SMUSD BOE 06-09-26 Special Board Meeting

001Okay, good morning everyone. Welcome back to the board of education special meeting. Um, today is June 9th and the time is 9:06. Um, all meetings of the board of education are open to members of the public unless publicly noticed as confidential close session as allowed by the law. Members of the public may address the board as outlined in the public comment section of the agenda. The audio of all meetings is recorded and a member of the public may be helable for any slanderous or otherwise defamatory statements. In consideration of the board and members of the audience, please turn off or silence your cell phones while log in the boardroom. The San Marino Unified School District encourages those with disabilities to participate fully in the public meeting process. If you need a disability related modification or

002accommodation, including auxiliary aids or services to participate in the public meeting, please contact the assistant to the superintendent at jolator at smusd. us or 6262997000 extension 1310 at least 48 hours before the scheduled board meeting so that we may make every reasonable copy. Documents provided to a majority of the board of education regarding a vote of session item on the agenda will be made available for public inspection in the district office located at 1665 West Drive San Marino during normal business hours. In addition, such writings and documents may be viewed on the district's website at www.smusd. us. Uh we are now in open session and the meeting has come to order. Uh roll call, please. Mr. Shay >> Hi, >> Mr. S. >> Hi, >> Miss Lamb will be joining us shortly. Mrs. Ryan, Mrs.

003Gil here. Uh, okay. Everyone, please stand and please. >> Ready, begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Salude, >> Mrs. Ryan, Mr. Chang. Uh, roll call, please. Mr. Sun, >> hi. >> Mr. Chang, >> hi. >> Mrs. Ryan >> I Mrs. Scale five comments. Communications from the audience concerning matters on the special board of education meeting agenda may be heard at this time but not responded to your board of education. The board of education has adopted a board policy 1323b to ensure the public's right to be heard in any matters pertaining to the San Marino Unified School District. Persons who wish to provide public comment will have three options

004to submit public comments. One, submit through an online form. Um, the public had the opportunity to submit public comments for the open session on June 9th, 2025 from 2:00 p.m. through 4 p.m. on Monday, June 8th, 2026. I apologize, it says 25, but June 9th, 2026 from 2:00 p.m. through 4 p.m. on Monday, June 8th, 2026. Comments received during this time will not be read during the meeting, but will be provided to you by the board of education. Did we have any comments submitted? There were no comments. Thank you so much. Um, number two, request to speak during the meeting via Zoom. Uh, is there anyone on Zoom at this time? >> Uh, there is one person. >> Okay. Who set the timer for one minute? During public comment, the meeting will pause one minute

005for to take time uh to take requests to speak. The raise hand function is used to take requests during the public comment period. For online attendees, press the raise hand icon to add yourself to the queue. For phone attendees, dial star. The speaking order will be determined based on the order of requests received. Individual speakers will be unmuted and called to speak. And I believe the timer has been started. >> Yes. Uh yes, >> thank you. Just please let us know when it's up. There are >> 40 seconds remaining. Oh, if you should just ask our one audience if they have question or comment. one minute of uh nobody's wishes. >> Thank you so much. Um number three, the third way is to request to speak during the meeting in person via the public comment

006card. Uh there's no one in attendance in the audience, but did we receive any cards? >> Of course. >> Okay. Thank you so much. Uh now let's move on to board strategic planning. I like to turn it over to Dr. Deator who will lead the board through the planning session. But um beforehand, I just wanted to thank everyone yesterday for really uh valuable input and attention and I think that um we are really on the right track. So thank you all so much. >> Thank you President Gil and members of the board executive team. Um good morning everyone and it's just lovely to be back here at the Huntington uh to engage in this very important um strategic planning session and as we know today is day two. Yesterday we had a very productive day.

007Um the board of education was able to hear perspectives from our superintendent student advisory council comprised of approximately 30 students grades 9 through 12. um they conducted research um amongst their peers in the areas of food services, grading reform, facilities and CTE opportunities. By the way, fresher we covered um the important topic of governance um discussing and understanding the distinctions and responsibilities of the board of education, the superintendent and our count. We also uh presented the board of education with current uh state of the district. You heard from every cabinet member on their respective domains about what uh we accomplished over the 2526 school year. In addition to that, you heard about current trends within the state of California in the area of education. Um, we discussed both challenges and opportunities. And today we are

008going to delve into the board's establishment of four important broad-based goals for the 2627 school year. So with that, I'm going to ask um Mrs. Stella Tori to help me with the butcher paper by asking the board of education if you had an opportunity to really think about we discussed yesterday and if you have any follow-up questions for either myself or the executive team. Yeah. Okay. All right. Then we'll be so um Mr. Pong, if you could pull up the board's bills for uh 2526. I think it was on the first page of the presentation that we started with yesterday. >> Yep. >> I want to put those up so the board of education can uh have a floating point. So for 2526 um this was a review we had uh four important broad-based goals

009and they are as follows. Evaluate and enhance an environment of safety and wellness. As you know this is a fundamental to being able to provide a good quality education if our students and our staff are not in a safe environment that will affect the learning that goes on in our classrooms. and then maintain and implement fiscal health and sustainability. If we do not have the resources to be able to provide the comprehensive education that we currently do, that will have an adverse impact on the quality of education in the classrooms. And then fostering community awareness and understanding of SMUSD's mission and vision. Very important goal. Um we absolutely need to be transparent in all of our actions. We need to have a good strong relationship with all of our stakeholders in the community. Um I

