William S. Hart Union High School District

The Commission received reports from the Personnel Director and reviewed the monthly budget and classified recruitment status. Action was taken to ratify eligibility lists for various roles including Behavior Intervention Assistants, Campus Supervisor, Instructional Assistants, Lead Registered Behavior Technicians, and Student Body Account Technicians. The commission also held a first reading for a merit rule update on examinations and discussed items for future consideration. Additionally, a motion was approved to reschedule the upcoming April meeting.

The meeting included a report from the Personnel Director, a review of the monthly budget, and an update on classified recruitment and staffing statistics. Key action items involved the ratification of various eligibility lists for positions such as Behavior Intervention Assistant, Campus Supervisor, and School Occupational Therapist. Discussion items addressed the development of the Personnel Commission budget for the upcoming year and the proposal of a tentative meeting calendar for the 2026-2027 cycle.

The meeting included an information session on Castaic Area enrollment projections, a bond update, and the review of Measure SA expenditure reports. Additionally, the committee scheduled meetings for 2012 and reviewed various school construction project updates, including Castaic High School, Hart High School Phase II, Sierra Vista Junior High School Phase II, Placerita Junior High School Phase II, and the auditoriums for Canyon High and Saugus High Schools.

The board meeting agenda included reports from member school districts covering updates, challenges, celebrations, and legislative and advocacy efforts. The meeting also featured a public interest segment regarding the California School Boards Association and a review of agenda items for upcoming board meetings.

This document outlines the William S. Hart Union High School District's comprehensive Learning Continuity and Attendance Plan for the 2020-2021 school year in response to the COVID-19 pandemic. The plan focuses on ensuring continuity of instruction through various models (distance, blended, in-person), implementing robust health and safety protocols, addressing student learning loss, and providing extensive support for pupils with unique needs, including English learners, students with disabilities, foster youth, and those experiencing homelessness. Key priorities also include promoting mental health and social-emotional well-being for all stakeholders, ensuring equitable access to devices and internet connectivity, providing school nutrition, and fostering strong pupil and family engagement through tiered re-engagement strategies. The plan emphasizes continuous professional development for staff to adapt to new instructional environments and refined roles.