Stanislaus County 2022-2023 Grand Jury Final Report

Conclusions 211

• CL1 Page 59
  Connecting the homeless community to a network of providers;
• CL2 Page 59
  Prevention - Health care services, which include mental health, substance abuse treatment, and public health (infectious disease control); public assistance programs such as: cal Fresh (EBT, food assistance), calWORKs (cash assistance and job training), cash Assistance Program for Immigrants, Medi-cal, and General Relief (cash assistance);
• CL3 Page 59
  Outreach - Link to Services, Housing, Treatment, Basic Skills, and Job Training;
• CL4 Page 59
  Shelter - Funding and referrals to emergency and transitional shelters; and
• CL5 Page 59
  Housing - Housing Choice Vouchers, and Supportive Housing. Finding 3: Efforts to better coordinate the system of care are underway. These include the Stanislaus Homeless Alliance at the policy level, and the Homeless Management Information System at the operational level. Response: The respondent partially disagrees with this finding. CSA partially disagrees with this finding because missing from this finding is the Stanislaus Continuum of care (CoC). The CoC oversees funding from the federal level through the Housing and Urban Development Department (HUD). The Coe also consists of service providers to the homeless, cities, and people with lived experience who coordinate activities across the county. I would define this as the "operational level". The purpose of the Stanislaus Homeless Alliance (SHA) is to promote alignment of homelessness services, planning and funding among stakeholders in Stanislaus County. The SHA consists of city and county leaders along with leaders in the housing field working to end homelessness. They operate in an advisory capacity with no oversight of funding. Page 3 Director of the Stanislaus CSA's Response to FY 21/22 Stanislaus County Civil Grand Jury Report August 24, 2022 The Department of Housing and Urban Development mandated that each continuum of care operating in the United States should implement and maintain an HMIS that met its specific qualifications. Homeless Management Information Systems is the software that helps collect, organize, and utilize private, sensitive, and confidential information of local homeless populations. The information that is collected by an HMIS helps to provide an accurate count of the homeless population, track the patterns of services used, as well as the locations of populations and services. This data is used to evaluate the effectiveness of services and to analyze where funding would be most appropriate. This data is also very useful for HUD's reporting to Congress. A project that has been developed in the past year is Geographic Information System (GIS) technology to collect real-time information for people experiencing homelessness. This will track locations, and showcases the data on a user-friendly dashboard in real-time. This will allow outreach workers to collect data required by the federal funding sources on smartphones, iPads, and laptops. Finding 4: Since over half of the homeless each year are in the care system for the first time, efforts to prevent homelessness have not been successful enough. Without greater prevention success, homelessness cannot be reduced. Response: The respondent agrees with the finding. CSA can prioritize preventive funding, such as Housing Support Program, that needs to be implemented by the year 2024; however, preventive funding is limited and restrictive. More data analysis around prevention strategies needs to be completed as well. Finding 5: Despite enormous funding for homeless programs, and despite the fact that there are many individual successes, overall the system to date has not reduced homelessness. Response: The respondent partially disagrees. As stated earlier, this is challenging and perplexing work as we continue to work on finding solutions to homelessness. CSA partially disagrees with this finding as housing options and services have increased over the past three years due to County Departments and Cities investing in these areas. At the same time, home rental and purchase prices have drastically increased along with other impacts beyond our control. In addition, there are different data tools that measure the number of homeless people in the community. Depending on the varied tool that is cited, it can give a different picture. For example, the Point-In-Time Count showed a drastic decrease if 2022 was compared to 2021. If that was the only tool used then one would think that homeless is decreasing, but if another tool was used, it could show an increase. Overall, the system would be worse off had CSA, CSOC, SHA and other partners not provided emergency relief and housing to those most vulnerable. During the past two years, CSA has been instrumental with motel placements for those that are homeless and ill. During the last several years, the addition of the low barrier shelter, Empire Winter Shelter, the Family Housing Facility and the Kansas House were a life saver to many homeless individuals and families. The housing market for those that can afford a home is in short supply, let alone for the homeless population. Fair Market Rent (FMR) for Modesto, which applies to almost the entire Stanislaus County region, including Turlock is considered to be very high. More expensive than 93% of other FMR areas nationally. It is higher than 50% of the FMR regions in the State. This is according to the last Census and RentData.Org. In addition, consistent data collection and reporting would provide a better measurement of how Stanislaus community is doing. There are also other strategies, such as CalAIM, that are being implemented in the very new future that can affect in a positive way the unhoused population. Page 4 Director of the Stanislaus CSA's Response to FY 21/22 Stanislaus County Civil Grand Jury Report August 24, 2022 Finding 6: There is insufficient accountability for the effective use of homeless funds. While many agencies are accountable to their funding sources, primary responsibility for measuring accountability and effectiveness rests with the Community Services Agency, the Community System of Care, and the Stanislaus Homeless Alliance. Response: The respondent partially disagrees with insufficient accountability. CSA partially disagrees with this statement because we can only be accountable for the programs and funds we oversee. CSA does not have authority over other county departments, cities, COC, or SHA to determine how they spend their funds and what accountability measures they put in place. CSA is also responsible to the State of california and Federal Government in implemented rules and regulations within funding sources, which does include outcome measures. For example, the most recent round of Homeless Housing, Assistance and Prevention (HHAP) funding required regular reporting on outcome measures in seven areas to evaluate if circumstances are improving for homeless recipients in Stanislaus County. CSA collects the data in HMIS and relies on the homeless service providers to input information. Not all service providers are mandated to input data unless they receive federal funding from HUD or the State of california. CSA has future plans to share data, primarily through data dashboards, to improve transparency and communication with the public. CSA also collects performance data from their contractors and evaluates the outcomes. Response to Recommendations
• CL6 Page 97
  Surplus Properties: In compliance with the Surplus Lands Act, the City is currently compiling an inventory of all city owned surplus properties. Staff has begun reviewing the inventory of city owned surplus property. Currently, six properties were identified as surplus for affordable housing projects. Staff is working closely with the Housing Authority and local affordable housing developers to complete the scope of work and move forward with these projects. a. The City of Modesto is facilitating the Housing Authority's property acquisition efforts of a portion of a property located at 1500 Robertson Road Modesto CA, which is currently owned by the Tuolumne River Regional Park Joint Powers Authority (composed of the Cities of Ceres, Modesto, and County of Stanislaus). The Housing Authority plans to build 92 affordable housing units and related improvements on approximately 4 acres of land. The project, by the name of Parque Rio, will provide much needed housing for low-income families (70 units) and seniors (22 units). b. The City partnered with EAH Housing for the planning and development of Archway Commons Phase II, a 74-unit multi-family affordable housing project. This site was previously owned by the City and has been transferred to EAH Housing for this housing development. In PY 2019, the City and EAH Housing were successfully awarded a $14,276,157 Affordable Housing and Sustainable Communities grant from the State of California for this project and successfully closed during the PY 2020. The total project cost is $32,842,807 with a leverage amount of $31,442,807. This project has estimated completion date of first quarter 2023.
• CL7 Page 97
  CFF Exemptions: The current CFF Policies and Procedures provide, with respect to very low-and low-income housing exemptions, the total number of housing exemptions granted are not to exceed two percent (2%) of the cumulative total CFF program housing units. The CFF Policies and Procedures also allow a Community Housing and Development Organization (CHOO) to submit an application and request CFF be waived on new affordable units for households earning sixty (60%) or less of the Area Median Income. Since 1989, a total of 15,689 residential building permits have been issued, of which 811 were granted CFF exemptions.
• CL8 Page 97
  Accessory Dwelling Unit Ordinance: In 2020, the City has made amendments to its Municipal Code regarding accessory dwelling units, accessory buildings, and second story units. These amendments allowed the City to align with the state law. This will allow individuals to generate income or house family members that should increase affordable units, decrease the number of unhoused or underhoused individuals, and allow homeowners to increase personal revenue. The City is also partnering with other jurisdictions to develop preapproved plans that can be used by individuals looking to building accessory dwelling units, which will make development of such unis cheapter and quicker.
• CL9 Page 97
  SB2 Housing Plan: In 2019 the City of Modesto applied for and was awarded $625,000 in State of California SB2 Planning Grants Program (PGP). The PGP is intended for the preparation, adoption, and implementation of plans that streamline housing approvals and accelerate housing production. Grant Funds will be partially used for the development of a Housing Plan to establish a vision for the future of Modesto's residential neighborhoods and development #8 .. activity and to identify ways to realize that vision. Throughout 2021 Opticos and City Planning conducted a series of education and stakeholder sessions to develop the Housing Plan. This Housing Plan will cover the following areas and is proposed to be adopted by Council in October 2022: a. Locate and Analyze Opportunity Sites: Conduct an extensive feasibility analysis of opportunity sites feasible for housing development. b. Review and Analyze Infrastructure and Services: For select opportunity sites, conduct an assessment current street, utilities, water, sanitation, gas, electric, telecommunications, transit, and stormwater to identify appropriate growth and potential expansion to facilitate housing. c. Performance Standards and Density Considerations: Analyze the current regulatory structure and zoning standards to identify opportunities for improvement and streamlining the production and delivery of housing at all scales. d. Pro-housing Policies: Assess the City's existing housing policies as well as the State of California's pro-housing policy goals, including new and foreseeable legislation, for applicability to Modesto and recommend policies and programs that can be including in the Housing Plan and Housing Element. e. Barriers to Affordable Housing: Analyze barriers to affordable housing in Modesto including governmental constraints, non-governmental constraints, and environmental constraints to inform the most effective and appropriate policies to reduce constraints and facilitate housing production. f. Facilitate Housing Development: Address barriers identified in the City's entitlement procedures and recommend improvements in workflow and the application process. This component of the plan will develop easy to use, graphically attractive application packets.
• CL10 Page 177
  Career Technical Education Pathway Completion.
• CL11 Page 177
  Grade 11 Sma1ter Balanced Summative Assessments in ELA and mathematics.
• CL12 Page 177
  Advanced Placement Exams.
• CL13 Page 177
  International Baccalaureate Exams.
• CL14 Page 177
  College Credit Course (formerly called Dual Enrollment) F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: SCOE agrees with this finding. (Penal Code§ 903.05(a)(l)). Explanation: The same rationale applies as referenced in Finding# 12 above. Based on table 5, SCOE agrees with this finding, however lower scores are due to student fluctuation, lower enrollment, and students coming to SCOE alt. ed. sites as credit deficient. College and career readiness rates are lower because students need to meet set criteria to be college and career ready. Many students do not stay enrolled in SCOE alt. ed. programs for more than one year, which makes it challenging to meet this set criteria. Below are delineated the criteria for being college and career ready. SCOE alternative education sites have significant challenges meeting this criterion due to fluctuating student enro 11m ent over the course of the year. A small population of students attend SCOE alternative education sites for 2 years, as mentioned above.
• CL15 Page 177
  Grade 11 Smarter Balanced Summative Assessments in ELA and mathematics.
