Rachel Groft

Key discussions focused on the mandatory adoption of updated policies related to responses to immigration enforcement, which needed approval by March 1st to remain in compliance with recent state law changes affecting both students and employees. The Board ratified the issuance and cancellation of temporary certificates for personnel between November 2025 and January 2026. Additionally, the Board acted on delegate assembly ballots for the 2026 election for County Delegate Region 10 and Sub Region 10B, including casting votes for specific nominees. The Board also proclaimed March 2026 as Arts Education Month to encourage activities celebrating the arts, including dance, media arts, music, theater, and visual arts, highlighting the value of arts in student development. Finally, there was discussion regarding the resolution to recognize March 31st as Caesar Chavez Day of Service and Learning.

The agenda for the meeting included opening ceremonies, adoption of the agenda, and consideration of findings related to the ongoing declared state of emergency due to COVID-19 and recommendations for social distancing measures from the County of Fresno Department of Public Health. Information reports were scheduled on CTEC operations and the Community Advisory Committee Representative for the Fresno County Superintendent of Schools Charter SELPA. Action items included the consideration and potential approval of the 2022-23 CTEC High School First Interim Financial Report. Board Member Activities sections covered requests and approval of travel expenses, receipt of correspondence, and general comments.

The 2023-24 Local Control and Accountability Plan for Career Technical Education Charter School- Fresno Coe outlines strategic initiatives to enhance student outcomes. The plan focuses on four main goals: providing a rigorous academic program with industry-relevant career technical education, maintaining A-G eligibility, and offering dual enrollment opportunities; creating a safe educational environment that supports the academic and personal development of all students; developing a comprehensive CTE program with well-rounded industry experiences and skill development; and implementing a multi-tiered system of supports to ensure all students, especially high-needs students, have access to tailored instruction.

This ESSER III Expenditure Plan outlines how Career Technical Education Charter School-Fresno COE will utilize federal funds to address the multifaceted impacts of the COVID-19 pandemic on its students. The plan focuses on three key areas: ensuring continuous and safe in-person learning, addressing lost instructional time, and strategically deploying any remaining funds. Specific actions include facility improvements like replacing communal water fountains with refillable stations, alongside targeted professional development, staff collaboration, and direct student support to mitigate learning loss and mental health impacts. Academic and CTE intervention programs are also enhanced to support students struggling with opportunity and learning gaps. Community input significantly shaped the plan, which aims to create a safer, more supportive learning environment and to effectively address the academic, social, emotional, and mental health needs of all students, particularly those most impacted by the pandemic.

This Mid-cycle Visiting Committee Summary Report details the performance and strategic direction of Career Technical Education Charter High School (CTEC). Established in 2018, CTEC focuses on delivering career technical education through Advanced Manufacturing and Commercial Construction pathways. The report highlights significant academic achievements, including student outperformance in state ELA, Math, and Science assessments, high graduation rates, and success in students obtaining Associate's Degrees and entering post-secondary or workforce roles. Key initiatives include enhanced curriculum alignment, project-based learning, and strong industry partnerships. The report also identifies areas for continuous improvement, such as sustaining professional learning communities, expanding industry advisory committees, and increasing support staff to accommodate anticipated enrollment growth, all aimed at graduating self-aware, lifelong learners who can address skill gaps.