continuing an upward trend in recent years,

[36:42] and placing central 6.3 percentage points

[36:45] above the statewide average of 87.8 percent.

[36:50] One of the biggest highlights was the significant improvement

[36:53] among students with disabilities,

[36:55] whose graduation rate increased from 73.6 to 93.1 percent.

[37:00] It's a pretty amazing, amazing accomplishments.

[37:05] We've received, reviewed, college and career readiness data showed continued growth in a number

[37:10] of students completing their A to G requirements, along with increased student participation

[37:14] in dual enrollment courses.

[37:17] District also presented a newly developed instructional handbook outlining priorities and

[37:22] expectations for tier one instruction, professional learning, special education, mathematics,

[37:28] and literacy.

[37:30] And finally, the district shared information about some upcoming professional development sessions that are scheduled for September 3rd and 21st. Anyone is interested in learning more about those? Sure, the district would love to fill in.

[37:45] Our next meeting is scheduled for October 9th.

[37:51] Thank you. Any questions or comments?

[37:55] for Vice President Salars.

[37:58] Okay.

[37:59] We move on to student trustee reports, would you like to provide a report?

[38:09] Good evening, everyone. My name is Jasmine Brart, and I am serving as a student trustee

[38:13] this semester. My report focuses on the results of using the Yonder pouch.

[38:18] Adjusting guards as a first week of school was pretty engaging with a big chaotic.

[38:22] The first day, Garza Julia's greatest students, as they entered, and students who came early

[38:28] got donuts, there was a huge line getting in and out of school to open and close the

[38:34] underpouches. From what I've noticed, these underpouches aren't bad at all. When students

[38:40] had their phones day would spend less time interacting with their friends. During break-in lunch,

[38:46] all you would see is a group of friends all standing around on their phones. When students

[38:50] getting to class the first thing they would do is go on their phones. Me being one of them.

[38:56] Something my Spanish teacher said to the entire class on the first day of school is how

[38:59] everyone was talking to each other instead of just walking in and sitting on their phones.

[39:05] However, there's been ways students bypassing on their pouches such as using magnets,

[39:09] the pencil method, especially burners. No matter how much it feels, off to not have a phone,

[39:16] I have to admit it's for the best.

[39:18] Some students have mentioned that getting sports, updates, and emails have been hard.

[39:23] When stuff is announced on the intercombs, it's hard to hear it because of all the noise,

[39:28] especially at Garza in the campus mall.

[39:31] We do have Chromebooks, but it isn't a very convenient method to check emails, and

[39:36] preparing announcements or even the time when we are at lunch or break.

[39:40] Something else I would like to add is how Garza's been dealing with Michie first that.

[39:47] Michie for me a really big impact at Garza and during lunch and break they've set up tables

[39:54] to write notes to her family and those are really nice.

[39:59] Thank you for that wonderful report.

[40:04] Any board members wishing to provide a report at this time?

[40:07] Kristi Sedu and interesting hermencing?

[40:12] I just also wanted to share a few words on Mrs. Sheford.

[40:16] She was my zoology teacher at Central West.

[40:21] She was also the teacher that helped us found interaction club.

[40:28] I also, so my friend group used to hang out in front of her classroom.

[40:36] In front of, right by the office building, I think it was room 25, if I'm not mistaken,

[40:43] 20 in the 20s, I don't remember the exact number, but she really took us all in.

[40:51] If it rained, we would be under a tree, but she would let us inside of her classroom during lunch,

[40:55] break. We would hang out with her. I've actually personally even babysat her dog a few times.

[41:02] Um, yeah, so, uh, this was a really big shock to me, and, um, it doesn't feel real.

[41:12] This kind of feels like if I were to go back to Central West, I'd probably still see her there,

[41:16] even though I know she moved to Garza, but she was just one of those teachers at West,

[41:20] that you just kind of always, the reason that school was special is because of teachers like her,

[41:25] and, um, I don't, I mean, I can't piece my words together, but, yeah, um,

[41:31] We're going to miss Ms. Schufer.

[41:45] Thank you.

[41:47] Trustee Sidhu.

[41:48] Just same as, honestly, I think in this room, there's probably four, four plus folks

[41:56] who had Ms. Schufer for one of their science classes.

[42:01] And I mean, I think last week when we heard the news, this is a really big loss to central.

[42:11] what Michifer to me was a fierce advocate for student achievement and she

[42:22] exemplified that in her ability to make students feel welcome and wanted in her classroom.

[42:33] And so I mean whether it was showcasing her snake or you know or like letting folks

[42:37] in her classroom, just hang out.

[42:40] Yeah, I think that for a period of time,

[42:43] where Central West was known as a,

[42:46] is just a kind of, you know,

[42:48] oh, I'm just going there for my freshman year

[42:50] and I'm transferring out.

[42:51] Michigan was one of the reasons

[42:53] why a lot of students stayed to take

[42:54] for their sophomore junior and senior year there.

[42:58] So, to me, yeah, I'm shocked and I'm glad

[43:04] that so many people had the positive experience

[43:06] of coming across here.

[43:11] Trustee Carfun?

[43:15] I definitely have to continue the trend.

[43:18] I also want to speak to the tremendous loss we felt this week with the passing of

[43:22] Mr. Feeper.

[43:23] I had her all four years of Central High.

[43:27] The first thing you noticed in her classroom is her just perfect handwriting as if it was

[43:32] typed out on a computer.

[43:34] The last thing you noticed leaving was I learned something new today.

[43:37] We like to talk about rigor here at the district office, but she for didn't just bring rigor into her classroom.

[43:44] She inspired students to rise to the challenge. She brought upper division science electives to central and they had weight lists.

[43:52] She also served as a advisor for the Interact Club, helping students complete tens of thousands of community service hours.

[43:59] The Zoology Club, which took a few days across the California Wilderness, and the GSA Club,

[44:05] providing a safe space for students, whether they were out or in the closet, years before

[44:10] this country would even acknowledge the full civil rights of LGBTQ Americans.

[44:14] He didn't just teach science, she made science fun, and it's as if Central had our own

[44:19] Bill Nye, right on here on campus.

[44:23] She was never the teacher, his health students and science wasn't for them, and she didn't

[44:27] get out handouts but she did believe in second chances and I was recipient of many of those

[44:34] second chances because I was not the best student.

[44:39] If it was not for her mentorship I would

[44:41] not have been accepted into a UC. I wouldn't have adopted my first cat which she had rescued

[44:47] off the central high barn and I would not be a trustee here today. So I know I'm just one of

[44:54] countless students whose life she changed for the better and my thoughts and prayers are with the

[44:59] Sheeper family.

[45:00] As thousands of community members, former students, friends, and central colleagues mourn with you.

[45:12] Yeah, just give me one second. Any other reports?

[45:17] Hearing them? Go ahead.

[45:19] I'd like to share one of my personal experiences with Ms. Schifra as well. I had Ms. Schifra last year, freshman year, as an accelerated biology student.

[45:31] She taught me everything that I had to know about Bile.

[45:36] I came into her class not knowing what I would end up learning and I found that she helped

[45:44] me develop my passion for biology and she helped me expand it.

[45:51] During our winter finals, I was stressed out because I wanted to have an A as my

[46:00] great ending this semester and I told Michie for that I really really wanted and I was like

[46:08] I need help she pushed me she like she helped me understand what hard work looks like and when I finally

[46:15] did I got that A she was really really proud of me and also as she was the interact advisor I would always

[46:25] her when we had meetings and my very first interact event was taking care of the plants and the

[46:34] plants outside of Garza. She always took care of them. I mean, if it was her responsibility or not,

[46:41] she really loved them and whenever we walk by those plants, I always think of Michie for because

[46:47] she really loved them and she took care of them. And walking into her classroom, you can also see a bunch

[46:52] and those all remind you.

[46:56] Thank you, Trustee, and Trustee's for sharing your experiences.

[47:01] Hearing no further reports from the board, we move on to comments from the public.

[47:05] We've allocated a maximum of 20 minutes to hear public comment on any items not currently on the agenda.

[47:14] Community members will receive up to three minutes to speak and address the board, depending on how many speakers we have.

[47:22] Clerk, how many speakers do we have for public comment?

[47:25] We have two cards of person.

[47:29] Do we have any other speakers wishing to address the board in person

[47:32] that have not submitted a card?

[47:34] Okay, so we have four speakers.

[47:36] Do we have any phone caller?

[47:38] So you will have three minutes to address the board.

[47:41] Clerk, if you can please call the first speaker.

[47:43] All right, first comment comes from Laura Bolton.

[47:58] Good evening.

[47:59] The first thing I'd like to say is that

[48:02] This is the first time that this change in board policy has caught me off guard not having the meeting start at 7 p.m.

[48:12] puts the community in limbo of having to sit around between 530 and potentially who knows when.

[48:20] Without being able to potentially use the restroom, go get food, get water.

[48:25] We don't have access to those things, right?

[48:27] So we're not going to feed the public while we wait while they're having to wait around.

[48:32] So that's not cool.

[48:33] And so I would petition that the board reconsider this so that we can have a consistent start to the open portion of the meeting.

[48:40] The public deserves that.

[48:42] And I kind of think it.

[48:43] Um, this is a massive some sort of violation.

[48:46] So, um, that being said, I didn't get my minutes.

[48:49] And so I'm going to do my best to condense as quickly as I can.

[48:53] I was going to give you a massive thank you, Dr. Marshall, it's a real quick one now.

[48:58] And Prop 3, I've got teams of people starting to head out to campuses this week.

[49:05] We could lose 67 million if it doesn't pass, that's specific to centrally unified.

[49:10] And we've requested that we'd like to partner with the district on the resolution for

[49:16] passing Prop 3.

[49:18] Concerning's expressed about the PD being at North Point Church have still yet to be fully addressed and some members are reporting that they are receiving unsolicited emails including me.

[49:31] Reses, break time has been restored to 15 minutes. However, concerns continue to come up about prep minutes potentially being encroached upon being used for lunch breaks for TK coverage because we don't have.

[49:46] our full day T.K. Aids. Some of these people are being asked to be out there up to 135 minutes daily.

[49:56] These are our EL teachers, reading lab teachers, teachers on special assignment, instructional coaches, counselors, psychologists, highly paid people are doing our duty.

[50:09] And then speaking of T.K., we had U.L. approve a recommendation by the district last year to cut T.K. eight hours from seven to half to five and a half, specifically and only to save money by not paying them health benefits, which kick in at six hours per day.

[50:25] They were never paid with COVID funds funding was not cut for T.K. from the state.

[50:30] This was a cash grab by the district on the backs of T.K. teachers, T.K.A.

[50:34] families of these aids who lost health insurance this school year and ultimately on the back

[50:38] backs of TK students our youngest learners three and four years old who are not all

[50:43] potty trained yet so our teachers are documenting the shortages and I am hearing whispers

[50:49] that some of them potentially may turn in the district like I mentioned last week last time.

[50:56] I did bring this up last year in emails I went back and looked and maybe I'll continue next week

[51:03] may be able to email this to you.

[51:05] Thank you.

[51:06] Thank you.

[51:07] Our next comment comes from Susan Kizada.

[51:15] I apologize I missed an answer last name.

[51:17] That's why Kizada, that was good.

[51:19] So good, I mean, trustees, the President, I'm just saying, yeah, and Dr. Marshall.

[51:26] So I'm here today to thank Dr. Marshall, okay?

[51:29] I want to thank you, we read the last board meeting.

[51:31] You have parents, teachers, some community members advocating for increasing the children's

[51:37] minute morning races to 15, the increase happened. So I want to thank you for that. I'm

[51:42] like we mentioned in the last time, although five minutes is not seem like much to an adult,

[51:47] but to a child and a teacher, those five minutes matter. Rises gets students time to move,

[51:52] socialize, reset, emotionally, and return to the classroom ready to learn. It also gives teachers

[51:57] a need a moment to regroup before welcoming students back into the classroom. Restoring the time

[52:03] supports both students and teacher well-being and helps create a healthier, more productive classroom.

[52:09] I appreciate that our concerns were heard and that action was taken so quickly.

[52:14] This decision shows parents that when we respectfully speak up for our children,

[52:19] district leadership is willing to listen and respond. Thank you, Dr. Marshall, for

[52:23] prioritizing the well-being of our students and teachers and for giving our children back

[52:28] your full recess time. Thank you.

[52:33] Thank you. President Korea, I don't have any other cars at this time, but I think we have another big Canadians.

[52:42] Thank you, Trustee Kyrphon. Good evening, Board Trustees. President Cario and district administration.

[52:49] I just want to take a moment to address the Board directly. The change in this Board policy obviously caught me off guard as well.

[52:55] I just want to say to the members that are on this board that when you all are here sitting

[53:02] as public servants, if I don't believe that it's okay for you guys to let the public know

[53:07] that the meeting starts at seven for public session and just start the meeting, honestly whenever

[53:12] you guys are done with closed session. So I just want to make that very known that I'm voicing

[53:18] this opinion onto your board that that you guys should have actually waited till seven for the

[53:24] public to start the public session, as this allows for those that are genderized on the

[53:30] agenda itself to actually talk. If, for instance, if the public comments were skipped during

[53:38] this time, then how would the public actually have the ability to address the board at

[53:43] this meeting? So that is honestly all I wanted to say today, instead of the public playing

[53:51] guessing game please just start public session on the time that you guys have allocated it for it.

[53:56] Thank you so much. Thank you.

[54:00] Do any comments from any telephonic colors? Okay. And I do just want to clarify that the

[54:07] agenda and I'll have to go back to our minutes because if it was agenda to say 7 p.m. that would

[54:14] be a brown act violation, the agenda provides that close session begins at 530 p.m. and open

[54:20] session begins immediately following close session. I understand historically we've

[54:25] started at 7 p.m. but I just want to point that out because the agenda clearly

[54:29] states that information. Without we move on to our consent agenda. Our consent agenda

[54:38] includes the adoption of resolution number 2526-06 proclaiming September 13th

[54:43] through the 19th of this year as National Arts and Education Week. We also have

[54:48] resolution number 2627-07, proclaiming September 13th through the 19th Suicide Prevention Week.

[54:57] And those are the two resolutions that we have.

[55:00] What are the wishes of the board of on our consent agenda?