• CL16 Page 178
  College Credit Course (fonnerly called Dual Enrollment) F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: SCOE agrees with this finding (Penal Code§ 903.0S(a)(l)). Explanation: It is essential to continue to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Since 2018, SCOE has added the following programs and student resources listed below. SCOE will continue to build on CTE programs and student opportunities. The addition of these programs and opportunities demonstrates that SCOE continues to increase avenues for students to gain CTE skills that will help them succeed in life. *Career Inspiration Center *A pprenticeship Expo *Small Engines at PACE *VCHS robotics *Ag Safe Forklift trainings *Summer Career Inspiration Center Bootcamp *Gateway to Gallo Program *www .stancareerpath.com *MJC Career Pathway Day *MJC Summer CTE Pathway Program *Career Navigator Site Support *Dual Enrollment CTE Opportunities *Destination Medicine *Floriculture@ Juvenile Hall *Culinary Arts at Juvenile Hall *Performing Arts at VCHS
• CL17 Page 197
  Introduction to Agricultural Mechanics
• CL18 Page 197
  Intermediate Agricultural Mechanics
• CL19 Page 197
  Advanced Agricultural Mechanics
• CL20 Page 197
  Agricultural Leadership
• CL21 Page 197
  Introduction to Animal Agriculture
• CL22 Page 197
  Introduction to Veterinary Science
• CL23 Page 197
  Advanced Animal Science
• CL24 Page 197
  Advanced Veterinary Science
• CL25 Page 197
  Advanced Digital Photo Graphics
• CL26 Page 197
  Production Innovation Design - Introduction to Manufacturing and Product Development
• CL27 Page 197
  Production Innovation Design II
• CL28 Page 197
  Advanced Machine and Forming Technologies III
• CL29 Page 197
  Advanced Machine and Forming Technologies IV
• CL30 Page 197
  Advanced Machine and Engineering Technologies IV
• CL31 Page 197
  Advanced Police Procedures Central Valley High School currently offers the following CTE courses:
• CL32 Page 197
  Introduction to Power Mechanics
• CL33 Page 197
  Agricultural Biology
• CL34 Page 197
  Agricultural and Soil Chemistry
• CL35 Page 197
  Agriculture Systems Management 2 005408.0010438 394883.1
• CL36 Page 198
  Introduction to Agriculture
• CL37 Page 198
  Agriculture Leadership
• CL38 Page 198
  Introduction to Floriculture
• CL39 Page 198
  Advanced Floriculture
• CL40 Page 198
  Introduction to Plant Production and Greenhouse Management
• CL41 Page 198
  Plant Production - Agricultural Landscaping
• CL42 Page 198
  Computer Programming
• CL43 Page 198
  Introduction to Engineering - Robotics I
• CL44 Page 198
  Principles of Engineering - Robotics II
• CL45 Page 198
  Advanced Video Production
• CL46 Page 198
  Advanced Police Procedures The generally stated position within this finding that CTE course offerings do not thoroughly cover all 15 industry groups within the County is one that would likely require further study by the State of California. It may be necessary for such a research question to include a specific definition of what it means to thoroughly cover all industry groups, and would also require an assessment of the feasibility of comprehensive high schools within the State of California offering thorough coverage of all 15 industries, however that may be defined. Currently, the District is committed to offering a robust program of CTE courses that are offered to all students, including English learners. The District's current CTE offerings to all students provide depth and cover a broad range of industry groups. F2. Continuation high schools' access to CTE programs is very limited. Response: The District, responding with regard to access to CTE programs at District continuation high schools, disagrees partially with this finding to the extent that we do not believe that access to these programs is "very" limited. (Penal Code§ 933.05(a)(2).) Explanation: Argus and Endeavor High Schools are small continuation high schools within the District. Attendance at these schools is optional, and consistent with the purpose of continuation high schools, these schools are focused on credit recovery in core classes. 3 005408.0010438 394883.1 As such, there are a limited number of elective options overall for students to choose from. However, as of the 2022-2023 school year, Argus High School offers Video Production and Graphic Arts CTE courses to students on campus. Endeavor High provides an online instructional model for credit recovery, which provides access to some CTE courses. Students at both District continuation high schools also have the option to attend CTE courses at the comprehensive high schools, although increased promotion of these opportunities could be helpful. Relative to the size of the schools and their primary purpose of credit recovery in core classes, the CTE options offered at the continuation high schools are necessarily limited, but not "very" limited as stated in the finding, and students from those schools are able to participate in the CTE programs at the comprehensive high schools. F3. Master schedule conflicts limit English learner participation in CTE programs because required EL classes, graduation classes, and CTE classes are frequently offered at the same time. Response: The District disagrees with this finding. (Penal Code§ 933.05(a)(2).) Explanation: Although English learners are in many cases required by the State of California to take specific language acquisition classes in high school, they are still able to participate in any CTE program at the high schools. Master schedules include a multitude of courses that are offered at the same time. If ELD course offerings were not required, or other required courses were reduced, there would be fewer scheduling conflicts for any students, all of whom must take required courses. This general concept applies to both English learners and English-only students. The master scheduling process is designed to provide the maximum amount of course access possible for all students, including English learners. Students are able to request the courses they want to take through the balloting process, and Learning Directors at the schools help students design their schedules every year. Many core courses are being offered during Zero Period, and these offerings are rapidly expanding in the District. Offering core courses during Zero Period reduces scheduling conflicts for all students, including English learners. Zero Period offerings for 2022-23 have more than tripled over the 2021-22 school year. It is also important to understand that the District's CTE courses are offered throughout all periods of the school day, so English learners' required ELD courses do not preclude or overly-limit English learners' opportunity to participate in CTE. For these reasons, the District disagrees in part that the master schedule itself substantially limits the ability of English learners to schedule and take CTE courses during their high school career as the scheduling process prioritizes student choice. However, it is true that increasing the number of total CTE courses offered and/or continuing to maintain a greater number of core courses taught in Zero Period or spread out across the schedule could reduce scheduling conflicts for all students, including English learners. F4. Promotion by districts of available CTE transportation is lacking. Response: The District disagrees with this finding. (Penal Code§ 933.05(a)(2).) 4 005408.0010438 394883.1
• CL47 Page 200
  CTE Program teachers and students visit all District junior high sites and present information about specific CTE programs.
• CL48 Page 200
  Eighth graders visit each comprehensive high school campus and, during the tour, students visit the various CTE programs, labs, and workshops and see first-hand the types of projects CTE students create and participate in.
• CL49 Page 200
  CTE programs are promoted each semester through fall and spring presentations to the student body and to other schools.
• CL50 Page 200
  All students ballot for classes in early spring. Prior to balloting, CTE teachers promote their classes through classroom visits ( e.g. Advanced course teachers visit 5 005408.00 I 0438 394883.1 the Intro courses and discuss with students the benefits of continuing to the Advanced class.)
• CL51 Page 201
  CTE programs are promoted by the CTE Youth Advisors and Learning Directors during one-on-one meetings with students.
• CL52 Page 201
  When students develop their "Four Year Plan" (their overall scheduling plan for their high school career), Learning Directors discuss with students the benefits of CTE courses and pathway completion.
• CL53 Page 201
  Each CTE Program is also featured through a dedicated website, in which student work, activities, awards, recognitions, events, and so much more, are highlighted. Information videos of each program are also available for viewing. These websites are linked to the District's main website, on which a translation feature is offered for persons using the site.
• CL54 Page 201
  English Leamer Development/A cademic Language Development class students receive a personalized balloting presentation from the English Leamer Learning Director to review elective CTE course options and to address any questions. Students also receive a personalized presentation in the fall that reviews all elective course options.
• CL55 Page 201
  Argus and Endeavor High School Learning Directors also meet one-on-one with each student at the continuation high schools to create a plan for high school graduation, including a review of CTE course options on the Argus/Endeavor campus, as well as CTE course options available to Argus and Endeavor students on the comprehensive high school campuses.
• CL56 Page 201
  Programs are promoted to parents as well through print and digital media, at Open House events, through site communication tools, at CTE-specific informational sessions and events, and at various meetings at the school site throughout the year. As this finding relates to the possibility of increasing CTE access overall for continuation high school students, any increase in courses would be promoted as those changes occur. FS. More support is needed for English learners and continuation high school students, to improve access and promote equity ofC TE pathways. This support can take manyf orms, including education for parents and students on the value of CTE. Response: The District disagrees with this finding. (Penal Code§ 933.05(a)(2).) Explanation: The District provides extensive supports for English learners and continuation high school students to participate in CTE pathways within the District. These opportunities are also promoted at all high school sites. Supports provided by the District include, but are not limited to:
• CL57 Page 201
  Integrated ELD professional development for CTE teachers and access by teachers to instructional coaches to develop strategies to support EL learners.
• CL58 Page 201
  Learning Director focused specifically on EL students, building schedules and providing supports for individual EL needs.
• CL59 Page 201
  Paraprofessionals to support EL achievement in a variety of courses.
• CL60 Page 201
  Access to tutoring, teacher office hours, etc. for all classes, including CTE. 6 005408.0010438 394883.1 The District continuously monitors students' needs and means of supporting student success, including for English learners and continuation high school students enrolled in CTE programs. FINDINGS Participation F9. English learner enrollment in CTE varies considerably by district and school. Response: The District partially disagrees with this finding. (Penal Code § 933.05(a)(2).) Explanation: With regard to the District, English Learner enrollment in CTE courses can vary, but not considerably. In Table 2 of the report, a 6% difference exists in the total percentage of students enrolled in CTE courses at Ceres and Central Valley high schools in the 2019-20 school year, while the difference in English learner CTE participation between the two schools is 10%. These participation rates by all students and English learners will vary in any given year based on student choice. It will however continue to be a District goal to close any sustained enrollment gap that exists with regard to CTE enrollment by English learners. FINDINGS Achievement FlO. The CTE completion rate/or English learners is low. Response: The District agrees with this finding. (Penal Code§ 933.0S(a)(l).) Explanation: Table 3 of the Report shows the percentage of completers in 2019-20 was 11 % (CHS) and 9% (CVHS) respectively for all students. The completion rates for English learners that year was 9% and 5% respectively. Many English Learners are re-designated English Fluent Proficient by their senior year, in many cases the year in which CTE Completion status would be earned. This change in' status necessarily results in fewer current EL students appearing as CTE Completers because the re-designated English Fluent Proficient students are no longer reflected as English learner completers. As stated, the District agrees that the English learner completion rate is lower than that of the All Other Completers group for the 2019-20 school year. The District is striving for higher CTE pathway completion rates for both English learners and all other students. Fll. The graduation rate/or continuation high school students varies dramatically by school, and the graduation rates are significantly lower than for comprehensive high schools. Response: The District agrees with this finding. (Penal Code § 933.0S(a)(l).) Explanation: The graduation rate for District continuation high school students in the 2019-20 school year was lower than for comprehensive high school students. The graduation rate for continuation high school students did however increase in the 2021-22 school year as compared to 2019-20 from 65% to 68% at Argus and there was a substantial increase from 51 % to 89 .3 % at Endeavor. Given the primary purpose of the continuation 7 005408.0010438 394883.1 high schools is credit recovery in core courses, in general the students who choose to attend continuation high school start significantly deficient in credits. It continues to be a District goal to support the students in these programs and continue increasing the graduation rates at our continuation high schools. F12. EL high school graduates who graduate have low "college/career" scores. Response: The District agrees with this finding. (Penal Code § 933.05(a)(2).) Explanation: The EL college/career ready rates for the high schools as shown in Table 4 of the Report establish that the District's rates were the highest of all comparable schools in the County for the 2019-20 school year. With this said, the District has a goal of increasing the college/career ready rates of English learners and of all other students, and will continue to study and put actions in place to meet this goal. F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: The District agrees with this finding. (Penal Code§ 933.0S(a)(l).) F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: The District agrees with this finding. (Penal Code§ 933.0S(a)(l).) RESPONSES TO RECOMMENDATIONS
• CL61 Page 201
  Integrated ELD professional development for CTE teachers and access by CTE teachers to instructional coaches to develop strategies to support EL learners.
• CL62 Page 201
  Access to tutoring, teacher office hours, etc. for all classes, including CTE. The District continuously monitors students' needs and means of supporting student success, including for English learners and continuation high school students enrolled in CTE programs. R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: The recommendation requires further analysis. (Penal Code § 933.05(b)(3).) Explanation: While the District has already taken strides in this regard by substantially increasing Zero Period offerings to increase overall scheduling flexibility, the District agrees to review the options for increasing flexibility of class schedules for the 2023-24 school year, specifically with regard to English learner and continuation high school student access to CTE programs. This review will be completed in the next six-months. R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: This recommendation has been implemented. (Penal Code§ 933.0S(b)(l).) Explanation: Contrary to the information in Table 5 in the Report, both District continuation high schools offer CTE classes and offer all students the opportunity to participate in the CTE programs at the comprehensive high schools, as detailed in F2. The District will continue to monitor class offerings and CTE opportunities for students at the continuation high schools and expand those opportunities as necessary. RS. To promote access, equity, and participation, districts should promote CTE transportation options. Response: The recommendation has been implemented. (Penal Code§ 933.0S(b)(l).) 9 005408.0010438 394883.1
• CL63 Page 227
  j • 510 Keystone Boulevard > . Patterson, CA 95363 "b ~ ~ -c.O~ (209) 895-7700 Fax: (209) 892-5803 RECEIVED Veronica Miranda Assistant Superintendent, Educational Services SEP 1 5 tG22 BY: ______ September 13, 2022 Honorable Judge Robert B. Westbrook Presiding Judge of the Superior Court PO Box 3488 Modesto, CA 95353 RE: Grand Jury Report: "Career and Technical Education Programs for At-Risk Students": Case No. 22-15GJ' Dear Judge Westbrook: The Patterson Joint Unified School District ("District") has reviewed the Facts, Findings and
• CL64 Page 228
  English learners have access to CTE programs at our comprehensive Patterson High School (PHS).
• CL65 Page 228
  Paths offered include o Agriculture (cid:127) Intro to Ag Mechanics - Intermediate Agriculture - Advanced Agriculture (cid:127) Intro to Agriscience - Intermediate Agriscience - Advanced Agriscience (cid:127) Intermediate Ornamental - Advanced Ornamental o Arts (cid:127) Intro to Graphic Design o Business and Finance (cid:127) Intro to Business and Finance - Advanced Financial Services Business Accounting o Health Science and Medical Technology (cid:127) Intermediate Patient Care o Transportation (cid:127) Intermediate Operations - Advanced Operations "OUR SIVDENTS, OUR COMMUN/1Y, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 DISTRICT (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services (cid:127) Intro to Systems Diagnostics, Service, and Repair - Intermediate Systems Diagnostics, Service, and Repair
• CL66 Page 229
  All of our current CTE pathways are established based upon local labor market trends as requirements stipulated in Perkins V and CTE Incentive Grant. The majority of careers in the local labor market are logistics, commercial truck driving, agriculture, and healthcare. In order to best prepare students for high-skill, high-wage jobs upon graduation, we feel that targeting these in-demand occupations will best set our students up for post-secondary success. We continually assess the needs of the community as it continues to grow and have plans in the future to add a construction pathway and computer programming pathway. F2. Continuation high schools' access to CTE programs is very limited. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(1 ).) Explanation:
• CL67 Page 229
  Patterson Unified School District's (PJUSD) alternative high school students attend Del Puerto High School (DPHS). DPHS students have increasing access to CTE courses.
• CL68 Page 229
  DPHS also has a pathway dedicated to their students - Plant Nursery Management. This pathway is offered at DPHS with hands-on activities occurring on our school farm at Rising Sun Farm and Garden. Transportation to and from the Rising Sun campus is provided.
• CL69 Page 229
  DPHS students access the pathways delineated above based on interest as well as constraints within their individual pathway. Constraints include impacts of COVID on in-person instruction, credit deficiencies that may have triggered the student's transition to alternative education, focus on credit recovery and on courses required for graduation, and lowered overall credit requirement for graduation as compared to PHS, and student's motivation to graduate early. Master schedule offerings at DPHS are constrained by the allocation of staffing, with the focus on staffing core classes and credit recovery classes. "OUR STVDENTS, OUR COMMUNITY, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services
• CL70 Page 230
  The walking distance between PHS and DPHS allows access to CTE pathways for continuation high school students as long as counselors can work it out in their schedules F3. Master schedule conflicts limit English learner participation in CTE programs because required English Language Development classes, required grade level core course sections, and CTE classes are frequently offered at the same time. Response: The District partially disagrees with this finding. (Pen. Code, § 933.05(a)(2).) . Explanation:
• CL71 Page 230
  The District agrees that there is some overlap between CTE and ELD classes, but classes required for graduation are offered during all seven periods period at PHS. CTE classes are offered during all seven periods in the day and ELD classes are offered for six out of the seven periods in day, so there are multiple opportunities for ELD students to fit CTE classes into their schedule.
• CL72 Page 230
  A constraint for PJUSD students who are English learners (EL) is the number of electives that are available to them given the California Education Code requirement to provide a course of designated ELD instruction. Graduation requirements are the same for all students. Students who are English learners have one fewer opportunity each year to take CTE and elective courses overall because of this course requirement.
• CL73 Page 230
  Priority for student access to courses is given to high school graduation requirements.
• CL74 Page 230
  PHS and DPHS offer courses based on student requests. Efforts to increase EL student interest in CTE pathways are ongoing. At the same time, our master schedule reflects what students want and need and therefor elect to take. F4. Promotion by districts of available CTE transportation is lacking. Response: The District disagrees with this finding. (Pen. Code, § 933.05(a)(2).). "OUR STUDENTS, OUR COMMUNl7Y, OUR FUTURE" ,•.~ J• 510 Keystone Boulevard Patterson, CA 95363 DISTRICT (209) 895-7700 ~5-c,O~ Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services Explanation:
• CL75 Page 231
  PJUSD CTE courses are housed at Patterson High School, and Del Puerto High School is within walking distance. As a result, transportation to attend CTE courses is not an obstacle for high school students to take CTE courses. FS. Payment for out-of-pocket CTE expenses is a barrier to participation for some students. Response: The District partially disagrees with this finding. (Pen. Code, § 933.05(a)(2).). Explanation: The District believes that although out-of-pocket CTE expenses could be a barrier to participation for some students this has not been an issue at Patterson Unified School District.
• CL76 Page 231
  CTE courses provide needed materials for many CTE courses and PJUSD seeks funding through grant programs, donations, and partnerships with non-profit organizations and community partners. In some cases alternative projects are available at low to no cost for students.
• CL77 Page 231
  Participation in CTSO activities is encouraged as a meaningful, hands-on application of classroom instruction. Through numerous funding sources, the CTE department recognizes that after-school events could be expensive. We make every effort to assist the student with these potential expenses by paying for any student event registrations, travel, lodging, and meals while participating in CTSO activities. The only costs students incur with these activities would be food outside of the per diem rate and souvenirs they wish to purchase. F6. Access to technology, particularly learning applications are not always provided in alternate languages creating a barrier to participation. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(1 ).) "OUR SIVDENTS, OUR COMMUNITY, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 DISTRICT (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services Explanation:
• CL78 Page 232
  Technology tools that assist PJUSD language learners to access learning applications that do not provide alternative languages include Google Translate Chrome extension which can translate a web page or other text, and the Google Translate app which translates text from an image or print material. F7. Promotion of CTE programs for English learners and continuation high school students is inadequate. Response: The District agrees with this finding. (Pen. Code,§ 933.05(a)(1).) Explanation:
• CL79 Page 232
  PHS students select courses, including CTE program courses, from a ballot in the spring. PHS students access CTE classes based on interests and availability of courses that do not conflict with the grade level core classes offered. These selections include all grade-level appropriate CTE courses.
• CL80 Page 232
  We recognize that the promotion and marketing of our CTE program courses have been lacking in the past. This year we have hired a consulting firm, TFS Results, under the direction of Mark Perna, to help us better market our pathways to students, parents, and community stakeholders.
• CL81 Page 232
  With this partnership, we will be constructing Career Trees as a visual representation of the types of employment opportunities available to students who complete various levels of our courses within the larger CTE Pathways
• CL82 Page 232
  Now that the threat of COVID has minimized and we can accommodate more people on campus, we are pursuing an annual open house event designed to highlight our programs to community stakeholders, parents, future students, and business partners. This will enable us to demonstrate our unique programs and skill attainment to the community in order to better market our pathways. F8. More support is needed for English learners and continuation high school students, to improve access and promote equity of CTE pathways. This support can take many forms, including education for parents and students on the value of CTE. "OUR SIVDENTS, OUR COMMUNITY, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209)892-5803 Veronica Miranda Assistant Superintendent, Educational Services Response: The District agrees with this finding. (Pen. Code,§ 933.05(a)(1).) Explanation:
• CL83 Page 233
  PJUSD has provided family information nights and worked on increasing the promotion of CTE pathways. We will also be creating a CTE taskforce in order to promote college and career with an emphasis of CTE. This taskforce will be relocking at promoting at all levels and with all our educational partners.
• CL84 Page 233
  An addition to our CTE Program last year the District formed a partnership with the Stanislaus Office of Education for the Career Inspiration Center. This partnership allows students, regardless of language proficiency, to participate, via field trips, in one-day, hands-on, career-oriented activities on subjects such as technology, healthcare, and agriculture. These field trips are open to all ?-12th grade students within our district. FINDINGS Participation F9. English learner enrollment in CTE varies considerably by district and school. Response: The District disagrees with this finding. (Pen. Code, § 933.05(a)(2).). Explanation:
• CL85 Page 233
  The District is unaware of CTE varying between schools in other districts, but PJUSD boasts a single comprehensive high school and a single continuation high school, so there is no variation by school. FINDINGS Achievement F10. The CTE completion rate for English learners is low. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(1 ).) "OUR SIVDENTS, OUR COMMUNl1Y, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 DISTRICT (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services Explanation:
• CL86 Page 234
  Completion rates for students who are English learners (EL) are affected by student success in attaining reclassification as fluent English proficient (RFEP) students. Students who participated in a pathway while designated EL are, in some cases, redesignated prior to completion of the pathway. In those cases, they are not counted among the EL CTE completers. F11. The graduation rate for continuation high school students varies dramatically by school, and the graduation rates are significantly lower than for comprehensive high schools. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(2).). Explanation:
• CL87 Page 234
  The District is unaware of the graduation rate for other continuation high schools, but although the District graduation rates for continuation high students is lower than at PHS, it is not significantly lower. F12. EL high school graduates who graduate have low "college/career" scores. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(1 ).) F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: The District partially disagrees with this finding. (Pen. Code, § 933.05(a)(2).). "OUR STUDENTS, OUR COMMUNI1Y, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services Explanation:
• CL88 Page 234
  The District is unaware of the graduation rate for other continuation high schools, but PJUSD boasts a single continuation high school, so within the District there is no variation by school. The District agrees that the percent not "college/career ready" is significantly low. F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: The District agrees with this finding. (Pen. Code, § 933.05(a)(1 ).) Explanation:
• CL89 Page 235
  PUJSD's graduation rate overall and for students who are English learners, as referenced above, demonstrates our students' success in skill attainment.
• CL90 Page 235
  PHS offers dual enrollment options for all students and is pursuing industry certifications with an eye to increasing the number of students who successfully meet College and Career Readiness (CCR). RESPONSE TO RECOMMENDATIONS
• CL91 Page 235
  DPHS now offers access to the CTE courses at PHS on an individual basis with emphasis on those course students are interested in for post-secondary employment or trade school.
• CL92 Page 235
  Utilizing career and technical education counselor. "OUR STUDENTS, OUR COMMUN/1Y, OUR FU1VRE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services
• CL93 Page 236
  The District is forming a CTE taskforce to strategize how we better promote and offer pathways and bridge the gap to all our underserved populations R2. Districts should develop strategies to support English learners and continuation high school students who enroll in CTE programs. Among possible strategies would be providing interpreters for both students and their families. Additionally, districts should evaluate incorporating English as a second language teachers into CTE. Response: The recommendation has not been implemented, but will be developed during the 2022-2023 school year and implemented in the 2023-2024 school year. (Pen. Code,§ 933.05{b){2).) R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: The recommendation has not been implemented, but will be developed during the 2022-2023 school year and implemented in the 2023-2024 school year. The District's master schedule currently allows access to both graduation requirements and CTE participation. (Pen. Code,§ 933.05{b){2).) R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: This recommendation has been implemented by the District. (Pen. Code, § 933.05(b)(l).)
• CL94 Page 236
  PJUSD incorporates CTE access to DPHS students in 2022-23 and will increase access over subsequent years. RS. To promote access, equity, and participation, districts should promote CTE transportation options. "OUR SIVDENTS, OUR COMMUNITY, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services Response: This recommendation has been implemented at PWSD. (Pen. Code,§ 933.05(b)(l).)
• CL95 Page 237
  PJUSD's single comprehensive and continuation high school allow full access to students at both sites due to the walking distance. R6. To promote access, equity, and participation, districts should provide for out-of-pocket expenses for CTE enrollees in their 2022-2023 budgets. Response: The recommendation requires further analysis. (Pen. Code,§ 933.05(b)(3).)
• CL96 Page 237
  By December 31, 2022, PJUSD will evaluate and determine if there is any evidence that CTE students are in fact paying out of pocket expenses for CTE enrollment and programs and determine which of these costs PJUSD is required by law to pay, if the District isn't already paying these expenses, and which of these expenses PJUSD will provide even if it is not legally required to do so. The District is unaware of any facts or claims supporting a finding that the District is not now complying with the Free Schools Guarantee provided by California law. R7. By December 31, 2022, all districts should develop a plan to provide CTE learning applications that reflect the diversity of their population. Response: The recommendation has not been implemented, but will be developed during the 2022-2023 school year and implemented in the 2023-2024 school year. (Pen. Code,§ 933.05(b)(2).) The District's master schedule currently allows access to both graduation requirements and CTE participation.
• CL97 Page 237
  PJUSD works to hire and retain highly qualified CTE instructors who reflect the diversity of our student population.
• CL98 Page 237
  A CTE taskforce will be informed by Oct. 2022 to develop and implement such a plan "OUR STUDENTS, OUR COMMUNl1Y, OUR FUTURE" 510 Keystone Boulevard Patterson, CA 95363 (209) 895-7700 Fax: (209) 892-5803 Veronica Miranda Assistant Superintendent, Educational Services
• CL99 Page 252
  CTE Pathways and course offerings for each site are promoted at Freshman Orientation in the Spring, prior to eighth grade students requesting courses for their ninth-grade year. Counselors also provide presentations in eighth grade classrooms covering all core requirements as well as information on CTE course offerings, photos, and videos created by various programs.
• CL100 Page 252
  Agriculture teachers visit the junior high schools to promote their programs and allow students a chance to ask questions during Ag Day in the Spring.
• CL101 Page 252
  Ballot Days are run at each site to allow for CTE teachers to promote their own programs and provide visuals that describe their pathway and benefits of their courses. 005408.0010438 400063.1
• CL102 Page 253
  TUSD graduation requirements; freshmen must take a semester-long course (i.e., College and Career Seminar) that promotes the various CTE courses and pathways offered in TUSD.
• CL103 Page 253
  At both high schools, a designated period of College and Career Seminar with a paraprofessional works with English Language Development students to provide additional guidance in career exploration.
• CL104 Page 253
  College/Career counselors and a grant-funded Career Navigator position provide small group workshops throughout the school year to inform students of career opportunities that CTE course offerings support.
• CL105 Page 253
  CTE programs are promoted through Board Presentations, social media posts, and the TUSD CTE Website. All TUSD websites have translation services for more than one hundred languages.
• CL106 Page 253
  Counselors meet with each student every year and review their Four-year Academic Plan. CTE course offerings are reviewed and discussed with students to determine which courses may be appropriate to meet their post-secondary goals. However, it is agreed that additional promotion focused specifically on English learners, their parents, and continuation high school students has potential to increase opportunities for these underrepresented student populations and should be addressed. F8. More support is needed for English learners and continuation high school students, to improve access and promote equity of CTE pathways. This support can take many forms, including education for parents and students on the value of CTE. Response: Turlock Unified School District agrees with the finding. (Pen. Code, § 933.05(a)(1 )). Explanation: While access is available to all students, there are areas for growth to promote and educate English learner community members on the value of CTE and all options provided by TUSD. However, supports are currently in place for English learners to be successful in their CTE courses such as:
• CL107 Page 253
  Assignment of a designated period of College and Career Seminar with a paraprofessional who works with English Language Development students, providing additional guidance in career exploration.
• CL108 Page 253
  Translation tools available on all district website pages, including the TUSD Career Technical Education page.
• CL109 Page 253
  Grant funded paraprofessionals strategically placed in select CTE courses to support English learners and other special populations of students. 005408 0010438 400063.1
• CL110 Page 256
  Per TUSD graduation requirements, freshmen must take a semester-long course (i.e., College and Career Seminar) that promotes the various CTE courses and pathways offered in TUSD.
• CL111 Page 257
  Specific CTE courses are strategically staffed with paraprofessionals at each site to support English learners and students with special needs.
• CL112 Page 257
  TUSD utilizes the English learner platform, Ellevation. The platform allows all teachers to identify English learners on their rosters to make reclassification recommendations, track and monitor their progress, and support English learners by having access to instructional activities and lessons.
• CL113 Page 257
  Through the Professional Learning Community model, CTE collaborative teams use weekly collaboration time to identify students not meeting proficiency and work together to employ interventions for those identified students, including English learners.
• CL114 Page 257
  Translation services are made available to all parents and students during parent information events and forums. I
• CL115 Page 257
  Turlock High School employs an EL counselor to support all English learners to ensure success in all programs.
• CL116 Page 257
  Pitman High School has an intervention period embedded in the master schedule where newcomer and ELD students can access supports from their CTE teachers as well as the English as a second language (ESL) teacher and paraprofessional. While strategies are already in place to support English learners and continuation high school students who enroll in CTE courses, it is recognized that this is an ongoing process of improvement. TUSD will develop a task force in the Fall 2022 to evaluate current strategies, as 005408.00 I 0438 400063.1 well as identify areas for improvement to reach all students. Strategies will include, but are not limited to the following:
• CL117 Page 258
  Organizing professional development for CTE teachers specifically focused on ELD teaching strategies.
• CL118 Page 258
  Work closely with the District's English learner Task Force to incorporate the CTE programs into ongoing EL initiatives, practices, and policies implemented throughout the year.
• CL119 Page 258
  Utilizing current ESL instructors and coaches to work closely with CTE teachers for ongoing support and improvements in teaching practices throughout the year. R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: The recommendation has been implemented. (Pen. Code,§ 933.05(b)(1)). Explanation: TUSD's student information system provides reports to identify conflicts in student schedules. Administrators in charge of master scheduling at each secondary site make a concentrated effort to limit the number of conflicts and strategically place blocked English Language Development courses in periods that still allow for numerous CTE course options (see table below). To address continuation high school students, the master schedule at the comprehensive sites contains CTE courses both in the morning and afternoon periods. This allows a continuation student choice and caters to their modified schedule at Roselawn so they may still attend a CTE course at one of the comprehensive high schools. CTE courses such as Criminal Justice, Child Development, and Intro to Business have been offered at Roselawn. Video Arts was recently added to Roselawn's offerings for the 2022-23 school year. District and site administration will collaborate with high school counselors to identify and limit conflicts in the master schedule that may be barriers to access for English learners. High school counselors will also be encouraged and educated on the options for continuation student placement in available CTE courses. Refer to table provided under TUSD's response to Finding #3 for data comparison of the CTE and English Language Development courses in TUSD's comprehensive sites 2022- 23 master schedules. R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: The recommendation has been implemented. (Pen. Code,§ 933.05(b)(1)). Explanation: To address continuation high school students, the master schedule at the comprehensive sites contains CTE courses both in the morning and afternoon periods. This allows a continuation student choice and caters to their modified schedule at Roselawn so they may still attend a CTE course at Turlock or Pitman High School. Expanding CTE course options at Roselawn will continue to be a focus moving forward. 005408.0010438 400063.1 2022-2023 Stanislaus County Civil Grand Jury - Page 258 R5. To promote access, equity, and participation, districts should promote CTE transportation options. Response: The recommendation has not yet been implemented but will be implemented by December 2022. (Pen. Code, § 903.05(b)(2)U)) Explanation: It is recognized that, while CTE programs are widely marketed through multiple means, transportation options may not always be highlighted or promoted. The newly created task force, including District and secondary site administrators, will develop a plan for increasing communication and outreach to all community members. The plan developed will inform English learners, continuation students, and their families of CTE courses and programs offered to TUSD students so they may enroll for the following school year. Topics will also include information related to transportation, Career Technical Student Organizations, and the funding that supports these programs so there are no out-of-pocket expenses for students through all means necessary. Included in this plan will be opportunities for staff development so that teachers, counselors, and administrators are clear and communicating this information to TUSD community members. R6. To promote access, equity, and participation, districts should provide for out-of pocket expenses for CTE enrollees in their 2022-2023 budgets. Response: The recommendation has been implemented. (Pen. Code,§ 933.05(b)(1)). Explanation: Monies have been allocated for each program from the general fund as well as specific grants (i.e., CTEIG, AIG, Perkins) to support the purchase of materials, supplies, projects, CTSO trips and competitions across all CTE programs which aligns with Turlock Unified School District Board Policy 6153: School-Sponsored Trips, "No school sponsored trip shall be authorized if any student would be excluded from participation because of a lack of sufficient funds." District practice requires administrators to collaborate with teachers and club advisors to investigate and exhaust all resources to ensure access and equity for participation in school related activities. The Director of CTE and Program Equity, site administration, teachers, and advisors will continue to analyze potential out-of-pocket expenses for CTE enrollees, including CTSO student members, throughout the 2022-23 school year to ensure equitable practices and encourage participation. R7. By December 31, 2022, all districts should develop a plan to provide CTE learning applications that reflect the diversity of their population. Response: The recommendation has not yet been implemented specific to CTE learning applications but will be implemented by December 31, 2022. (Pen. Code,§ 903.05(b)(2)U)) Explanation: Digital learning applications offered throughout all grade levels in the district provide translation services for English learner students. However, there may be limitations to specific languages available to newcomer and refugee students dependent upon their primary language. When this occurs, site administrators and teachers look for alternative supports so that each student has equitable access to learning through the application and curriculum. During the fall, 2022, a comprehensive analysis of learning applications currently utilized in CTE courses will be reviewed. Through a collective effort from teachers and administrators, digital learning applications will be evaluated for effectiveness in supporting English learners. Following the analysis, administrators and teachers will research any new or potential applications that support English learners and determine if integration into the coursework is viable. 005408.0010438 400063.1 2022-2023 Stanislaus County Civil Grand Jury - Page 259
• CL120 Page 265
  Agriculture and Natural Resources pathways o Ag Mechanics - Ag Welding - Fabrication o Ag Biology -Ag Chemistry -Ag Systems o Intro to Floral Design -Advance Floral Design
• CL121 Page 265
  Business and Finance pathway o Business Tech 1 - Busine s Tech 11 (in process of articulation)
• CL122 Page 265
  Education, Child Development, and Family Services pathway o Early Childhood Education - Elementary Childhood Education F2. Continuation high schools' access to CTE programs is very limited. Response: The District, responding with regard to access to CTE programs at the District continuation high school, disagrees partially with this finding to the extent that we do not believe that access to these programs is "very" limited. (Pen. Code, § 933.05(a)(2)). Explanation: Waterford Unified School District's (WUSD) alternative high school students attend Sentinel High School (SHS). SHS hosts a two year program for our junior and senior students. Attendance at SHS is optional and consistent with the purpose of continuation high schools. The school is focused on credit recovery in core classes with a lower elective credit requirement when compared with WHS. Master schedule offerings at SHS are constrained by the allocation of staffing, with the focus on staffing core classes and credit recovery classes. However, all SHS students have access to pathways (listed in response to Fl) based on interest as well as constraints within their individual pathway. Constraints include Page 2 of 11
• CL123 Page 270
  WHS four-year adjusted cohort graduation rate for 2020-21 was 91.1 % compared with Stanislaus County's rate of 84.9% and the Statewide rate of 83.6%. (source: Dataquest Educational Demographics)
• CL124 Page 270
  WHS students who are English learners four-year adjusted cohort graduation rate for 2020-21 was 84.2%, higher than the statewide rate which represents all Page 7 of 11
• CL125 Page 271
  2020-21 SHS graduation rate calculated using DASS Dashboard rules is 85%, again higher than the statewide average four-year adjusted cohort rate for all students. (Source: California School Dashboard) F12. EL high school graduates who graduate have low "college/career" scores. Response: The District agree with this finding. (Pen. Code, § 933.05(a)(l)). Explanation: CTE pathway completion serves as only one possible qualifier of College and Career Readiness (CCR) as reported on the California School Dashboard. Students may also qualify for CCR by meeting UC a-g requirements, passing Advanced Placement (AP) exams, earning scores of three or better on both the English Language Arts (ELA) and math portions of the California Assessment of Student Performance and Progress (CAASPP), passing courses in which they earn college credit, or earning the State Seal of Biliteracy. Given the combined requirements English learners face in completing their EL classwork, graduation requirements, and their own choices in coursework, many do have low CCR scores. Work is ongoing to increase college and career readiness rates for our students. F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: The District agrees with this finding. (Pen. Code,§ 933.05(a)(l)). Explanation: The purpose of continuation high school is to provide a pathway to a high school diploma to students for whom the comprehensive high school has not been the appropriate placement. In many cases, students enter deficient in credits and specific courses needed to graduate. Constraints cited in F2 create obstacles for these students' CCR rates as well. F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: The District partially disagrees with this finding. (Pen. Code, § 933.05(a)(2)). Explanation: WUSD provides multiple avenues for English learners and continuation high school students to gain skills and knowledge to help them succeed in life.
• CL126 Page 271
  EL and RFEP enrollment and completion of CTE pathways are strong as referenced in response to F9 and Fl0. Page 8 of 11
• CL127 Page 272
  WUSD's graduation rate overall and for students who are English learners, as referenced in response to Fl 1, demonstrates our students' success in skill attainment.
• CL128 Page 272
  WHS offers dual enrollment options for all students and is pursuing industry certifications with an eye to increa ing the number of students who successfully meet College and Career Readiness (CCR). Examples include CPR certification and SAFE-Serve certification. We are a Kl2SWP consortium member for Agriculture science certification development. While we are proud of the success of our students, we agree that CTE participation is a great opportunity to further increase their success.
• CL129 Page 272
  Waterford Unified School District career and technical education counselor (Career Navigator) serves to promote and educate students regarding CTE programs.
• CL130 Page 272
  SHS offers access to the CTE courses at WHS on an individual basis with emphasis on those courses students are interested in for continuing education, post-secondary employment, or trade school.
• CL131 Page 272
  Course offerings of CTE sections have been developed in the SHS student information system to track SHS students enrollment in CTE courses.
• CL132 Page 272
  Additional descriptions of promotional strategies are included in our response to F7. R2. Districts should develop strategies to support English learners and continuation high school students who enroll in CTE programs. Among possible strategies would be providing interpreters for both students and their families. Additionally, districts should evaluate incorporating English as a second language teachers into CTE. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.0S(b)(l)). Explanation:
• CL133 Page 272
  The District provides integrated ELD professional development for CTE teachers to support students who are English learners.
• CL134 Page 272
  Paraprofessionals support EL students achievement in a variety of courses.
• CL135 Page 272
  Teachers and staff provide access to tutoring and office hours.
• CL136 Page 245
  The District provides interpreters for both students and their families. Page 9 of 11
• CL137 Page 273
  One of our four CTE instructors is bilingual.
• CL138 Page 273
  District communications and the district website are available in English and in Spanish
• CL139 Page 202
  The District continuously monitors students' needs and successes and will monitor efforts to promote CTE programs to English learners and continuation students and may implement even more promotional activities should they be warranted. R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.0S(b)(l)). Explanation:
• CL140 Page 273
  Our master schedule allows access to both graduation requirements and CTE participation. Additional details are provided in the response to F3.
• CL141 Page 273
  The 22/23 master schedule has already been developed, however the District will continue to provide flexible schedules to ensure students have opportunities to take a variety of CTE courses. R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.05(b)(l)). Explanation:
• CL142 Page 273
  The District already incorporates CTE access to SHS students in 2022-23 and will continue to offer and build on CTE program opportunities over subsequent years. RS. To promote access, equity, and participation, districts should promote CTE transportation options. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.05(b)(l)). Explanation:
• CL143 Page 273
  The District's single comprehensive and adjacent continuation high school allow full access to students at both sites.
• CL144 Page 273
  The District already provides transportation for student events and CTE opportunities that are off campus. Page 10 of 11
• CL145 Page 274
  Waterford Unified School District does not require out-of-pocket expenses for CTE enrollees. Such expenses are already funded by the district or site.
• CL146 Page 274
  According to Board Policy (BP) 3260, "No student shall be required to pay a fee, deposit, or other charge for participation in an educational activity which constitutes an integral fundamental part of the district's educational program, including curricular and extracurricular activities." R7. By December 31, 2022, all districts should develop a plan to provide CTE learning applications that reflect the diversity of their population. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.0S(b)(l)). Explanation:
• CL147 Page 274
  As noted in the District's response to F6, we provide each student with a Chromebook and access to a variety of applications, curricular resources, and technology tools that reflect the diversity of our population.
• CL148 Page 274
  As a small comprehensive high school, we work to hire and retain highly qualified CTE instructors who reflect the diversity of our student population. Course requests, in some cases, do not correlate to a full time teaching position, which can create challenges in staffing.
• CL149
  005408.001043 382216.1 CTE night for Modesto City Schools Inclusion of program information at Open House/8th grade parent night Articulation with the middle schools, including our students doing presentations to a th grade students Social media posts on MCS platforms (Facebook, lnstagram) Involvement in Parades, competitions, local career fairs Contracts with Love our Schools, Tomorrows Talent investing in creating partnerships Career Navigators working with local business to provide scholarships and internships (Tonys plumbing, DeHart, etc.) Board Presentations highlighting programs CTE Advisory meeting Participation in Occupational Olympics Counselor and Admin communications/meetings regarding programming, sequencing, input on pathway development Marketing brochures/materials at every junior high and high school that highlight all programs Piloting a college and career course at Davis High school developed for Career Exploration (fall 2022) Inaugural "Evening with Industry" event highlighting our Enochs Computer Science programs Inspire Youth Event coordinated with the Chambers Business and Education committee designed for 6th grade students 005408.00 I0 438 382216.1
• CL150 Page 305
  Accept the response to the Stanislaus County Civil Grand Jury 2021-2022 Final Report, along with any changes the Board of Supervisors wishes to make to the recommended response and authorize the Chairman of the Board to forward the response to the Presiding Judge of the Superior Court by September 26, 2022.
• CL151 Page 305
  Direct the Chief Executive Officer to ensure that any recommended actions by the Board of Supervisors be followed and completed by the subject County departments and report back to the Board of Supervisors, as appropriate. DISCUSSION: The Stanislaus County Board of Supervisors received the Stanislaus County Civil Grand Jury (SCCGJ) 2021-2022 report on June 28, 2022. The report identifies several areas of investigation concerning the operations of various public agencies. The SCCGJ has required the Auditor-Controller and the Board of Supervisors to respond to a finding related to the annual financial report and audit for the fiscal year ending June 30, 2021, in accordance with Penal Code Section 933.05. The Auditor- Controller has responded to the SCCGJ Final Report within the time frame allowed and the responses are attached to this report. The recommended responses from the Board of Supervisors are as follows: • Case #22-17GJ – Report on the Stanislaus County Annual Financial Report and Audit (Required Response): Finding 1: This SCCGJ investigation is incomplete in that the Single Audit report was not received in time to include in the review. Response: The Board of Supervisors agrees with the finding and notes that the Federal Government extended the deadline for the Fiscal Year 2021 Single Audit Report to September 30, 2022, three months past the Grand Jury review period.
• CL152 Page 64
  The 2022-2023 SCCGJ is satisfied the Community of Care submitted a detailed response within the timeframe stipulated by California Penal Code §955(c); however, the SCCGJ did not receive a response to R4. * - not applicable
• CL153 Page 56
  Findings gnidniF /w seergA yllaitraP seergA yllohW seergasiD
• CL154 Page 74
  The 2022-2023 SCCGJ is satisfied the Stanislaus Homeless Alliance submitted a detailed response within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL155 Page 80
  The 2022-2023 SCCGJ is satisfied the Ceres City Council submitted its response within the timeframe stipulated by California Penal Code §955(c); however, the responses were not specific and were unsatisfactory in detail to findings F4, F5, and F6. * - not applicable
• CL156 Page 85
  The 2022-2023 SCCGJ is satisfied the Hughson City Council submitted a response within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL157 Page 86
  . . OFFICE OF THE CITY MANAGER 7018 Pine Street, P.O. Box 9 Hughson, CA 95326 Merry Mayhew (209) 883-4054 Fax (209) 883-2638 City Manager www.hughson.org [email protected] RECEIVED August23, 2022 Presiding Judge of the Superior Court Honorable Robert B. Westbrook PO Box 3488 Modesto, CA 95353 RE: Response to the Stanislaus County Civil Grand Jury Report Case # 22-05GJ Honorable Robert B. Westbrook: The City of Hughson is sending this letter in response to the Civil Grand Jury report named, Homelessness: The Elusive Definition of "Success" received by the City on August 17, 2022. City staff has reviewed the sections of the Civil Grand Jury report and presented its findings and recommendations to the Hughson City Council at a regular meeting on August 22, 2022. The following is the Hughson City Council's response based on this analysis and submitted as required to the Civil Grand Jury's Findings (F1 through F6) and Recommendations (R1 through R5). F1 - The number of homeless in Stanislaus County fluctuates from year to year but is increasing over time. This trend was exacerbated by the COVID-19 pandemic. Partially Agree -The City of Hughson assists in the Point in Time counts and while the City has not seen an increase within the City, it is acknowledged that most resources are closer to emergency shelters and transitional housing. F2 - The most significant causes of homelessness are lack of affordable housing, substance abuse, and mental health. Partially Agree -The City of Hughson has limited knowledge on the most significant causes of homelessness, but can agree that lack of affordable housing, substance abuse, and mental health are likely contributing factors.
• CL158 Page 87
  F3-Efforts to better coordinate the system of care are underway. These include the Stanislaus Homeless Alliance at the policy level and the Homeless Management Information System at the operational level. Partially Agree - The Homeless Management Information System is a tool used by the Continuum of Care which is an entity contracted through the County Community Services Agency. CSOC is the legal entity that provides oversight of state and federal funds (funds that come with strict parameters for the use of funds) in the County. F4 - Since over half of the homeless each year are in the care system for the first time, efforts to prevent homelessness have not been successful enough. Without greater prevention success, homelessness cannot be reduced. Partially agree - The City of Hughson does not have data to verify the above statement. FS - Despite enormous funding for homeless programs, and despite the fact that there are many individual successes, overall, the system to date has not reduced homelessness. Partially Agree - Much work has been taken to place individuals and families experiencing homelessness in housing such as low barrier shelters and transitional shelters. F6 - There is insufficient accountability for the effective use of homeless funds. While many agencies are accountable to their funding sources, primary responsibility for measuring accountability and effectiveness rests with the Community Services Agency, the Community System of Care (CSOC), and the Stanislaus Homeless Alliance. Partially agree - While the City of Hughson does not receive State funding for homelessness and therefore has no knowledge of the reporting requirements, it is the City's experience that with State and Federal funding comes much accountability and data collection. R1 - More accountability needs to be introduced into the system. The Community System of Care, the Stanislaus Homeless Alliance, and the Community Services Agency should take the lead, demand verifiable performance, and focus funding and other resources on those agencies and organizations with demonstrable success. This should be done by jointly adopting a performance evaluation system prior to the allocation of the next round of federal homeless funding. Progress on achieving the eight goals set forth in the Stanislaus 2021 Regional Strategic Plan to Address Homelessness should be included in performance evaluations. Partially Agree - Overseeing Federal and State funding requires a great deal of accountability. The City of Hughson participates annually on a reviewing and ranking panel to move Federal and State funds into the hands of competent nonprofits in the County.
• CL159 Page 88
  R2 - More focus should be given to preventing homelessness. To the extent there are funds not earmarked for other purposes, in the budgeting process of each jurisdiction, priority should be given to allocating funds for affordable housing, substance abuse treatment and mental health services. Partially Agree - In the past, cities had a funding source called Redevelopment Agency Housing that was set aside specifically for affordable housing. These funds were taken away in 2012 by the State of California Legislature. Currently, the largest source of funds for affordable housing is HUD funds. The City of Hughson currently participates in a consortium with Stanislaus County and other cities to ensure all affordable housing funds available are used within the region. These include Community Development Block Grants; HOME Grants-funds for rehabilitation of low-income homes, and Emergency Shelter/Solutions Grants. Prevention programs within the City of Hughson include a strong city-school (Hughson Unified School District) partnership that helps to identify communal issues as they arise in addition to preventing issues from arising. The Hughson Unified School District supports many programs for youth. Examples include Future Farmers of America (FFA), 4-H, band, mentoring, art, drama, choir, and school sports programs, just to name a few. In addition, the Family Resource Center, located in Hughson administers prevention programs by providing support to families by linking them to resources in the community, providing parent education programs, health education and outreach, family literacy and school readiness, healthy birth outcomes classes, mental health services, family time events, a Promotoras program, and by providing assistance to families who tested positive for COVID-19 with financial assistance, food, cleaning supplies and hygiene supplies. Additionally, the City of Hughson has placed a high priority on developing parks for recreation and supporting the school and sports programs. Baseball and football are a large part of the Hughson community with associations that provide fundraisers and use the funds to purchase equipment for the teams and assist children to participate who may not otherwise be able to participate due to funding. These programs through the school district and various associations in the Hughson community promote positive youth development that engages youth in intentional, productive, and constructive behaviors that work to prevent a variety of risky behaviors among young people. R3 - All cities in the county should continually be encouraging the construction of significantly more affordable housing. They should evaluate their plans, procedures, and requirements with the goal of balancing community goals, standards, and aspirations with the need for affordable housing. Agree -The City of Hughson is in the process of updating the 2005 General Plan. Through this process, the State of California specifically requires cities to provide land for different levels of housing density. In addition, infill development is an example of developments that by their very nature, small one-bedroom units, are more affordable. In Hughson, the Walker Place Apartments (20 units) are one example of an infill project that will rent at a lower cost than residential homes that are larger and have greater square footage of property.
• CL160 Page 89
  . ' The City of Hughson is in the process of reviewing Ordinances and processes to ensure the City does not have unreasonable standards that would restrict low-income housing should a developer wish to pursue this option, as well as allowing for accessory dwelling units (ADUs) as permitted by the State. R4 - All cities should report annually to the Community System of Care and Stanislaus Homeless Alliance on the steps they have taken to help produce more affordable housing. Partially Agree - Adding additional reporting requirements on cities is not going to help produce results in preventing homelessness. Cities report to the State and the Stanislaus County Consortium (HUD funding) on the use of funding for low-income housing and if this information would be of assistance to agencies, such as the CSOC and SHA, the reports could be copied to them. Respectfully submitted, Merry Mayhew City Manager
• CL161 Page 100
  The 2022-2023 SCCGJ is satisfied the Newman City Council submitted a response within the timeframe stipulated by the California Penal Code §955(c). * - not applicable
• CL162 Page 105
  The 2022-2023 SCCGJ is satisfied the Oakdale City Council submitted a response within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL163 Page 110
  The 2022-2023 SCCGJ is satisfied the Patterson City Council submitted a response; however, the response was not received within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL164 Page 111
  City of Patterson Admini tration Department BR~ECEIV,_E_,D.: I Plaza I P.O. Box 667 Patterson, California 95363 209.895.8010 www.ci.patterson.ca.us October 4, 2022 tanislaus Ci ii Grand Jury Honorable Robert B. Westbrook Post Office Box 3488 Modesto, CA 95353 Honorable Robert B. Westbrook, The City of Patterson acknowledges receipt of the summary report from the tanislaus Grand Jury Case #22-0501 - Homelessness: The Elusive Definition of "Success." On October 4, 2022 the Patterson City Council re iewed and approved the attached responses to the findings and recommendations contained in the report. Findings: Fl. The number of homeless in Stanislaus County fluctuates from year to year but is increasing over time. This trend was exacerbated by the COVID -19 pandemic. Response: Respondent agrees with this finding. F2. The most significant causes of homelessness are lack of affordable housing, substance abuse, and mental health. Response: Respondent agrees with this finding. F3. Efforts to better coordinate the system of care are underway. These include the Stanislaus Homeless Alliance (SHA) at the policy level, and the Homeless Management Information System (HMI ) at the operational level. Re ponse: Respondent partially agrees with this finding. Stanislaus County Community ystem of Care (CSOC) is the legal entity that provides oversight of state and federal funds in the County. SHA implements CSOC's recommendations and priorities. F4. Since over half of the homeless each year are in the care system for the first time, efforts to prevent homelessness have not been successful enough. Without greater prevention success, homelessness cannot be reduced. Response: Respondent agrees with this finding. FS. Despite enormous funding for homeless programs and despite the fact that there are many individual successes, overall the system to date has not reduced homelessness. Response: Respondent agrees with this finding.
• CL165 Page 112
  F6. There is insufficient accountability for the effective use of homeless funds. While many agencies are accountable to their funding sources, primary responsibility for measuring accountability and effectiveness rests with the Community Services Agency, the Community System of Care, and the Stanislaus Homeless Alliance. Response: Respondent partially agrees with this finding. Accountability measures are in place for the use of all homeless funds, as required by the State and Federal funding sources. With that stated, the City agrees there should be improved metrics developed to better determine wruch operators and programs are meeting the goals identified in the Stanislaus 2021 Regional Strategic Plan to Address Homelessness-provided they are consistent with the guidelines set forth by the funding source. Recommendations: Rl. More accountability needs to be introduced into the system. The Community System of Care, the Stanislaus Homeless Alliance, and the Community Series Agency should take the lead, demand verifiable performance, and focus funding and other resources on those agencies and organizations with demonstrable success. This should be done by jointly adopting a performance evaluation system prior to allocation of the next round of federal homeless funding. Progress on achieving the eight goals set forth in the Stanislaus 2021 Regional Strategic Plan to Address Homelessness should be included in performance evaluations. Response: Respondent agrees with this recommendation. R2. More focus should be given to preventing homelessness. To the extent there are funds not earmarked for other purposes, in the budgeting process of each jurisdiction, priority should be given to allocating these funds for affordable housing, substance abuse treatment, and mental health services. Response: Respondent partially agrees with this recommendation. While the City agrees that preventing homelessness is a priority, State and Federal funding is highly specific regarding the use of funds. To the extent that the Grand Jury may be suggesting cities use General Fund funds towards these endeavors, most Stanislaus County municipalities fully utilize their funds and rarely have excess funding available. Most funding not spent on public safety are allocated towards funding community related services. R3. All cities in the Country should continually be encouraging the construction of significantly more affordable housing. They should evaluate their plans, procedures, and requirements with the goal of balancing community goals, standards, and aspirations with the need for affordable housing. Response: This recommendation has already been implemented. Per State law, cities are required to adopt a Housing Element as part of their General Plan. A Housing Element provides an analysis of a community's housing needs for all income levels (including Extremely Low Income, Very Low Income and Low Income) and strategies to provide for those housing needs. State Law establishes that each city must accommodate its fair share of affordable housing as an approach to distributing housing needs throughout the state. The housing element must document in detail existing conditions and projected needs. It must also contain goals, policies, programs, and quantified objectives that address housing needs over the planning period. The City has a certified Housing Element and is in full compliance with State law. 2
• CL166 Page 113
  R4. All cities should report annually to the Community System of Care and Stanislaus Homeless Alliance on the steps they have taken to help produce more affordable housing. Response: Respondent agrees with this recommendation. The City provides annual reports to the State of California Department of Housing and Community Development (HCD) regarding the City's efforts to implement the Housing Element and if requested will provide this report to the Community System of Care and the Stanislaus Homeless Alliance. RS. Subsequent civil grand juries are encouraged to monitor progress on these recommendations and consider a more in-depth investigation into efforts to produce affordable housing. Re ponse: Respondent will cooperate with subsequent grand juries and provide additional information as appropriate. Thank you for the opportunity to respond to the Civil Grand Jury's findings and recommendations. If you have any questions, please feel free to contact me. Mayor cc: Ken Irwin, City Manger Nubia Goldstein, City Attorney 3
• CL167 Page 115
  The 2022-2023 SCCGJ is satisfied the Riverbank City Council submitted a response within the timeframe stipulated by the California Penal Code §955(c). * - not applicable
• CL168 Page 121
  The Turlock City Council submitted its response within the timeframe stipulated by California Penal Code §955(c). However, the 2022-2023 SCCGJ is not satisfied with the response received by the Turlock City Council. Its response did not address findings F1, F2, F3, F4, F5, and F6. The Turlock City Council failed to follow California Penal Code §933.05 which outlines the process when responding. * - not applicable
• CL169 Page 126
  The 2022-2023 SCCGJ is satisfied the Waterford City Council submitted a detailed response within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL170 Page 131
  Measure L Transparency Case #22-06GJ Reason for Investigation The intent of the Stanislaus County Civil Grand Jury’s (SCCGJ) inquiry into Measure L, the local transportation sales tax, was to gauge the transparency between the cities/County and the public regarding the use of public funds. In addition, SCCGJ examined whether the public information requirements of the Master Funding Agreements (MFA) were being followed. The cities of Hughson, Newman, and Oakdale were evaluated, as well as the Stanislaus Council of Governments (StanCOG), which is the administrator of the MFAs. Agencies Asked to Respond  StanCOG Executive Director: F1, F2, F3, F4, R1, R2, R3, R4  City of Hughson City Council: F5, F6, R5, R6  City of Newman City Council: F7, F8, F9, R7, R8, R9  City of Oakdale City Council: F10, F11, F12, R10, R11, R12 Findings gnidniF /w seergA yllaitraP seergA yllohW seergasiD
• CL171 Page 132
  The 2022-2023 SCCGJ is satisfied that StanCOG submitted a detailed response within the timeframe stipulated by California Penal Code §955(c).
• CL172 Page 139
  The 2022-2023 SCCGJ is satisfied that the Newman City Council submitted a response within the timeframe stipulated by California Penal Code §955(c).
• CL173 Page 142
  The 2022-2023 SCCGJ is satisfied that the Oakdale City Council submitted a response within the timeframe stipulated by California Penal Code §955(c).
• CL174 Page 145
  The Future of Urban Water Supply and Demand Case #22-07GJ SUMMARY California has some of the most variable weather conditions in the country. There are frequent swings between wet and dry years. It is projected that this variability will increase and be manifested in either a decrease in total precipitation over time and/or more frequent and extreme swings between wet and dry years. While the majority of water use in the state is for agriculture, this investigation examines how two cities, Modesto and Patterson, are preparing to meet the challenges posed by this changing water landscape. These challenges come both from the changing climate and from State mandates for water use reduction. Agencies Asked to Respond  City of Modesto City Council: F1, F2, F3, F4, F5, F6, F7, R1, R2, R3  City of Patterson City Council: F1, F2, F9, F10, F11, F12, F13, F14, R4, R5, R6, R7, R8 Findings gnidniF /w seergA yllaitraP seergA yllohW seergasiD
• CL175 Page 91
  The 2022-2023 SCCGJ is satisfied the Modesto City Council submitted a detailed response within the timeframe stipulated by California Penal Code §955(c). * - not applicable
• CL176 Page 92
  #8 .. Honorable Robert B. Westbrook Presiding Judge Stanislaus County Superior Court PO Box 3488 Modesto, California 95353 Dear Judge Westbrook: The City of Modesto appreciates the opportunity to respond to the findings and recommendations of the Civil Grand Jury's final report: The Future of Urban Water Supply and Demand, Case #22-07GJ The City Council reviewed and approved the responses below at its September 13, 2022 meeting. Civil Grandy Jury Findings and Recommendations: Finding 1: The changing climate is putting pressure on the supply side for urban water systems. Response: The City of Modesto does not contest this statement. Finding 2: The likelihood of more stringent state mandated reductions in water use is putting pressure on the demand side. Response: The City of Modesto does not contest this statement. Finding 3: Even if sufficient supply may exist in any given year in Modesto or Patterson, state mandates may still require greater conservation measures. Response: The City of Modesto does not contest this statement. Finding 4: The City showed foresight in moving to a blended water supply over 25 years ago and is well positioned to maintain an adequate supply of water. Response: The City of Modesto agrees with this finding. Finding 5: While Modesto has greatly reduced its per capita daily consumption, based on likely State action, it will need to further reduce its gallons per capita daily usage. Response: The City of Modesto agrees that it would need to comply with state action. Finding 6: The City's rate consultant assumed that rate increases or surcharges due to drought conditions, after being offset by lowered consumption, would result in no net increase in total cost to customers. The SCCGJ finds this assumption to be risky and that reductions in daily per capita consumption may result in financial pressure on the water fund and thus customers.
• CL177 Page 149
  #8 .. Response: The City of Modesto partially agrees and acknowledges the Grand Jury's finding. The premise of this is that once a drought is declared by the state that directly impacts the City, the City will implement a Stage 3 outdoor watering restriction (or stricter} during the peak summer months. The City may mitigate these risks by implementing a Council adopted drought rate, which is a higher unit cost for water, and would help bring revenues closer to the projected normal year. The City acknowledges that during a drought, there could be some reduction in revenue, and the amount would be dictated by the number of outdoor watering days allowed. The City is currently preparing to start a new water rate study. The Grand Jury recommendations will be relayed to the rate study consultant for consideration. Finding 7: The City is losing over four million gallons of water per day due to system leakage. Response: The City of Modesto disagrees with this finding. The City is in compliance with state mandated water loss requirements and reporting. Based on the latest City data, the chart below indicates the water losses are below four million gallons per day. The City of Modesto's 3-year average water loss is 6.45%. The American Water Works Association (AWWA} sets the national standard for acceptable water loss, and the City is in compliance with this standard. The chart below reflects totals in million gallons (MG). Water Water Water Water Supplied Losses Supplied Losses % FY MG/YR MG/YR MG/Day MG/Day Loss 20/21 17,142.670 1,149.003 46.96621918 3.147952167 6.70% 19/20 16,754.410 1,270.272 45.90249315 3.480198450 7.58% 18/19 15,683.080 795.419 42.96734247 2.179230437 5.07% *For example: 17,142.670 MG = 17,142,670,000 Gallons Recommendation 1: Modesto should adopt a more aggressive conservation program to reduce its gallons per capita daily consumption and the severity of future rate increases. Response: The City of Modesto disagrees with this recommendation. The City of Modesto has a very comprehensive conservation program that outlines varying levels of conservation efforts. The City will follow its Water Shortage Contingency Plan (WSCP) and adopt and enforce appropriate conservation measures when circumstances indicate that a certain shortage declaration is required. The City's water demand reduction strategies are defined in the WSCP, viewable on the City website at https://www.modestogov.com/DocumentCenter/View/17261/Joint-2020-Urban Water-Management-Plan-Appendices-PDF.
• CL178 Page 150
  #8 .. Recommendation 2: Modesto should better educate its citizens on the need to conserve so that when greater restrictions are required, the public is more accepting of the need. Response: The City of Modesto partially agrees with this recommendation. Water conservation outreach programs encourage residents to conserve and are regularly reviewed and modified as necessary to improve program effectiveness. Efforts include community events; radio, television, local newspapers and magazines, social media messaging; billing inserts and mailers; school assemblies; Water Wise consultations, and conservation patrols. The City also offers a wide range of water conservation rebates, including Residential and Commercial Turf Replacement, High Efficiency Washing Machines, High Efficiency Toilets, Drip Irrigation, and Smart Irrigation Controllers. The City's robust conservation program is seeing increased usage of the water conservation rebates. Recommendation 3: Modesto should accelerate its efforts to limit water system loss. Response: The City of Modesto partially agrees with this recommendation. Per the current City of Modesto Water Master Plan, the City has identified deficient locations within the contiguous water service area to correct deficiencies by upsizing all of its smaller diameter pipelines. Replacement of these pipelines is prioritized by targeting areas where the City has historically had leak and water main issues. These are known as Strengthen & Replace Projects and are listed in the Utilities Department's Five-Year Capital Improvement Program. The City monitors and reprioritizes these projects based on the available budget and the needs of the system to address water losses and increase water delivery reliability.
• CL179 Page 152
  The 2022-2023 SCCGJ is satisfied that the City of Patterson submitted a detailed response. However, the response was due September 30, 2022 and was not received until December 23, 2022. Therefore, the City of Patterson failed to comply with the statutory requirement for response as stipulated by California Penal Code §955(c). * - not applicable
• CL180 Page 156
  The East Side Mosquito Abatement District Case #22-13GJ Reason for Investigation The 2021-2022 Stanislaus County Civil Grand Jury (SCCGJ) initiated an investigation into the East Side Mosquito Abatement District (ESMAD) in Stanislaus County, California. The district covers the northern part of Stanislaus County. This investigation initially focused on the threat of mosquito-borne diseases such as West Nile Virus (described in the references) and public access to services via ESMAD website. SCCGJ conducted an examination of documents provided by the district, interviewed its personnel, analyzed ESMAD website, and toured its headquarters. As the investigative focus evolved, SCCGJ found a need for improving the manner in which ESMAD informs the public, gathers data, and maintains its facilities. Agencies Asked to Respond  ESMAD Board of Trustees: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, R1, R2, R3, R4, R5, R6, R7, R8 Findings gnidniF /w seergA yllaitraP seergA yllohW seergasiD
• CL181 Page 158
  The 2022-2023 SCCGJ is satisfied the East Side Mosquito Abatement District Board of Trustees submitted a detailed response within the timeframe stipulated by California Penal Code §955(c).
• CL182 Page 167
  Career and Technical Education Programs for At-Risk Students Case #22-15GJ SUMMARY Career and Technical Education (CTE), formally known as Vocational Education, is a program of study that includes academic, occupational, and technical course content with a specific career focus. CTE is available for all students, whether they are considering a career trade or college education. CTE was designed to support the development of our county’s future workforce. For two reason the Stanislaus County Civil Grand Jury (SCCGJ) review of CTE programs focused on how they are utilized by two subsets of the student population, English learners and continuation high school students. The first reason is the larger number of students who are English learners. The second is that English learners and continuation high school students are most at-risk of not graduating. SCCGJ assessed how effective the programs have been in achieving access, equity, participation, and achievement for these student populations. The SCCGJ concluded that there is a large variety of CTE programs accessible to these student populations. However, in terms of equity and participation, there are barriers to full utilization of the programs. In terms of achievement, the results are lackluster, and steps should be taken to better promote CTE and the completion of its pathways. Agencies Asked to Respond  Stanislaus County Board of Education: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Ceres Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Education, Newman-Crows Landing School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Oakdale Joint Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Patterson Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Riverbank Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Turlock Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Waterford Unified School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8  Board of Trustees, Modesto School District: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11, F12, F13, F14, R1, R2, R3, R4, R5, R6, R7, R8
• CL183 Page 181
  On behalf of the Stanislaus County Board of Education and the Stanislaus County Office of Education, we appreciate your concern for SCOE, our programs and our students. Sincerely, Scott Kuykendall Stanislaus County Superintendent of Schools
• CL184 Page 182
  RECEIVED ~er~ . SCOE Civil Grand Jury Findings and Recommendations BY:_~--..;.;.;_;;;;;~- FINDINGS: Access and Equity (We need to agree or disagree to each of these
• CL185 Page 206
  On behalf of the Superintendent and Board of Education of the Ceres Unified School District, we appreciate your concern for our District. Sincerely, Dan Pangrazio, Assistant Superintendent Student Support Services 11 005408.0010438 394883.1
• CL186 Page 208
  The 2022-2023 SCCGJ is satisfied the Newman-Crows Landing School District submitted a detailed response within the timeframe stipulated by California Penal Code §955(c).
• CL187 Page 209
  September 13, 2022 Honorable Judge Robert B. Westbrook Shawn Posey Presiding Judge of the Superior Court Superincendenc PO Box 3488 Modesto, CA 95353 Kim Bettencourt AssisCiJilC Superincendenc RE: Grand Jury Report: "Career and Technical Education Programs for At-Risk Curriculum =d Students": Case No. 22-15GJ" Insauccion Dear Judge Westbrook: Ryan Smith Direccor The Newman-Crows Landing Unified School District ("District") has reviewed the Facts, Hum,w Resources Findings and Recommendations in the Grand Jury Report "Career and Technical Education Programs for At-Risk Students" filed on June 16, 2022. Pursuant to California Penal Code Caralyn Mendoza section 933(c), the following constitutes the response of the District and its Governing ChiefB usiness Officer Board ("Board") to the findings and recommendations pertaining to matters under the control of the District. anci Fox £yecucive Assisc=c FINDINGS: Access and Equity Fl. At comprehensive high schools in the County, while the CTE course offerings do not thoroughly cover all fifteen industry groups, and vary substantially by district and school, all students, including English learners, do have access to the programs. Response: The District agrees with this finding to the extent it has knowledge and based on the factual representations in the Report on Case #22-15GJ. (Pen. Code, § 933.05(a)(l).) Noting additionally that interdistrict transfers are available when one school district offers a program that the district of residence does not offer. F2. Continuation high schools' access to CTE programs is very limited. Response: The District partially disagrees with this finding. (Pen. Code, § 933.05(a)(2).) Explanation: Disagree in part. Continuation students in Newman Crows-Landing have the access to the comprehensive High School's elective and CTE programs. While it is true that most students in comprehensive high school chooses to not take part in the CTE program, it is not due to a limit in access. Board of Trustees Janice Con.fora; Pres,denr • Paul Wallace, Clerk • Tim Bazar • RoseLee Hursr • Vern Snodderly 1223 Main Srreer- Newman, Cali.lom,:1 95360- ph: 209.862.2933 - lax: 209.862.01l 3
• CL188 Page 171
  F3. Master schedule conflicts limit English learner participation in CTE programs because required EL classes, graduation classes, and CTE classes are frequently offered at the same time. Response: The District partially disagrees with this finding. (Pen. Code, § 933.0S(a)(2).) Explanation: Any conflict that occurs with the Master schedule is not because the scheduling of classes creates the conflict, but rather the increased demand the California Department of Education mandates for English Language Development classes. As most Freshman and Sophomores only have one or two elective spots available on the class request, when those options get filled with required English Development Classes, that consumes the available choices for the student. In NCLUSD, however, every student has ample enough elective courses to complete a CTE pathway, which generally will require a minimum of three courses. F4. Promotion by districts of available CTE transportation is lacking. Response: The District disagrees with this finding (Pen. Code, § 933.0S(a)(2).) Exp la nation: The District is unfamiliar with other districts transportation. NCLUSD does not see transportation as a barrier for its students to participate in the CTE pathways. They are done within the school day; for those that have off campus components, district transportation is provided. FS. Payment for out-of-pocket CTE expenses is a barrier to participation for some students. Response: The District disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Exp la nation: The District has no CTE programs that require a student to pay out of pocket expenses to take the class. F6. Access to technology, particularly learning applications are not always provided in alternate languages creating a barrier to participation. Response: The District disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Exp la nation: All of the district's learning applications {learn, iReady, Canvas) have Language other than English options. F7. Promotion of CTE programs for English learners and continuation high school students is inadequate. Response: The District partially disagrees with this finding. (Pen. Code, § 933.0S(a)(2).) Explanation: Board of Trustees Janice Con/om; President • Paul Wallace, Clerk • Tim Bazar • RoseLee HuISt • Vern Snodderly I22J Ma,n Screer-Newman, California 95350-ph: 209.86229JJ- lax: 209.8620II J
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  In March of 2022, NCLUSD set as one of its district goals to begin exploratory elective classes at the elementary schools that align to the various pathways (both CTE and Elective) at its comprehensive high school. Within that same goal, K-12 articulation of the various pathways will begin so that fifth grade students who leave the elementary school will have the ability to advance in the pathways of their choosing through middle school and onto high school. Part of this goal includes marketing literature to inform all students and parents of the pathway opportunities in NCLUSD. F8. More support is needed for English learners and continuation high school students, to improve access and promote equity of CTE pathways. This support can take many forms, including education for parents and students on the value of CTE. Response: The District partially disagrees with this finding. (Pen. Code, § 933.0S(a)(2).) Explanation: More research and support is needed to address the long term English Learner issue in the schools. Students who achieve Reclassification-Fluent English Proficient (RFEP) status do well in academics. However, many students do not achieve the goal of RFEP. FINDINGS Participation F9. English learner enrollment in CTE varies considerably by district and school. Response: The District partially disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Explanation: NCLSUD has little if any influence on other Districts and is a one high school district. NCLUSD offers elective courses to Alternative Education students, however, many of our alt-ed students choose that program of study for the minimalist experience and are focused only on obtaining a diploma. FINDINGS Achievement FlO. The CTE completion rate for English learners is low. Response: The District partially disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Explanation: We question where the Grand Jury considered the Reclassified Fluid English Proficient (RFEP} student in this study. Of the 81 Orestimba High School students noted to complete the CTE Pathway, 26 of them were RFEP at some point in their K-12 education. Since only 15 students were noted to be EL and completed, the RFEP student was not seen as an EL student for the purpose of this report. Eleven of OHS students became RFEP while completing this pathway, meaning that they started the pathway as an EL student and completed it as a non-EL student. Board of Trustees Janice Con/om; Pres,denr • Paul Wallace, Clerk • Tim B,1zar • RoseLee Hursr • Vern Snodderly I22J Main Slreer- Newman, Calilom,~1 95350-ph: 20986229JJ-fu: 20986201I J
• CL190 Page 212
  Fll. The graduation rate for continuation high school students varies dramatically by school, and the graduation rates are significantly lower than for comprehensive high schools. Response: The District agrees with this finding to the extent it has knowledge and based on the factual representations in the Report on Case #22-lSGJ. (Pen. Code,§ 933.0S(a)(l).) We are always working to improve the graduation rates of all our students. F12. EL high school graduates who graduate have low "college/career" scores. Response: The District partially disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Explanation: EL students who reclassify RFEP have outstanding college/career scores. Of the Orestimba students who completed a CTE pathway in this report, twenty-six {26} of them were RFEP. F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: The District agrees with this finding to the extent it has knowledge and based on the factual representations in the Report on Case #22-lSGJ. (Pen. Code,§ 933.0S(a)(l).) Many students in continuation high school choose that course offering for the minimalist requirements to obtain a diploma. Students of Westside High School may enroll in electives at Orestimba High School. While transportation is provided, due to the proximity of the two campuses, transportation is often not requested. F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: The District partially disagrees with this finding. (Pen. Code,§ 933.0S(a)(2).) Explanation: This is a district goal of NCLUSO in 2022-2023, including the regular monitoring of all High School students in terms of their completion of one of the criteria to be "college or career ready. 11 RECOMMENDATIONS Access, Equity and Participation Rl. Districts should develop strategies for reaching out to English learners and continuation high school students, to promote CTE programs. Response: This recommendation has been implemented at the District. (Pen. Code, § 933.0S(b)(l).) Exp la nation: Board of Trustees Janice Con/om; President • Pwl Wallace, Clerk • Tim Bazar • RoseLee Hurst • Vern Snodderl;; .I2 2J Main Street- Newman, Califonua 95350-ph: 209.862.29JJ - fax: 209.862. 0.1. IJ
• CL191 Page 213
  NCLUSD is working to develop strategies for reaching out to ALL students. R2. Districts should develop strategies to support English learners and continuation high school students who enroll in CTE programs. Among possible strategies would be providing interpreters for both students and their families. Additionally, districts should evaluate incorporating English as a second language teachers into CTE. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Pen. Code,§ 933.0S(b)(l).) Explanation: In looking at the completion numbers of CTE students, NCLUSD believes that students who started the pathway as EL 's but were Reclassified Fluid English Proficient were mislabeled for purpose of analysis. At Orestimba High School, for example, eleven students were reclassified RFEP from EL while in the CTE Pathway. A total of 26 of the CTE Pathway completers are RFEP from some point of their education. If we recognize that the nature of the CTE pathway aligns with effective strategies for teaching language acquisition (ie peer to-peer instruction, two-way listening and peaking), it seems that the RFEP students should count toward the EL student completion. R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Pen. Code,§ 933.0S(b)(l).) Exp la nation: Master Schedule is not an issue at NCLUSD. An insignificant number of students are blocked from getting their desired choice of electives due to scheduling constraints. R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Pen. Code,§ 933.0S(b)(l).) Exp la nation: We already offer elective program to our continuation high school. RS. To promote access, equity, and participation, districts should promote CTE transportation options. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Pen. Code,§ 933.0S(b)(l).) Explanation: Board of Trustees fanice Con/ora; President • Paul Wdlace, Clerk • Tim Bazar • RoseLee Hurst • Vern Snodderly ./22J Main treet- Newman, Cdiforn1~1 95350-ph: 209.86229JJ-lax: 209.8620.1./J
• CL192 Page 214
  NCLUSD does not see transportation to CTE programs as a barrier nor an obstacle to participation. RG. To promote access, equity, and participation, districts should provide for out-of-pocket expenses for CTE enrollees in their 2022-2023 budgets. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Pen. Code,§ 933.0S(b)(l).) Explanation: Completion of a CTE pathways does not require out of pocket expenses. R7. By December 31, 2022, all districts should develop a plan to provide CTE learning applications that reflect the diversity of their population. Response: The recommendation requires further analysis. (Pen. Code,§ 933.0S(b)(3).) Explanation: This is part of the NCLUSD goals for completion in part by June 30, 2023. As with any goals there will be ongoing maintenance of the program beyond the June 30, 2023, date. RECOMMENDATIONS Achievement RS. All school districts should participate in a county-wide evaluation of why English learners and continuation high school students have such a poor "college/career ready" scores. This effort should be led by SCOE and occur during the 2022-2023 school year. Response: This recommendation will be implemented m the future. (Pen. Code, § 933.05(b)(2).) Explanation: The Stanislaus County Office of Education ("SCOE") holds a monthly meeting for all county CTE Directors. The agenda will include an evaluation of college and career ready scores specific to EL and continuation students. The Stanislaus COE will lead districts in a county-wide evaluation that will focus on EL students and CTE programs. Coordination and meetings will be initiated by SCOE administration during the 2022- 2023 school year. Respectfully submitted on this thirteenth day of September, 2022 by: Shawn Posey, Superintendent Board of Trustees Janice Con/om; Pres,denc • Paul Wallace, Clerk • Tim Baz.:zr • RoseLee Hurse • Vern Snodderly .1223 Main Screec- Newman, CalifoITJia 95350-ph: 209.862.2933 - fax: 209.862. 0.1./J
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  The 2022-2023 SCCGJ is satisfied Oakdale Joint Unified School District submitted a detailed response; however, the response was not received within the timeframe stipulated by California Penal Code §955(c). # - The Oakdale Joint Unified School District could not agree or disagree to F9.
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  RECEIVED , Learn, Every Day, No Excuses BY: Oakdale Joint Unified School District 168 South Third Avenue, Oakdale, California 95361 (209) 848-4884 • Fax (209) 84 7-0155 September 13, 2022 Honorable Judge Robert B. Westbrook Presiding Judge of the Superior Court PO Box 3488 Modesto, CA 95353 RE: Grand Jury Report: "Career and Tecltnical Education Programs for At-Risk Students": Case No. 22-JSGJ'' Dear Judge Westbrook: The Oakdale Joint Unified School District ("District") has reviewed the Facts, Findings and Recommendations in the Grand Jury Report "Career and Technical Education Programs for At Risk Students" filed on May 7, 2013. Pursuant to California Penal Code section 933(c), the following constitutes the response of the District and its Governing Board ("Board") to the findings and recommendations pertaining to matters under the control of the District. RESPONSE TO FINDINGS FINDINGS: Access and Equity Fl. At comprehensive high chools in the County, while the CTE course offerings do not thoroughly cover all fifteen industry groups, and vary substantially by district and school, all students, including English learners, do have access to the programs. Response: The District agrees with this finding to the extent it has knowledge and based on the representations in the Report on Case # 22-15GJ. (Pen. Code, § 933.05(a)(l).) Explanation: We do not have enough information to speak to other districts, but in the District we have established 11 CTE pathways and with additional CTE pathway being added in 22-23, covering nine total industry sectors. There has been growth with more options available since 2019. All students, including English learners, do have access to the programs. All CTE instructors teach six periods of six periods (The District pays these teachers an additional 17% stipend to "teach their preparation period") in order to provide more opportunities for access.
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  Teach, Learn, Every Day, No Excuses Oakdale Joint Unified School District 168 South Third Avenue, Oakdale, California 95361 (209) 848-4884 • Fax (209) 847-0155 F2. Continuation high schools' acce s to CTE programs is very limited. Response: The District agrees with this finding to the extent it has knowledge and based on the representations in the Report on Case# 22-lSGJ. (Pen. Code,§ 933.0S(a)(l).) Explanation: Our continuation high school, East Stanislaus, is a half-day program with approximately 80 students and 4 teachers. Students focus on credit recovery to graduate, rather than on elective courses. F3. Master schedule conflicts limit English learner participation in CTE programs because required EL cla e , graduation classes, and CTE classes are frequently offered at the same time. Response: The District agrees with this finding. (Pen. Code, § 933.0S(a)(l).) Explanation: Multiple CTE pathways provide multiple opportunities for our EL students to participate in CTE classes depending on student choice, graduation requirements, and language support needs. The District has a very low percentage of EL students (6.9 % of Oakdale High School students and 11.0% of District students). F4. Promotion by districts of available CTE transportation is lacking. Response: The District disagrees with this finding. (Pen. Code, § 933.05(a)(2).) Explanation: As of2021-2022, Oakdale Joint Unified provides transportation from Oakdale High to the SCOE Culinary Academy. We also provide transportation for students taking Farm Management classes to the School Farm. All other CTE pathways are held on the high school campus so transportation is not needed. FS. Payment for out-of-pocket CTE expen es i a barrier to participation for some students. Response: The District disagrees with this finding. (Pen. Code, § 933.05(a)(2).) Explanation: The District is unaware of CTE student paying any out-of-pocket expenses to participate in any CTE classes or activities.
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  On behalf of the Board of Education of the Oakdale Joint Unified School District, we appreciate your concern for our District. David Kline Superintendent
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  On behalf of the Superintendent and Board of Education of the Patterson Joint Unified School District, we appreciate your concern for our District. Veronica Miranda Assistant Superintendent, Educational Services
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  The 2022-2023 SCCGJ is satisfied the Riverbank Unified School District submitted a detailed response within the timeframe stipulated by California Penal Code §955(c).
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  s~~ 22 RECEIVED September 8, 2022 BY:C~~~~- Honorable Judge Robert B. Westbrook Presiding Judge of the Superior Court PO Box 3488 Modesto, CA 95353 RE: Grand Jury Report: "Career and Technical Education Programs for At-Risk Students": Case No. 22-15GJ'' Dear Judge Westbrook: The Riverbank Unified School ("District") has reviewed the Facts, Findings and Recommendations in the Grand Jury Report "Career and Technical Education Programs for At Risk Students." Pursuant to California Penal Code section 933(c), the following constitutes the response of the District and its Governing Board ("Board") to the findings and recommendations pertaining to matters under the control of the District. RESPONSE TO FINDINGS FINDINGS: Access and Equity Fl. At comprehensive high schools in the County, while the CTE course offerings do not thoroughly cover all fifteen industry groups, and vary substantially by district and school, all students, including English learners, do have access to the programs. Response: The District agrees with this finding. (Penal Code§ 933.0S(a)(l).) F2. Continuation high schools' access to CTE progran1s is very limited. Response: The District partially disagrees with this finding. (Penal Code§ 933.05(a)(2).) Explanation: The District agrees that continuation high schools' access to CTE programs is "limited" but not "very limited." As noted in the Report on Case #22-151, a continuation high school program has a number of objectives. The primary objective is to provide a way for a student not being successful at a comprehensive high school to graduate from a District school with a high school diploma. However, as noted, there are aspects of continuation high school that foster career and work experience or post-secondary education credits in addition to the goal of graduation from a high school program. CTE at continuation high schools is, for lack of a better term, a "truncated" program, primarily due to the need for 300 hours of CTE pathway participation to achieve the designation as "ready." In the past two years, the District has made great strides in increasing its access to CTE programs for its continuation high school students. Currently, ten CTE pathways are available to all continuation high school students, class schedules have been coordinated to allow any students attending the continuation high school to travel to Riverbank High School for these CTE classrooms and the District will be studying the option of providing 005408.00 I 0438 382438.1 2022-2023 Stanislaus County Civil Grand Jury - Page 241
• CL200 Page 242
  transportation to these students (the continuation high school is .74 mile from Riverbank High School) in an effort to encourage more students to attend these CTE classes. F3. Master schedule conflicts limit English learner participation in CTE programs because required EL classes, graduation classes, and CTE classes are frequently offered at the same time. Response: The District disagrees partially with this finding. (Penal Code § 933.05(a)(2).) Explanation: The master schedule of the District high school is a complex undertaking which needs to account for the basic requirements of graduation and the other matters identified in the Report on Case #22-151, such as AP classes and, as noted below, English Learners. It is also premised on student's desires to the extent possible as well as available properly credentialed staff and funding for that staffing. The high school administration works diligently to factor in all of these needs and requirements. The District disagrees with the finding that the timing that CTE classes are offered creates conflicts for English Learners, but agrees with the finding that English Learners have limited availability to take CTE classes. While the master schedule does create an issue in fitting CTE classes, the issue is more related to requirements of Title III. Title III is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of Title Ill is to help ensure that English learners (ELs) attain English language proficiency and meet state academic standards. Therefore, all English Learners are required to take courses in English language proficiency which often makes scheduling and participating in CTE courses difficult or impossible. Unless this federal mandate changes, this requirement will continue to be a large obstacle to overcome for English Learners wi hing to take CTE classes. F4. Promotion by districts of available CTE transportation is lacking. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) Explanation: Based on the information documented in the Report on Case #22-151, the District agrees with this finding. As noted above in the District's response to Finding No. 2, the District will be studying how they can provide transportation to continuation high school students who wish to access CTE classes at Riverbank High School in the 2022- 2023 school year. FS. Payment for out-of-pocket CTE expenses is a barrier to participation for some students. Response: The District disagrees with this finding. (Penal Code§ 933.05(a)(2).) Explanation: Compulsory education for all students in the Riverbank Unified School District is without cost. This includes all courses and their supplies within the CTE programs. No District student is denied access to CTE programs due to any out of pocket expenses; the District pays for any out of pocket expenses resulting from student participation in these programs. 005408.00 I 0438 382438.1
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  F6. Access to technology, particularly learning applications are not always provided m alternate languages creating a barrier to participation. Response: The District disagrees with this finding. (Penal Code § 933.05(a)(2).) Explanation: All students within the Riverbank Unified School District have received a District issued Chromebook. The Chromebook, which is used within the CTE programs, has the capacity to provide information in the identified language need areas. In addition, the District utilizes the Microsoft Translate program for teachers to use in instruction that provides real time translation to non-English speakers. The District has a significant number of students from Central America, India, Iraq, and Afghanistan, including several refugees, and this technology is utilized to successfully provide an education to all these students, including CTE students. F7. Promotion of CTE programs for English learners and continuation high school students is inadequate. Response: The District disagrees with this finding. (Penal Code § 933.05(a)(2).) Explanation: Marketing and information of the CTE programs are offered to Riverbank Unified Students based on their unique needs. Riverbank High School students have access to promotional fliers on campus, actively participate in bilingual discussions regarding the program at a minimum of two times a year when they meet with their school counselor, and during one on one bilingual conversations with the high school vice principal. At the District's continuation high school, which has a proportionally smaller population, students also receive flyers and engage in more frequent staff interaction on this issue. In addition, the vice principal at the high school is also the principal at the continuation school. This ensures a consistent communication of program opportunities. In addition, school counselors provide information to their students regarding their CTE opportunities with all students during one on one counseling. During the past two school years, the District has significantly increased the promotion of its CTE programs by coordinating this effort between administrators, counselors and teachers. In the 2019-2020 school year, there were two District graduates from the CTE Program; in the 2020-2021 school year, there were 36 District graduates from the CTE Program; and in the 2021-2022 school year, between 46 to 48 students graduated from the CTE Program. F8. More support is needed for English learners and continuation high school students to improve access and promote equity of CTE pathways. This support can take many forms, including education for parents and students on the value of CTE. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) FINDINGS: Participation F9. English learner enrollment in CTE varies considerably by district and school. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) 005408.00 I 0438 382438.1
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  FINDINGS: Achievement FlO. The CTE completion rate for English learners is low. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) Fll. The graduation rate for continuation high school students varies dramatically by school, and the graduation rates are significantly lower than for comprehensive high schools. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) Explanation: Even though the District agrees with this finding, the District notes that it has made significant progress in increasing the graduation rate for continuation high school students in the past two years. As noted in the District's Response to Finding No. 7, the District has made great strides on improving its graduation rates for continuation high school students. F12. EL high school graduates who graduate have low "college/career" scores. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) F13. The percentage of continuation high school students who graduate varies from school to school, but the percent not "college/career ready" is significantly low. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) F14. Districts need to find additional avenues for English learners and continuation high school students to gain skills to help them succeed in life, be it in college or in a career. Promoting greater participation in CTE is an opportunity. Response: The District agrees with this finding. (Penal Code§ 933.05(a)(l).) RESPONSE TO RECOMMENDATIONS Rl. Districts should develop strategies for reaching out to English learners and continuation high school students to promote CTE programs. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.05(b)(l).) Explanation: Marketing and information of the CTE programs are offered to Riverbank Unified Students based on their unique needs. Riverbank High School students have access to promotional fliers on campus, actively participate in bilingual discussions regarding the program at a minimum of two times a year when they meet with their school counselor, and during one on one bilingual conversations with the high school vice principal. At the District's continuation high school, which has a proportionally smaller population, students also receive flyers and engage in more frequent staff interaction on this issue. In addition, 005408.00 I 0438 382438.1
• CL203 Page 243
  the vice principal at the high school is also the principal at the continuation school. This ensures a consistent communication of program opportunities. R2. Districts should develop strategies to support English learners and continuation high school students who enroll in CTE programs. Among possible strategies would be providing interpreters for both students and their families. Additionally, districts should evaluate incorporating English as a second language teachers into CTE. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.05(b)(l).) Explanation: The District provides interpreters for both students and their families at all school meetings and the District has evaluated incorporating English as a second language teachers into CTE. Bi-literacy is a cornerstone of the Riverbank Unified School District's commitment to student success. This begins at the time of enrollment where measures are taken to identify students who may need language support. Those individuals are then afforded designated EL time with the goal of language competency upon promotion to secondary education. The District also provides all communication and policies in both English and Spanish, and interpreters are present at all designated official school functions. R3. With the next release of master schedules, districts should create more flexible class schedules, making it easier for English learner and continuation high school students to both satisfy graduation requirements and participate in CTE programs. Response: This recommendation was implemented at all times prior to the Grand Jury Report within the confines of federal law (Title III of ~ A) as et out in the District's Explanation in Finding No. 3 and will continue to be implemented in the future. (Penal Code § 933.05(b)(l ).) Explanation: In addition to the federal ESEA class mandates for English Learners, the master schedule of the high schools is a complex undertaking which needs to account for the basic requirements of graduation and the other matters identified in the Report on Case #22-151, such as AP classes. It also is premised on student desires to the extent possible as well as available properly credentialed staff and funding for that staffing. The high school administration works diligently to factor in all of these needs and requirements. R4. By December 31, 2022, districts whose continuation high schools do not offer CTE should begin planning to incorporate such programs in their curriculum. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.05(b)(l).) Explanation: As noted by the District in its response to Finding No. 2, beginning in the 2021-2022 school year, continuation students were given the opportunity to attend CTE classes on the high school campus during the final period of the day. This pilot was deemed successful and continuation school students will be encouraged to participate during this coming school year. In addition, Riverbank High School will be instituting intervention 005408.00 I 0438 382438.1
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  time in their 2022-2023 schedule. All high school students will have a period, four days a week, where they can meet with a counselor, fill out college applications, or participate in a CTE program. RS. To promote access, equity, and participation, districts should promote CTE transportation options. Response: This recommendation has not yet been implemented, but will be implemented. (Penal Code§ 933.05(b)(2).) Explanation: The District will develop a plan to promote CTE transportation options by December 31, 2022, subject to the available financial resources. R6. To promote access, equity, and participation, districts should provide for out-of-pocket expenses for CTE enrollees in their 2022-2023 budgets. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.0S(b)(l).) Explanation: There are no out-of-pocket expenses for District CTE students. R7. By December 31, 2022, all districts should develop a plan to provide CTE learning applications that reflect the diversity of their population. Response: This recommendation was implemented at all times prior to the Grand Jury Report and will continue to be implemented in the future. (Penal Code§ 933.0S(b)(l).) Explanation: As noted in the District's Response to Finding No. 6, the District provides CTE students with learning applications that it provides to all students in its District. All students within the Riverbank Unified School District have received a District issued Chromebook. The Chromebook, which is used within the CTE programs, has the capacity to provide information in the identified language need areas and the District utilizes the Microsoft Translate program, and interpreters are provided at all District meetings with English Learners and their parents. RECOMMENDATIONS: Achievement RS. All school districts should participate in a county-wide evaluation of why English learners and continuation high school students have such a poor "college/career ready" scores. This effort should be led by SCOE and occur during the 2022-2023 school year. Response: This recommendation will be implemented in the future. (Penal Code § 933.05(b)(2).) Explanation: The Stanislaus COE will lead districts in a county-wide evaluation that will focus on EL students and CTE programs. Coordination and meetings will be initiated by SCOE administration during the 2022-2023 school year. 005408.0010438 382438.1
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  On behalf of the Superintendent and Board of Education of the Riverbank Unified School District, we appreciate your concern for our District. Sincerely, C ristine Facella Superintendent Riverbank Unified School District 005408.0010438 382438.1 2022-2023 Stanislaus County Civil Grand Jury - Page 247
• CL206 Page 260
  On behalf of the Turlock Unified School District and Board of Trustees, we appreciate your concern for our District. S~c:: J . ~ ~ Dana Salles Trevethan Superintendent of Schools, Turlock Unified School District 0054080010438 400063.1 2022-2023 Stanislaus County Civil Grand Jury - Page 260
• CL207 Page 206
  On behalf of the Superintendent and Board of Education of the Modesto City Schools, we appreciate your concern for our District. Brad Goudea Associate Superintendent Education Services 00540 .0010438 382216.1
• CL208 Page 292
  Riverbank Language Academy: The Brown act and Other Observations Case #22-16GJ SUMMARY Since 1953, virtually all levels of local government in California have operated under the Brown Act. The Act, authored by Assemblyman Ralph M. Brown (D-Modesto), is often referred to as an “Open Meeting Law” or “Sunshine Law”. The Brown Act defines the manner in which local government is required to disclose intended actions so the general public is informed and is provided the opportunity to participate in the deliberations of their elected local leaders. The Brown Act is intended to strike a balance between public access and the need for confidential deliberations, with the presumption in favor of public access. The Riverbank Language Academy (RLA) is a charter school operating under a charter issued by the Riverbank Unified School District (RUSD). The Stanislaus County Civil Grand Jury (SCCGJ) determined the Brown Act is applicable to the RLA. The SCCGJ also determined the RLA did not adhere to specific sections of the Brown Act pertaining to the time requirements for posting an agenda, use of their website to post RLA Advisory Board agendas, access to RLA Advisory Board agendas and minutes, and remote participation in RLA Advisory Board meetings. Agencies Asked to Respond  RLA Advisory Board of Directors: F1, F2, F3, F4, F5, F6, R1, R2, R3, R4, R5, R6
• CL209 Page 294
  The 2022-2023 SCCGJ is satisfied the Riverbank Language Academy submitted a response within the timeframe stipulated by the California Penal Code §955(c).
• CL210 Page 301
  Report on the Stanislaus County Annual Financial Report and Audit Case #22-17GJ SUMMARY California Penal Code §925 requires that civil grand juries investigate and report on the operations, account and records of the departments or functions of the county. The 2021-2022 Stanislaus County Civil Grand Jury (SCCGJ) undertook an investigation of the County’s Comprehensive Annual Report (CAFR) and its external audit. The SCCGJ reviewed all information available at the time this report was completed. Agencies Asked to Respond  Stanislaus County Auditor-Controller: F1, R1  Stanislaus County Board of Supervisors: F1, R1 Findings gnidniF /w seergA yllaitraP seergA yllohW seergasiD
• CL211 Page 57
  The 2022-2023 SCCGJ is satisfied that the Stanislaus County Auditor-Controller submitted a response within the timeframe stipulated by California Penal Code §955(c). * - not applicable

Commendations 1

• CM1 Page 20
  OPD has invested in a web-based software program that is expected to go operational in March 2023 (LEFTA Systems, Public Safety Software Applications).16 Unique to the program is the ability to interface with POST’s electronic data interchange. The program will send email notifications and alerts to employees and managers as the deadline for mandated training approaches. Training plans can be created as well. OPD has recently been in touch with an administrative assistant of the Training Center to address upcoming training needs. The Training Center has suggested that OPD schedule half of its officers for training in even years and the other half in odd years. That fits well in getting all mandated training completed in the two-year cycles. OPD is dedicated to one-hundred percent compliance with mandated training by the end of this current cycle (2023-2024).

Agency Responses 1

Government agencies' official responses to this report's findings and recommendations. Click on a response to see the structured breakdown.