1920-06 Madera County and City of Madera Government:

Recommendations 10

• R1

  Page 100
  The MCGJ recommends that the Board of Supervisors immediately address, review,and curtailall abuses of power in the county workplace by working with the County Human Resources Director to ensure that adopted Policies and Procedure protocols are enforced.
• R2

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  The MCGJ recommends that the County Director of Human Resources immediately conduct compensation research and salary review forthe CAO position as it relates to counties and budgets similar in size to Madera County.
• R3

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  The MCGJ recommends that the Board of Supervisors immediately document and provide a rationale for the severance package and payout made to the CAO.
• R4

  Page 100
  The MCGJ recommends that immediately changes are made to Resolution No. 2019-128 “Policy and Guidelines on Discrimination and Harassment,” adopted by Madera County Board of Supervisors August 20, 2019, to enable employees to report issues to the Human Resources Department without fear of retribution or retaliation. PART II Coarsegold Rezoning: The complaints were failure by the BOS to listen to impacted constituents. SUMMARY: The Madera County Grand Jury (MCGJ) responded to complaints regarding the ongoing request to rezone a Coarsegold neighborhood from residential rural to light industrial. Residents of the area in question presented to the Board of Supervisors’ objections to this rezone, provided a signed petition by all neighbors and continue to oppose this rezoning. This issue has come before the Board of Supervisors and County Planning Department numerous times beginning in 2002 and continuing through 2018. BACKGROUND: Over the past 17 years, a property owner in the Meadow Springs Ranch neighborhood has repeatedly requested the rezoning of a30-acre parcel from Residential Mountain Single Family (RMS) to Industrial, Urban or Rural, Light LI. The request also includedan amendment to the General Plan and Coarsegold Area Plan designations from Rural Residential (RR) to Light Industrial (LI). The property is located on the West Side of Highway 41, between Veater Ranch Road and Stone Creek Drive. The parcel was split into two lots in 2014 (APN #054-090-095 and APN #095-090-096)and is surrounded entirely by residential homes. A petition signed on June 12, 2018 by 121 residents, has continually opposed the rezoning citing noise, traffic flow issues, and environmental impacts. Additionally, reviews completed and recommendations by the County Planning Department, Cal Trans, and the Regional Water Control Board also recommended denial of this rezoning and filed a negative environmental impact report. This report addresses the ongoing requests and opposition presented to the Board of Supervisors by the various agencies and concerned property owners.
• R5