010say it over and over again, but without our relationship with the community, um we would not be the school district that we are today. We rely on our community to partner with us in the area of educational excellence. And that is a very important goal. Prepare students for post-graduate success. Um this is really the culmination of what we do in education. We want to make sure that by the time our students are graduating San Maria High School that they walk away with the skills, the knowledge, the expertise, and the ability to be able to be successful in their endeavors in college, university, and in uh their future careers. So, with that, um we want to start talking about what our goals are going to be for the 2627 school year. and and [clears throat] goals

011are very broad-based. They have to be measurable. Um we need to be able to uh really articulate what we mean when we're talking about specific actions that fall under each one of these goals. Um I will take these four goals that we developed today um to the leadership summit and we will work with our principles, assistant principles and department heads to develop an action plan specific to your broadbased school goals and this will guide and direct the work that we do all of next school year. So this is really the center of the work that is going to get done and be accomplished on behalf of all students in San Marino. One thing that I wanted to make sure that we are all aware of next year we are going to be very very focused

012on being student centered. It's going to be our theme as we move forward in the work that we do. We're going to start with the professional development um with our entire faculty on being student centered and really doing what we think is best for each child and each child comes to us with different strengths and different skills and different attributes and we need to be able to see the gift in every child and that is really important um in in ensuring that each child gets the absolute best education that we can provide. So, I I just want the board to keep that in mind as we move forward. Now, some of these goals may look the same. Some of them you may decide are as important as ever, and we want to continue um to

013work on those goals as we move forward. um in San Marino as you are aware with respect to uh board goal B maintaining and implementing fiscal health and sustainability is a goal that we continue um to work toward and that is is really key and fundamental to the work that we do. Without that um we we have to pause on innovation. We pause on on everything that we do to deal with the crisis, the fiscal crisis that is before us. and and we've had that experience over um the last several decades. U as those of you who have been in your positions for more than one decade, um Mr. Chang, Mrs. Ryan, you have experienced those cycles when um we don't have enough funding to be able to support our schools and then we look

014to the community to help us get back on track. We are in a position now um to have a plan B. We're in a position now where we have a buffer which I think is really really important as we move forward of doing the work that we do. There is not going to be an interruption at least for a year now when uh in education when we have a crisis and we're hoping that we don't have a crisis but the state of California's budget is volatile. It goes up, it comes down. Senators are good, senators are not good. The economy is um is something that we continuously monitor. Um Dr. Choy is is really locked into what's happening at state level. Um this year is is good. We predict that the next year will be

015stable, but after that we don't know. We simply don't know. There's a lot of of uh areas in in the world globally that are affecting our economy and will continue to affect our economy. What goes up must come down. And so we need to be realistic and prepare for that simply because we are one of the lowest funded school districts in the entire state of California. And only 70% of our revenue comes from the local controlled funding formula. 30% of our revenue comes from the two parcel taxes that we have the San Marino schools foundation and the money that our PTAs raise. That is unlike any other district that I know of. And we could we could we survive on what the local control funding formula provides as a school district? Yes. Would it look

016the way that it does today? No, it would not. It would look very, very different. We'd be focused mainly on academics and we would not necessarily have all four A's intact. Things would have to be sacrificed. Programs would have to be eliminated. Um, as you are aware, we are getting students into top universities and colleges. very successful. We have a student who's going to MIT next year. We had a student go to MIT this year. That is one of the hardest higher institutes of education to get into and we're successful in getting kids into that uh university. So, we are so proud of all of the universities that our students are getting into this year and we're going to have comprehensive presentation on that um tonight at the board meeting. Dr. Wolf will be here

017and he will be sharing with the board of education um all of the college acceptances and what they mean to San Rio High School. So I think that B is really important. Of course A is very important and we continue to work on making sure that we have an environment of safety and wellness. Yesterday you heard from us that um we have done a lot of work in the way of providing wellness centers at both um the high school and the middle school. We also took all of wellness support at the elementary schools. We have interns working uh under Google direction of uh Tanya Alhindi at San Marino High School. So we have really uh continued to expand our wellness services and our mental health focus over the years and we continue to do so

018on behalf of kids. Um safety wise, we have been able to fence the middle school. Um it is no longer just an open campus. We've done both the front and the back of of Huntington Middle School. We have finished the fencing project at San Marino High School. Um, and as you know through our efforts with Measure M, we're going to continue to work on um, safety throughout the school district. So, that continues to be a focus. Um, Dr. Troy was successful in getting a grant uh that provided new camera systems uh districtwide and we're going to continue to um try to get cameras in all of the areas that are currently uncovered. And so we're working toward that as well. And it is equally important that we uh we talk to the community consistently in

019a variety of levels on what we're doing, how we're doing it, where we're getting the resources. So making sure that our community understands our mission and vision is absolutely critical to advancing um the school district's strategic plan and preparing students for postgraduate success is really essential as well. Again, that's the culmination of all the work that we do. That's that's what we work toward from transitional kindergarten through 12th grade. All right. So, um let's go ahead and get started. I know you're all anxious to um to get going. So, with the first and these are not in any particular order of importance. Keep that in mind. That's why we labeled them A through D instead of 1 2 3 4 so that you don't feel like um we have a number one goal and number

020two goal in the order of importance. So let's talk about evaluate and enhance an environment of safety and wellness. