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Superintendent Marshall outlines entry plan, proposes long-range facilities and organizational changes
Summary
New Superintendent Dr. Mark Marshall presented findings from his July 1—Oct 31 entry plan, recommending a 5—6-year long-range plan, organizational chart changes including moving special education under Educational Services, facilities master planning, and attention to staffing ratios amid flat enrollment.
Dr. Mark Marshall, Central Unified—s superintendent, summarized his entry plan to the board on Nov. 18, citing findings from July 1 to Oct. 31 and offering recommendations intended to guide the district over the next five to six years.
Marshall said the district—s strengths include engaged community partnerships, award-winning schools and a robust Ag/FFA program, while noting challenges such as leadership turnover and special education facility needs. "One of the most important outcomes I want to discuss tonight is this is a report on my observations, the findings, and the recommendation for the future," Marshall said.
Among his recommendations, Marshall urged the board to adopt a long-range plan covering mission, vision and targets for academics, social-emotional supports, facilities and fiscal stability. He recommended revising the organizational chart to meet student needs and proposed moving Special Education into Educational Services so student supports and instructional services align more closely. He also recommended a comprehensive facilities master plan to prepare for anticipated growth and to prioritize deferred maintenance.
Marshall flagged budget realities: "Nearly 85% of our budget is spent on people," he said, and noted flat enrollment compared with neighboring districts that are growing, calling for attention to staffing ratios and alternative revenue strategies.
Trustees asked follow-up questions and praised some site-level innovations presented earlier (AVID, protected instructional blocks). The board directed staff to schedule follow-up work and indicated the entry-plan recommendations will inform evaluation and future agenda work including potential workshops on special education and data deep dives.