  Page 104
  TheMCGJ recommends that immediately the City of Madera and the County of Madera entertain the financial investment interests of private entities. 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116
• R6
  The MCGJ recommends thatthe MCDC continue their work in providing open communication to the MCGJ. 20 21 22 JUVENILE DETENTION CENTER SUMMARY: Madera County Grand Jury visited the Madera County Juvenile Detention Center (MCJDC) on October 2, 2019.The visit included observing the interior and exterior of the facility. Access was provided to all requested locations. OVERVIEW: This facility is for juvenile residents. TheMadera County Juvenile Hall is a medium to low- security detention center that is operated locally by the Juvenile Justice Department and holds youth awaiting the determination of punishment for the crimes of which they are accused. Most of the adolescents are detained for less than two years. The Probation Department is also responsible for operation and administration of the Juvenile Hall. Juvenile Hall is a place of detention for juvenile offenders taken into custody within the provisions of Section 602 of the Juvenile Court Law. These young people are detained for their protection or the protection of the community pending and/or serving final disposition of their cases. Programs include temporary detention pending court disposition, holding for other agencies, and varying lengths of residential care. Treatment programs include full-time school within the Juvenile Hall for continuation of education.
• R7
  The MCGJ recommends that, by the beginning of fiscal year 21-22, additional bus routes be added for Fairmead, LaVina, Berenda, Raymond, North Fork, and Eastern Madera County.
• R8
  The MCGJ recommends that, by the beginning of fiscal year 21-22, a concerted effort be made by SSTAC to recruit volunteers to serveon the SSTAC committee.
• R9
  The MCGJ recommends that, by the beginning of fiscal year 21-22, the annual $500,000 savings be utilized to increase transit service routes in outlying areas; Eastern Madera County, La Vina, Fairmead, Berenda, Raymond, and North Fork.
• R10
  The MCGJ recommends that, by the beginning of fiscal year 21-22, theCounty Public Works Department proactively seek additional funding, either through grants or minimal fare increases, to brand themselves and actively market their services to improve community outreach and increase ridership. 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 1920-03 At Promise Student Opportunities In Madera County SUMMARY: The Madera County Grand Jury (MCGJ) investigated programs and facilities which support “At- Risk” youth. The essential question the MCGJ considered is, what does the education system within the County of Madera do with ‘at-risk youth’ to prevent them from becoming adults with similar problems? What preventative educational programs and training do the districts within Madera County provide to school-aged students who need additional help to prepare to navigate the adult world. The base concern being students becoming homeless or incarcerated adults. The MCGJ reviewed each school district throughout Madera County and how their programs fit to serve the needs of the student. The first problem the MCGJ encountered was a misunderstanding in terminology. At the outset of the investigation, the MCGJ was referring to the student population under consideration as “At-Risk Youth.” The term “at-risk” had been used to describe students coming from precarious situations or circumstances that increase their chances of academic failure. The term was often used to refer to those from disadvantaged backgrounds, which can include those in low-income communities, English learners, and children in foster care, among others. However, the MCGJ was quickly and politely corrected that the current term is “At-Promise Youth.” In October of 2019, the California Governor, through Assembly Bill No. 413, officially changed the term from “At-Risk Youth” to “At-Promise Youth.” The reasoning behind this name change was to create a more positive, “promising” image of students. BACKGROUND: Dr. David Satcher, director of the Centers for Disease Control and Prevention stated, If you can give young people a reason to believe that they can change their future, then it is much easier to deal with violence and substance abuse and teenage pregnancy…” According to Dr. Satcher, violence, substance abuse, and teenage pregnancy are not the problem but the symptoms of a lack of hope in the future, when young people don’t have any hope for the future, they’ll do anything. For students who are at-promise, their key to success in high school lies in convincing them that a satisfying futureis within their reach by showing them how education relates to their future goals. For the mainstream student in any school, the valued outcome from the school’s perspective is to have as many students graduate as possible and to go on to college. However, for many of the students, their immediate concern is to make money. Students may not want to pursue an academic college education but may wish to pursue a career technical education. Those who do not expect to attend college, however, are often confused as to why they should care about getting a good grade in English, or even finishing high school at all. Students focused on making money have limited their concerns to skill oriented education. Student who don’t see a connection between high school and future success are doomed to spend their school years in a ‘neutral position.’ The way to turn on turned-off students is to help them 62 understand the role of high school achievement in reaching their goals in life as well as in education and employment. In the wake of significant concern and frustration surrounding current public-school systems, forms of alternative education continue to thrive. Many parents are dissatisfied with the quality and focus of the education their children receive in the public-school system. Others may have religious or political reasons to seek alternative schools. Others simply believe their students are unsafe in the public-school system and seek out alternative, nontraditional schools. Students themselves may find that the traditional forms of teaching and learning do not fit their needs. Types of Non-traditional Schools: The Education Code, sections 58500-58512, provides that school districts may establish and maintain alternative schools and programs of choice. The premise behind alternative schools of choice is that “one size doesn’t fit all.” In other words, not all students will thrive or reach their full potential in the traditional comprehensive school. The following is a list of the different types of alternative educational programs available throughout California including Madera County. Alternative-Non-traditional Schools: a form of alternative education with non-traditional methods. Non-traditional schools base their curriculum and methods on individual philosophies of education. Non-traditional schools often teach in radically different manners, sometimes not using grades, or typical teaching strategies such as lesson plans, rubrics, worksheets, and standard type tests. The purpose of alternative schools and programs of choice is to provide different means of achieving grade-level standards and meeting students' needs. Alternative Schools and Programs of Choice are voluntary for districts, teachers, students, and their parents/guardians/caregivers. These schools and programs are often characterized by responsiveness to learning and instructional style differences and small unit size. The effective use of such instructional strategies as independent study, community-based education, focused or thematic education, and flexible scheduling increases attendance and improves performance. Independent Schools: a form of alternative education, often referred to as “independent” schools, are often more traditional in their methods. Students often work at their own pace with standard curriculum and teacher resources. Often times, independent schools provided students an opportunity to catch up on missing credits. Charter Schools: a form of alternative education which is publicly funded but have more freedom and choice in policies and curriculum. In return for academic freedom, charter schools are required to produce better results than the public-school system. Continuation High Schools: Continuation high school is primarily for students who are considered at risk for not graduating at the normal pace. Continuation education provides a high school diploma program that meets the needs of students of ages 16 to 18 who have not graduated from high school, are not exempt from compulsory school attendance, and are deemed at risk of not completing their education. Students enrolled in continuation education programs 63 often are behind in high school credits. They may need a flexible educational environment because they are employed or fulfilling family obligations. Minimum attendance in the program is 15 hours per week or 180 minutes daily. Community Day Schools: Community day schools are schools for students who have been expelled from school or who have had problems with attendance or behavior. They are run by school districts. These schools serve troubled students in many ways. They offer challenging classes and teach important skills. They have counselors and other professionals who assist students. The California Department of Education is involved in the funding and management of community day schools.