[55:04] President Creole, before we make a motion on the item I just want to highlight, acknowledging

[55:11] Suicide Prevention, that this is a mental health crisis affecting so many people in our

[55:16] community, and we sometimes think of these students, and we should always, that's our first

[55:22] most, you know, responsibilities, trustees, but they're not the only people in our community

[55:27] that are going through tough times going through mental health challenges.

[55:30] I learned somewhat recently that we had a former theater teacher in central who passed away

[55:36] this year due to suicide, so we have to also check in on each other as adults on our colleagues

[55:41] in our staff, because you never know when something else could happen.

[55:47] Thank you, Trustee Carfon.

[55:50] Returning to the item at hand, what are the wishes of the board on the consent agenda?

[55:54] Motion approved.

[55:56] Thank you.

[55:58] Have a motion by Trustee Carfon is there a second.

[56:00] Second.

[56:02] Have a second by Trustee Kirk.

[56:04] We will now move to approve the consent agenda.

[56:07] We had a motion by Trustee Carfon and a second by Trustee Kirk.

[56:10] student trustee, how do you vote?

[56:14] So we're voting for the consent agenda you would now either say

[56:17] I oppose or you abstain from the vote.

[56:22] You're abstaining?

[56:36] Yeah. Yeah. And then the consent agenda

[56:38] is items M 1 through 6 on your agenda.

[56:46] Correct. So she is properly abstaining from this item. Good job.

[56:50] Thank you. The remainder of the board. All in favor please say aye. Aye. Any opposed? Any

[56:58] abstentions? Motion carries.

[57:02] We move on to our action items or first item as accept

[57:04] gifts to the district's assistance superintendent, Eckball. Good evening. We have one gift.

[57:10] Central High School received the donation of $20 seven cents from Ohio Pile Prince

[57:15] or the Associated Student Body Accounts. Administration is recommending the board except the gifts

[57:19] do the district. Thank you. Any comments or questions from the board beginning with our student

[57:28] trustee? Any one else? What are the wishes of the board? Motion except gifts. Second.

[57:35] Thank you. I have a motion to accept gifts by trustee to do in a second by vice president

[57:39] sellers.

[57:40] Student trustee.

[57:41] How do you vote?

[57:45] Board members.

[57:46] All in favor.

[57:46] Please say aye.

[57:47] Any opposed?

[57:49] Nay?

[57:49] Any abstentions?

[57:51] Motion carries unanimously?

[57:54] We move on to approve emergencies.

[57:56] Do you know?

[57:58] There we go.

[58:00] Approved the sale and disposal of surplus, obsolete, district property.

[58:05] This is in Superintendent Ekbal.

[58:06] You think again, attached is a list of item that will be surplus by the district, which means the items are unacceptable for use by the district.

[58:15] Administration is recommending the board to approve the sale and disposal of surplus obsolete district property.

[58:22] Thank you.

[58:22] Any questions or comments from the board beginning with our student trustee?

[58:29] Here we know comments or questions.

[58:30] What are the wishes of the board on this item?

[58:32] Motion to approve.

[58:33] Second.

[58:34] Thank you. I have a motion by Vice President Sellers, and I have a second by Tristie.

[58:39] So, do student Tristie, how do you vote?

[58:49] Board members, all in favor, please say aye.

[58:52] Any opposed? Any abstentions?

[58:55] Motion carries?

[59:01] We move on to item number three approved contracts for Renaissance programs.

[59:05] Director O.

[59:13] Good evening, Members of the Board.

[59:15] This item is a request for Board approval of the Renaissance Accelerated Reader

[59:19] contract for the 2627 school year for the participating elementary sites.

[59:25] Accelerator, reader, supplements, or core literacy instruction by supporting independent reading

[59:29] practice, checking student comprehension and providing teachers with progress data.

[59:35] The program's primary goal is to improve reading and vocabulary skills with our eye-ready

[59:39] and cast ELA as outcome measures through our academic return on investment process.

[59:45] The total cost for this is a little over 25,000 and it will be funded through our site Title 1 funds.

[59:53] Administration is recommending that the board approve this Renaissance Accelerator Reader contract for the 2627 school year.

[1:00:01] Two quick questions. How does this impact students and then is this returning contract? So is this a contract we've had before?

[1:00:09] Yes. This is a returning contract and accelerated reader promotes, promotes students to practice reading on their own.

[1:00:18] And so it's supplementary to our curriculum.

[1:00:22] Any questions or comments from the Board beginning with their sit-in trustee?

[1:00:26] Trustee Khrfon and the Vice President Sellers.

[1:00:28] Thank you. Now, we've had the accelerated reading program for probably like at least two decades, right?

[1:00:35] I don't know how long we've had the accelerator reader program because it was a program that started before my time here,

[1:00:42] but I do know that we've had it for a while.

[1:00:45] Okay. So I'm, if I remember correctly, I remember being able to participate in this program as a student.

[1:00:49] And yeah, it encourages students to read, encourages them to understand the comprehension,

[1:00:54] because when they're taking a test at the end this is all independent reading. It's in their

[1:00:58] free time. It's time that they're not scrolling through social media or looking at AI videos

[1:01:05] on YouTube as they're actually learning. So I think this program has been pretty beneficial for

[1:01:10] our students.

[1:01:12] Vice President Salars? Director, can you just provide a little more context of what

[1:01:17] title one funds are? Title one funds are federal, federal grant funds. It's to supplement our

[1:01:25] supplement our core programs, it's not in replacement of, but it's in addition to, so, for

[1:01:33] example, well, Title I funds are given for schools and districts that have a higher low-income

[1:01:39] percentage of students, and because I think our schools and school district, we have about 75-80

[1:01:47] percent low-income, we do get extra additional funds from the federal government. And like I said,

[1:01:52] sites can use this supplement, supplement their funds that we do give them out of our

[1:01:58] general fund, and they can use it for anything related to instruction.

[1:02:04] Thank you.

[1:02:05] Trustee Gert.

[1:02:06] Thank you.

[1:02:08] Director O, is it, is it the first time it's been offered at all of these school sites or it

[1:02:14] has been ongoing at all of these school sites?

[1:02:16] It has been ongoing. So every year we do ask sites if they want to continue and I believe

[1:02:22] all of these sites are renewing.

[1:02:25] Okay, I guess then my question is going to be that later on in the agenda we're looking

[1:02:30] at our student plans for student achievement, and so specifically as looking through some

[1:02:35] of the schools as I did tonight, I didn't see like mention of this type of thing, but there

[1:02:39] are schools like Howton, Kernie N, specifically Madison, who are having those lower points

[1:02:46] of success with their students in their reading, so would that need the place in that student

[1:02:51] plan that I would see the use of this type of support system?

[1:02:56] Or the school site plans, we can talk more about it when, during the information session.

[1:03:01] But the school site plans, some sites are a little bit more specific in the contracts they do get.

[1:03:07] Sometimes they will say reading programs or intervention programs and oftentimes contracts like this would fall under that umbrella.

[1:03:16] But yes, if they have, if they have a goal that specifies or calls out reading or reading intervention, this would be, this would be part of that.

[1:03:27] Okay. I think I'll save the rest of them for the information item. Thank you.

[1:03:32] Any other questions or comments?

[1:03:34] Okay. What are the wishes of the board on this item?

[1:03:39] Second.

[1:03:39] Thank you. I have a motion by Trustee Kirk. I have a second by Trustee Kerfon.

[1:03:45] Student Trustee, how do you vote?

[1:03:51] Board members, all in favor, please say aye. Aye. Aye. Any opposed? Any abstentions?

[1:03:56] Motion carries.

[1:03:59] Thank you. We move on to item number four.

[1:04:01] A proof at a state travel director English.

[1:04:10] Good evening. Once again, President Coderio.

[1:04:12] Members of the Board and Superintendent Dr. Marshall.

[1:04:14] Administration tonight is requesting approval for three staff members to attend the National

[1:04:20] News Literacy Conference held in Salt Lake City Utah from October 8th, October 10th.

[1:04:26] The National News Literacy Fellowship Project aims to build staff capacity to equip students

[1:04:31] with the skills to critically evaluate information, recognize misinformation, and to make

[1:04:37] informed decisions in an increasingly complex digital world.

[1:04:41] All of the associated expenses for this will be funded through a fellowship received by this cohort of educators who are attending and a administration as recommending that the Board approves this out of state travel request.

[1:04:57] Thank you, Director English. Any questions or comments from the Board beginning with our student trustee?

[1:05:03] Any other comments or questions?

[1:05:06] Hearing then, what are the wishes of the Board on this item?

[1:05:09] Motion to approve. Second.

[1:05:10] Okay, I heard a motion by Vice President Salars in a second by Vice by Trustee Khrfon.

[1:05:18] Student Trustee, how do you vote?

[1:05:23] You approve? Okay.

[1:05:24] Board members, I'll in favor, please say aye. Any opposed? Any abstentions?

[1:05:29] Motion carries unanimously. Thank you.

[1:05:32] And we move on to our final action item for tonight.

[1:05:35] Approve authorized signature and mailing permit.

[1:05:37] assistance superintendent backbone. This authorization allows account specialists to

[1:05:42] finalize and approve purchase order up to $8 dollars. It allows purchasing

[1:05:47] analysts to finalize and approve purchase order up to $499 and it allows

[1:05:53] purchasing manager to finalize and approve purchase order up to $25,000. Again,

[1:05:58] I like to clarify that this is an authorizing purchasing order. It does not

[1:06:03] involve payment or paying vendors. The payment process is overseen by a separate team within

[1:06:09] the fiscal team. Administrations are committing the board approved authorized signature permit.

[1:06:17] Thank you. Any questions or comments from the board?

[1:06:22] Okay. What are the wishes of the board on the side of them?

[1:06:25] Thank you. Have a motion by Trustee Kirk and I have a second by Vice President Sellers.

[1:06:30] Before I take a vote, this requires each board member to sign, so do not leave tonight until Anita has collected your signature.

[1:06:40] So on the matter of approval of authorized signature and mailing permits, do you have any vote?

[1:06:47] Board members, I'll in favor, please say aye.

[1:06:50] Any opposed? Any abstention? Motion carries with Trustee Curefun absent.

[1:06:59] We move on to our information items.

[1:07:00] Our first item is receiving information regarding modernization scope for the herndon bars to

[1:07:05] elementary school modernization project director Rodriguez good evening board president

[1:07:10] trustees and superintendent doctor marshal tonight administration's providing an

[1:07:15] informational update on the district's herndon bars to elementary school modernization

[1:07:20] project which will be presented by temple Anderson and more architects

[1:07:24] time for short. This item is for information only and no board.

[1:07:31] Requested this evening. At this time, I would like to invite Jared Romeras. He's a principal with a

[1:07:36] Tam Architects to walk the board through the presentation.

[1:07:42] We're going to need more of Minimers.

[1:07:46] Just click that.

[1:07:47] There we go.

[1:07:48] So, yeah, I want to give an update on our progress on the hernumbar sto modernization.

[1:07:55] On the second slide

[1:07:56] here, I just want to go over some scope elements. So, there's three kind of main

[1:08:01] folks in this, there's the modernization scope.

[1:08:05] On here, we have a number of buildings, building D, building E,

[1:08:09] building G, building K, building L, building M,

[1:08:12] which we'll fall under the neat, the modernization scope.

[1:08:15] And I have plans later, so we can see all those buildings.

[1:08:20] I have the, I think, six portables here.

[1:08:23] They're under modernization, but they're just being

[1:08:25] relocated on the campus and getting exterior painting.

[1:08:28] There's no other modernization work that's in there.

[1:08:32] In the modernization scope, these classrooms are going to get new tack board, new ceiling

[1:08:38] tiles, new carpet and base, new interior, paint, new case work, new audio visuals, new

[1:08:43] teaching walls, bringing those up to date with district standards and new lighting.

[1:08:50] Then we have remodel scope, we have remodel of the existing admin where we're going to add three classrooms to the existing admin while updating the administrative portion of the administration building.

[1:09:11] and remodeling the admin support spaces, and this will include getting new

[1:09:17] tech board, new ceiling tiles, new carpet and base, painting, new case work, and new

[1:09:21] lighting in that building. We have the remodel of the existing multi-purpose building

[1:09:27] that will be converted into a new library and a new student services, student support

[1:09:34] services space, and then overall we have exterior painting throughout the campus. Under

[1:09:43] new construction, which is the third part of this, the site is getting new power upgrades,

[1:09:51] so we need that includes a new main service to the site to bring it up to current standards,

[1:09:57] and new battery energy storage systems to store any renewable power that's generated on the site.

[1:10:07] The campus fire alarm system will be replaced and upgraded to current standards

[1:10:13] and campus wide audio visual upgrades, so the PA system and, like I mentioned before, the teaching walls will be upgraded throughout the site.

[1:10:22] There will be a new multi-purpose building, so cafeteria stage and area for the students to eat.

[1:10:32] And then we are also, I think when I was here last time, I believe February, we talked about the M&O portion of the site that's being relocated, so that's going to be converted into additional staff parking lot.

[1:10:46] I want to talk a little bit about elements that are not included in the scope.

[1:10:50] We don't have upgrades to any of the ball fields.

[1:10:55] There's no upgrades to playgrounds or site landscaping irrigation.

[1:11:03] Window replacements, HVAC upgrades, roofing replacements,

[1:11:09] or anything on the existing parking lots.

[1:11:15] And then the portables that we're relocating,

[1:11:18] we're not doing any interior finish or upgrades to those portables.

[1:11:25] So on the next slide here, I just want to walk you through.

[1:11:28] So this is the existing campus.

[1:11:31] What you kind of see in why is everything we're demoing.

[1:11:35] So at the north part of the campus, you'll see a little bit demo.

[1:11:38] That's where the portables are going to be relocated.

[1:11:41] I'll show you that in the next slide.

[1:11:42] A big portion of this is right there, kind of in the middle of the campus that red line.

[1:11:48] That's the existing building F, it's a five classroom building.

[1:11:51] That will be demolished and made room for the new multi-purpose building.

[1:11:57] And then you can kind of see the portables there on the south side.

[1:12:00] Those are the ones that are going to be relocated to north and then the maintenance and operations yard.

[1:12:05] and parking lot area there on the south of the site that will be where the new staff parking

[1:12:12] lot is located. So here is our remodeled site plan. So in yellow we have all the buildings

[1:12:22] that are getting modernized and those are the things that I talked about earlier, tack board,

[1:12:27] floor, base, painting, casework, lighting, and teaching walls. We have the portables and

[1:12:34] just to show that part of that modernization scope, but as I mentioned, those scopes are just

[1:12:39] relocating and exterior paint. In blue or the areas that need to be remodeled and the gray with

[1:12:46] the green, that is the new multi-purpose building.

[1:12:51] So I kind of want to show you, this is the existing

[1:12:53] building F, so you can see that there are five classrooms on this site that are going to be taken

[1:13:00] out of service because of the demolition for the new NPR.

[1:13:05] And part of the remodel scope is, how do we,

[1:13:09] how do we gain back those classrooms?

[1:13:12] So building A, the administration building,

[1:13:15] we are gaining back three classrooms in that space.

[1:13:20] And we're doing the remodel to the admin.

[1:13:24] And then I have put building C in here.

[1:13:27] We're adding two classrooms in that building, so we have a total of five classrooms, that's how we're reorganizing the site.

[1:13:37] And then we have the existing multi-purpose building cafeteria.

[1:13:41] Now that we're building a new multi-purpose cafeteria, what do we do with the existing one?

[1:13:46] The admin right now holds the student support services and the library.

[1:13:51] We are converting this building into a new library and student support services, which is the counseling center there with offices.

[1:13:58] for those folks that will psychologists, social workers, whatever the site needs for that.

[1:14:12] And then the next slide is the new multi-purpose building, so you can kind of get an idea

[1:14:19] of how the kitchens laid out, how the multi-purpose area and stage is laid out.

[1:14:25] And then the next slide is our schematic preliminary design of the exterior of the multi-purpose building.

[1:14:34] I think that's it. Any questions?

[1:14:38] Thank you.

[1:14:40] I am certain there are questions for comments.

[1:14:45] Student Trustee, any questions or comments?

[1:14:48] Okay. Vice President Salars?

[1:14:52] Thank you.

[1:14:53] I'd record, you know, when the last time Hernan Barsto was received any kind of modernization.

[1:15:00] Or new construction.

[1:15:03] I think the last work that was completed there was done by Fresno County Superintendent of Schools.

[1:15:11] They had a couple of portables that had some damage there about a few years back.

[1:15:17] That's what I can recollect in that project.

[1:15:20] They modernized or cleaned up a couple of restrooms that were by the admin.

[1:15:32] I think that work was done two or three years ago, and wasn't it to support the, the thinker, the, what I've, yeah, but they were running a program for, yeah, so I think that was two or three years ago.

[1:15:47] Yeah,

[1:15:50] with the, was there any obligations to the county with that construction or the

[1:15:56] least have to continue providing that space on this campus or leaving along those lines?

[1:16:02] Well those are two county owned buildings that they, that they currently, the own, we just

[1:16:07] got involved on the, on the restroom portions to help facilitate them to actually open

[1:16:16] you know, made them both unisex restrooms.

[1:16:20] That was the only involvement that our might department had.

[1:16:26] I think it's great that this is one of our older campuses that definitely needs to be modernized

[1:16:31] since it's been long overdue, that the community has been waiting for.

[1:16:36] One of the complaints I remember hearing was restrooms.

[1:16:39] Is that being addressed?

[1:16:41] Yeah, I'm sorry, I forgot to mention that in building in the existing multi-purpose building where the existing kitchen is, we are making that into two new student restrooms that we're adding fixture accounts for students there.

[1:16:57] Is there more restrooms for staff?

[1:17:00] I believe we're modernizing the staff restrooms in the admin and then we're adding staff restrooms in the new NPR.

[1:17:14] That's all my questions for now.

[1:17:17] Trustee Griffin?

[1:17:19] I'm not seeing a timeline on the attachments.

[1:17:23] You know, when instruction will start?

[1:17:28] Particularly the demolitions.

[1:17:32] We put forth an aggressive schedule to get this approved by the state.

[1:17:37] So I would believe our anticipate timeline for demolition to start would be at the after school kids are out.

[1:17:43] at the end of school year, 27.

[1:17:46] Okay, so when you say after school kids,

[1:17:48] after students are out, do you mean after 3 p.m.

[1:17:51] or girls summer?

[1:17:52] It's summer.

[1:17:54] Okay, thank you.

[1:17:55] As beginning of June, I don't can't remember

[1:17:58] exactly, June 5th, June 6th, somewhere around there.

[1:18:00] After the last day of school, we're hoping

[1:18:02] to have a contractor start on the demolition.

[1:18:05] Thank you, I just want to make sure

[1:18:06] that we are keeping that in mind when planning or scheduling

[1:18:10] because I mean, I hope we've learned from Justin Garza

[1:18:13] that it is not conducive to student focus when there is

[1:18:18] construction happening on site. It can be a safety hazard, as well as, you know,

[1:18:23] all the chemicals that can be flying around from demoing very old buildings.

[1:18:30] And yeah, just also, I guess, for admin, please make sure that if we, if it's

[1:18:35] happening to summer, that we have plans for the summer school, if we're

[1:18:47] Any other comments or questions?

[1:18:50] Trustee Herman Singh.

[1:18:56] So on page on the slide four on the remodel site plan, what is that?

[1:19:04] Most South Western area.

[1:19:08] That like a patch of grass that's going to be there.

[1:19:14] What is the top bottom left?

[1:19:16] The white.

[1:19:18] I think the white just indicates the existing

[1:19:21] I'm ball field that's out there or grass area.

[1:19:27] No scope of work out there.

[1:19:28] OK, no scope of work.

[1:19:31] And then for the new parking lot,

[1:19:34] that's going to be established on the south side,

[1:19:38] is that going to be covered by solar?

[1:19:40] Is that just kind of just there's no plans for that at this time?

[1:19:47] And additionally, is the construction

[1:19:49] of that new multi-use building going to be removing any trees?

[1:19:54] There are a number of trees. I have them kind of where we're

[1:19:57] replacing the portables. I think we're losing four trees where we're putting the

[1:20:00] multi-purpose building. We're losing two trees so a total of six trees but we're

[1:20:05] adding five back by the portable and adding six down by the NPR. Plus maybe a few more

[1:20:10] in the front of the building. Okay. Thank you.

[1:20:16] Any other questions or comments? I just have a couple. So I'm glad. Well, not glad because my first question is, do we know how old those portables are?

[1:20:31] They're

[1:20:32] Yeah, at least 30 or 40 years old. They're they're

[1:20:35] So as much as I hate portables, I understand them all. So do we need to do any upgrades to those portables?

[1:20:42] I know you mentioned you're relocating. Yes, okay. I thought you meant building at those ones

[1:20:49] I don't think those have been there.

[1:20:50] Well, we're removing building AF.

[1:20:52] Yeah, we're, sorry, that was my confusion there.

[1:20:55] Yeah, no, no.

[1:20:56] No, the, the four were moving.

[1:20:57] I wonder what 2020?

[1:21:00] We did those a long time ago, I think about 20 years, so yeah.

[1:21:05] Okay.

[1:21:05] And what are their conditions?

[1:21:06] So I know you mentioned that we're doing just the exterior paint on them.

[1:21:10] I don't think we're doing any updates in, in the interior.

[1:21:15] No, so when they get moved, most likely, you know,

[1:21:18] the wood foundations and all of that stuff will obviously be brand new.

[1:21:26] They would have to put those new substrates on.

[1:21:30] It's, yeah, this really nothing that we do in some of those portables other than

[1:21:36] MOT does go in there and I think periodically changed the carpets in those portables.

[1:21:43] But so I guess my bigger question is are they in a condition that they can be relocated and we're still going to get how many more years out of them?

[1:21:54] They're in fair condition when they get moved.

[1:21:58] We'll evaluate them. I know they a couple of them have new HVACs on to them.

[1:22:04] So it's an ongoing thing that our MOT department is pretty much on top of it.

[1:22:09] they don't look antiquated, but they are, you know, but they don't look at that. They're a good shape.

[1:22:16] Okay, from the interior. Okay.

[1:22:21] And then, yeah, to the point of the Atreck, I think we replaced that at least in the last five years,

[1:22:27] that was one of the projects, which takes me to the...

[1:22:30] P.A. system. Was this one of the campuses that we didn't update? I thought we just redid the P.A. systems in all of our campuses.

[1:22:39] I don't think this one was supposed to do that.

[1:22:42] And it was because of this modernization. So P.A. Fire alarm is going to get updated.

[1:22:49] And I think my recollection about the needs of this campus in addition to the restroom issues and parking has been that there is a large number of students and we need more classroom.

[1:23:02] so I'm glad we are not losing any classrooms, but was there any discussion about expanding and adding

[1:23:09] more classrooms because despite the fact that a portion of this board redistrict and went through

[1:23:18] all that pain, I believe we still have a large number of students going to that campus and I keep

[1:23:24] looking at vice president sellers because he knows those numbers better than I do. So I'm concerned

[1:23:31] about, not hearing anything about expanding or adding any additional classrooms?

[1:23:37] There's one additional classroom because in that current area, and let me know if I

[1:23:44] can speak, but where the multipurpose is going, where they're demoing those row of classrooms,

[1:23:50] one of them is a teacher's lounge, so that teacher's lounge will be in the new multipurpose building.

[1:23:57] If you look at the highlighted kind of white area up at the north where those portables are going to relocate it, there's room for growth there.

[1:24:06] Okay.

[1:24:10] And then lastly, are the changes to the administrative building?

[1:24:16] Does that leave any deficiency there?

[1:24:20] I mean, are there, is there a need for more space for admin?

[1:24:25] I don't believe so I think we looked at that as, yeah, we've worked on this campus for 20

[1:24:33] plus more years with some of the portables in looking at this project specifically and I believe

[1:24:39] the admin is meeting the needs of what they need for their administration purposes.

[1:24:46] But I think adding the library and the support spaces in the old NPR, I think that's where we

[1:24:55] may have been deficient, but we're able to grab some of that space with the new NPR to create

[1:25:01] more offices there. Okay.

[1:25:07] And then my last question, can you just confirm that we actually spoke

[1:25:13] with the site administration and hopefully our area administrators as we're developing these plans

[1:25:18] so that they are meeting the needs of the campus? Yes, absolutely. I pulled a principle out of a

[1:25:23] classroom, he was teaching just to kind of get a couple, just to get a couple of approvals

[1:25:29] on some of this stuff.

[1:25:30] But I've been meeting with them on a routine basis.

[1:25:34] Just kind of keeping them updated, they're pretty excited about it, so.

[1:25:38] And so then the construction timeline is next summer.

[1:25:43] What are the next steps on this project?

[1:25:45] What can we expect next and when's the next check-in point with the board?

[1:25:50] But I could speak to that.

[1:25:54] So for us, like I said, aggressive schedule.

[1:25:56] So we're looking for having state approval,

[1:25:59] DSA approval into December 1st, part of January,

[1:26:03] and prepared to go out to bid shortly after that,

[1:26:08] maybe February, and be able to bring a contract to the board

[1:26:12] for approval prior to May, so that we can have contracts

[1:26:18] executed for June,

[1:26:22] so for us, I think that is our schedule.

[1:26:29] Any other specific details

[1:26:31] on the schedule that you were looking for?

[1:26:34] No, that answers my question. So I think Trustee Kirk and Trustee Sedu and Dr. Marshall,

[1:26:41] I would recommend that the next checkpoint, after the DSA, that there be an information

[1:26:46] item to update the board, notifying us that the DSA has been approved and even presenting

[1:26:51] a timeline, acknowledging that it's aggressive, and then the next steps for the bidding

[1:26:57] because the DSA approves December January, we go out to bid in February. I think it just

[1:27:03] would be helpful for the board to be aware of that. I think one of the things I want to bring

[1:27:07] into consideration is, when we demo the M&O building, it has to remove somewhere. So, if

[1:27:14] aggressive with this schedule, we might have a conflict. So one thing other things I want to

[1:27:19] bring is the eminobilding and warehouse that needs to be at least start building. So that's

[1:27:24] the other contract I don't bring in the other architect so that we can get a design for them

[1:27:28] and no, because if we demo that, there's no house for them. So it says it's going to be a juggling ball

[1:27:35] for me, so, but we're going to work on this, so. I think that was already resolved since it was

[1:27:40] mentioned during this presentation.

[1:27:44] We're well aware, I mean, I actually, I don't remember if trustee Kirk and trustee

[1:27:48] said do definitely not trustee, Herman Singh, we're already on the board, but that's been

[1:27:53] a discussion at least a year and a half or two years ago when we were initially looking

[1:27:56] at the facilities plan that the M&O is a problem.

[1:28:03] We're removing them, but we don't have anywhere for them to go.

[1:28:06] So, rest of luck to you all.

[1:28:09] And, Ed, Vice President Sellers?

[1:28:11] I just had one more question regarding the drawing here.

[1:28:15] For the office, I know the current existing layout is that parents and anyone entering campus

[1:28:21] has to bring in from the bell, so I'm going to come outside and open it up and they're

[1:28:26] not entering directly into the office.

[1:28:28] And the drawings here, are we adjusting that that there's now a door that feeds directly

[1:28:32] into the office before entering campus?

[1:28:34] It's really small, but I believe there is a door facing east there so that, because I think one of the things is also like single point of entry that we want to make sure that we take care of as part of this project.

[1:28:50] So, you know, being able to fence and have a secure access to the admin from the parking lot and then once they check in, being able to go out that door on the north into the campus.

[1:29:02] Okay, that's I'm looking at it here and I just wanted to make sure I was reading that correctly that that's going to be a door.

[1:29:09] Thank you.

[1:29:12] Thank you very much.

[1:29:18] Okay, we move on to item number two.

[1:29:20] Receive information regarding approval of 2627 school plans for student achievement.

[1:29:25] Dr. O.

[1:29:26] I've director O.

[1:29:30] All right.

[1:29:30] Good evening, members of the board.

[1:29:32] Tonight's item is information only and provides an update on our school plans for student achievement or

[1:29:40] school's primary site level plan for identifying student needs, establishing measurable

[1:29:45] goals and determining the actions and resources that will be used to improve student outcomes.

[1:29:51] Sites review academic attendance, behavior, EL and other relevant data to identify needs

[1:29:57] and performance gaps.

[1:30:00] Based on the analysis, schools develop goals, actions, services and expenditures that are aligned to those needs, and school site counselors are also responsible for reviewing and approving the SIPSA at the site level.

[1:30:13] At the district level, our state and federal programs team reviews each plan and support documentation to ensure that expenditures are appropriately connected to the identified student needs.

[1:30:24] So administration is requesting that this item returned to the board for approval at the next board meeting and I'll be happy to take any questions.

[1:30:33] Thank you, Director Roe.

[1:30:35] Trustee Kirk.

[1:30:37] Thank you very much.

[1:30:40] So as I look at this, I'm guessing my question is, I know we're tracking for expenditures to make sure the money has spent the way it's supposed to be spent.

[1:30:48] Yes.

[1:30:48] one funding. Is there an evaluation method to see as schools set these plans based on their data?

[1:30:56] What is the mechanism to see how these plans work is just the next plan? Or did I miss pages?

[1:31:03] Can you repeat that question? I'm not quite understanding. Are you asking about how we evaluate

[1:31:08] whether a CIPSA is successful? I guess probably, I just at the site level, at the very least,

[1:31:14] I'm reading through some of the plans and somehow they're wanting to do some of the things they're wanting to

[1:31:20] to try to use interventions to address like chronic absenteeism and there's things about what they're going to do about that.

[1:31:27] So is there a site evaluation at any point to see how these plans they came up with worked?

[1:31:34] Not officially. It's not as if we are grading the sites based on what their if their site plans are actually producing measurable outcomes.

[1:31:44] We do have informal conversations, I know that the area admin, for instance,

[1:31:49] they meet with the principal's regularly to go over their data.

[1:31:53] And my team also meets with the sites to review what the data is.

[1:31:58] For example, chronic absenteeism.

[1:32:00] We would review last year's sipsa, and then say,

[1:32:02] where are we right now at the site for their attendance?

[1:32:07] And so we don't have like a formal evaluation system.

[1:32:10] But as we rewrite the sipsa's year over year,

[1:32:13] We do amend our goals and actions to account for changes.

[1:32:18] How does the LCAP and the climate survey come into play?

[1:32:24] Because I thought those were indirectly.

[1:32:26] I don't think we get another plan that then looks at each school.

[1:32:30] But I thought that those were kind of the ways that we measure.

[1:32:32] Yeah, let me explain.

[1:32:33] So the school site councils are responsible for evaluating data.

[1:32:37] And they have to show during their school site council meetings

[1:32:40] that they've kind of followed the progress of the previous sipsa, and then they have to make decisions

[1:32:46] and vote on the actions that they want to address for the next.

[1:32:50] So they have to show that whole data evaluation, and you'll see that, you'll see the metrics

[1:32:53] and the sipsa, which is why all that data is in there, but they can also pull in other like

[1:32:57] local data benchmarks, things like that, dig further as they go, but they're required to do

[1:33:03] least minimal in their minutes, acknowledgement of the data, analyze it, and talk about how the

[1:33:10] actions are affecting that.

[1:33:12] The LCAP is more of a district wide, and it's for different funds.

[1:33:17] So the LCAP is more of those supplemental concentration funds for the local control funding formula

[1:33:21] for those three unduplicated groups, whereas the SIPSA is more of the federal title funds,

[1:33:27] title one being like a wide swath of our population, and so they're allowed to use them

[1:33:32] school wide. This year they incorporated the Prop 28 because those funds were incorporated into

[1:33:40] their plan instead of doing a separate one. Next year, potentially there's another grant that's

[1:33:46] coming in that may end up being incorporated so you'll see actions related to those specific

[1:33:50] funds and their purposes and the actions on those have to be targeted towards whatever groups

[1:33:56] those are. Does that answer both questions?

[1:34:01] It clarifies. Okay.

[1:34:02] me. So this is really just a report of how the money is going to be spent to address the goals,

[1:34:07] not if the goals, if absenteeism goes down, or if ELA reading, passing the season on,

[1:34:14] those are reported in another report. So these, you'll see, and you should see reflections based

[1:34:21] on the last year's SIPSA and what kind of adjustments the school-site council wanted to make

[1:34:28] and why based on, there's an analysis in there where they have to look through those metrics

[1:34:32] and they have to kind of give some explanation of past and the evolution based on the data

[1:34:38] and what they're trying to accomplish.

[1:34:41] Okay.

[1:34:42] All right.

[1:34:42] Thank you.

[1:34:44] Thanks, President Salars.

[1:34:46] Building on that, are there opportunities for growth and improvement in how we kind of

[1:34:52] track and evaluate the effectiveness of our, whatever we're targeting, our goals are, whatever

[1:34:59] steps we're taking, is there a better way to, to track that?

[1:35:02] As far as Sipses?

[1:35:04] So the Sipses are required, literal format, and the school side

[1:35:08] councils are required to be the ones that aren't

[1:35:10] controlled of that, and so we do advisement, we do data,

[1:35:14] as you talked about, data chats, to help them digest that.

[1:35:17] But the school side council actually has a state-required

[1:35:21] constitution, how many teachers, how many parents,

[1:35:23] how many other, the principal, are all required,

[1:35:26] and they have to make the decision in order to legally spend those funds.

[1:35:31] So in my experience having been on schools, I counsels.

[1:35:34] They're not necessarily the most robust and informative groups kind of made up by the handful of parents that

[1:35:41] really wanted to be involved and.

[1:35:45] I've seen both. I've seen very, very active schools, I counsels.

[1:35:49] I'm very, very strong advocating schools, I counsels and I've seen some rubber stamps.

[1:35:53] So we really tried to encourage, and as a principle,

[1:35:57] trying to move one that was just there

[1:35:59] because they were the only parents I could get on there

[1:36:01] and trying to train them up to ask those questions.

[1:36:04] And look at that as part of the process.

[1:36:06] So is there, I guess if I understand this correctly,

[1:36:09] ultimately it is up to the school site

[1:36:11] and the school site council.

[1:36:13] But is there an opportunity for the district

[1:36:15] to provide oversight and guidance

[1:36:18] to the school site council's collectively that

[1:36:22] And it's more informative than, you know, here's the plan.

[1:36:26] We've got choice between A or B, which one do you want?

[1:36:29] And we're going to go with A.

[1:36:30] Yeah, we can't do that.

[1:36:32] What we are allowed to do is provide.

[1:36:34] We have to provide training at the beginning.

[1:36:36] We have to support and help them with the metrics and those kind of pieces.

[1:36:40] We on top of that go through and help fully with the analysis piece with the school leader.

[1:36:47] And on several occasions have attended in the past school site councils to advise to continue to

[1:36:53] answer their questions.

[1:36:55] Ultimately, the district's role is to review and make sure that the compliance is there,

[1:37:00] and that they've analyzed and done appropriate analysis and that this is what they're doing.

[1:37:05] On the flip side, though, our principals and our teams are accountable for improving those

[1:37:10] student results regardless of whether it's through the sipsa or through the other actions that they're doing.

[1:37:15] that are still that accountability for moving student achievement forward, which is what most of those funds are designed to do.

[1:37:21] Okay, I guess some of my concerns are, if my goal is to improve chronic absenteeism, and I'm going to...

[1:37:30] All these different steps that really didn't affect this at all, but just by a fluke, absenteeism improved, because whatever reason I've got a new batch of parents and new batch of kids coming in, how are we engaging and saying that the steps we took and invested in were effective?

[1:37:46] Or we should continue to invest those funds into that?

[1:37:49] That's a great question. We'd have to dive into something specific, only because, like graduation chronic absenteeism is one of those really complicated metrics to move.

[1:37:59] because there are so many reasons that students

[1:38:02] are absent or later missing class or some point.

[1:38:05] And so without knowing quite which ones you're talking

[1:38:08] out because there's different ways to measure different pieces.

[1:38:11] Ultimately, just like the LCAP,

[1:38:13] we have a package of things and a lot of these plans.

[1:38:15] And so it's hard to distinguish.

[1:38:17] Was it this section or this section that really made the big difference?

[1:38:20] They both were done together.

[1:38:22] Chronic Ops and Tism improved.

[1:38:26] That gets a little more tricky,

[1:38:27] especially when you're dealing with like a small community representative group like the

[1:38:31] school site council and and much further integrated analysis of data sometimes.

[1:38:39] So on some cases it's easy. On other ones it can be extremely complicated. We'll have to talk

[1:38:43] about it like a specific one. So in general, no there's not a way to evaluate what we're doing.

[1:38:52] Other than did chronic absenteeism improve and that was what you were saying you were doing

[1:38:55] target it. There isn't a really easy way to do that. Thank you.

[1:39:03] Any other questions or comments?

[1:39:06] Okay. This will return under action at our next board meeting.

[1:39:15] We move on to item number three

[1:39:16] receive information regarding 2526 on audited actual report, assistant superintendent,

[1:39:21] next ball. This is a placeholder and the next board meeting there will be presentation summarizing

[1:39:26] the financial activity for the fiscal year 2526. Thank you. Our next item is receive information

[1:39:33] regarding Resolution number 2627-08 to establish appropriations limit.

[1:39:40] I guess this is in superintendent.

[1:39:42] Again, this is a placeholder.

[1:39:43] Resolution will be presented in the next board meeting along with the unaudated action.

[1:39:53] And then our final information item for today is receive information regarding McKinley Elementary

[1:39:57] School kindergarten playground shade purchase, Director Rodriguez.

[1:40:01] Good evening again, Board President and Trustees and as Superintendent Dr. Marshall.

[1:40:07] For your information, tonight is the proposal from Park Planet Company to procure playgrounds

[1:40:12] shaded equipment for the McKimley, a modernization elementary school project.

[1:40:18] The playground equipment will be listed on our bid drawings as a owner furnished and

[1:40:24] contractor installed.

[1:40:26] The proposals through a nationally recognized cooperative purchasing contract that's available

[1:40:32] to local districts and public agencies administration has determined that this purchase

[1:40:38] is in the best interest of the district and is recommending that the deciding be placed

[1:40:42] on the September 8th, 2026 board agenda for action.

[1:40:46] I'll be happy to answer any questions you may have on this item.

[1:40:50] Thank you.

[1:40:51] Any questions or comments from the board?

[1:40:54] So this shade structure is for the playground we replaced last year.

[1:41:02] It's the kindergarten on that.

[1:41:05] Yeah, it doesn't look like it's been replaced recently.

[1:41:09] It's not one that we recently replaced.

[1:41:10] I vote no, I don't believe so.

[1:41:20] Okay.

[1:41:24] Any other questions?

[1:41:26] Can you double check and we'll have this item return under consent?

[1:41:30] I definitely will.

[1:41:32] Okay, thank you.

[1:41:36] That concludes our information items for tonight.

[1:41:40] Advanced planning, our schedule should be attached.

[1:41:45] You can take a look at our upcoming agendized items

[1:41:49] or anticipated items.

[1:41:51] Any additional information in closing comments from the board?

[1:41:55] Vice President Sellers?

[1:41:57] Thank you.

[1:41:58] One of the things I've heard here in the last week

[1:42:00] with the feedback to students and the yonder pouches

[1:42:03] is that most of them don't wear watches,

[1:42:05] and they were using their bones as a timekeeper.

[1:42:11] Is there any way that we can kind of get update

[1:42:14] on the clocks that are available at the facility,

[1:42:18] so students know how much time they have left,

[1:42:21] and or what options are with the bell schedules?

[1:42:24] I know that last year, I was told one of the sites had.

[1:42:28] Music that would play in the last 90 seconds

[1:42:30] before the bell would ring.

[1:42:32] that that's not an option any more or no longer there, just make sure that kids are actually

[1:42:37] in class one time.

[1:42:41] So on that same vein, if students are identifying these gaps, who should

[1:42:48] they be sharing them with? I mean, I love that they're sharing them with you, but I would like

[1:42:52] to expedite getting that information to administration and hopefully are principle so that we

[1:42:57] can probably respond more quickly rather than waiting to hear from us.

[1:43:03] I will be meeting with leaders via Zoom.

[1:43:06] However, I have promised our students when I went to their student body meetings last year

[1:43:10] that I would come back at the end of the first month to also see them and get feedback from them.

[1:43:15] I'll be making those rounds.

[1:43:17] So we can, can we make sure that we develop a system for them to be able to provide more immediate feedback

[1:43:22] Yeah, so that some of these issues can get addressed as quickly as possible.

[1:43:27] Yeah, I would definitely be through their site admin.

[1:43:29] Okay, I will email tomorrow.

[1:43:33] Thank you. Any.

[1:43:36] Okay, the last final comment I'll say about our, I know two people were upset.

[1:43:40] And I'm sure others were upset about starting early.

[1:43:43] We changed our start time for close session to 530 and we changed the 7pm commitment and an effort

[1:43:51] to get done quicker while earlier so that our student trustees are not here

[1:43:57] so late because our meetings tend to run as you notice our student

[1:44:02] trustees have left early and they tend to leave around 8.8.30 and so I know

[1:44:07] that it makes people uncomfortable I hate change as well but we're just trying to

[1:44:12] adjust to be as efficient as possible and so again we'll do our best but

[1:44:18] typically we conclude about 637 our close session and to the extent we can share information

[1:44:25] with other folks but I do want to remind you all that our agenda was properly noticed

[1:44:30] and we made that change over six months ago and this is the first time that we actually

[1:44:37] finished as early as we did so. I apologize that you are that some of you are upset about

[1:44:43] that but others are benefiting from it and it's 814. So our next meeting is scheduled

[1:44:49] for Tuesday, September 8th, 2026. We begin at 530 p.m. for closed session and immediately

[1:44:55] following for public session. We don't need to adjourn into closed session.

[1:45:00] And, or reconvene, what are the wishes of the Board on adjournment?

[1:45:04] I have a motion by Vice President Salars. I think I heard Trustee Carfun. All in favour, please say aye.

[1:45:10] Any opposed? Any abstentions? Motion carries. Thank you and good night.

Central Unified School Board 8-25-2026

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