Kristin Edmiaston

The agenda includes reports from the classified employees representative, the Personnel Commission, and the Associate Superintendent for Human Resources and Staff Development. Key items for consideration involve the certification of eligibility lists for various roles including Account Clerk II, Culinarian, and Supervisor of Food and Nutrition Services. Furthermore, the commission will address departmental hiring authority for unfilled eligibility lists and review new job descriptions for the Facilities and Events Assistant and Technology Services Technician I positions.

The Board discussed various informational presentations, including student support services and community partnerships. Action items included the approval of graduation diplomas, the adoption of resolutions regarding the Day of the Teacher and Classified School Employee Week, and the designation of certain properties as exempt surplus land for investment purposes. The Board also reviewed the Williams Act Uniform Quarterly Report and received reports from the Superintendent and members of the Board of Trustees.

The Governing Board reviewed and adopted the annual and five-year accounting of development fees for the 2019-2020 fiscal year, specifically concerning the Capital Facilities Fund. The Board confirmed that the fees are being utilized to finance the construction or reconstruction of school facilities, such as portable classrooms at Highland Elementary, to address overcrowding. The Board further authorized the Superintendent to take necessary actions to implement this resolution and reviewed financial statements, including fund revenues, interest, and expenditures.

This Learning Recovery Plan outlines how the Special Education Local Plan Area (SELPA) and its member Local Educational Agencies (LEAs) will address learning recovery for students with disabilities impacted by COVID-19 school disruptions. The plan focuses on increasing academic achievement through direct services to remediate identified learning gaps, professional development for educators in inclusive practices like Co-teaching and Universal Design for Learning (UDL), and providing additional support in ELA & Math. It details proposed expenditures, eligible activities, and aims to serve students with disabilities by addressing their academic, social-emotional, and behavioral needs.

This document is a template for the California Community Schools Partnership Program (CCSPP) Implementation Plan, designed to guide local education agencies and school sites in adopting a "whole-child" approach. It outlines four pillars of community schools (Integrated Student Supports, Family and Community Engagement, Collaborative Leadership, and Extended Learning Time) and five capacity-building strategies. The plan emphasizes fostering equity-driven, asset-building school transformation through collaborative practices, addressing student needs, enhancing family engagement, and ensuring long-term sustainability. Specific priorities for Highland Elementary School include reducing chronic absenteeism, increasing student attendance, and boosting family/community engagement.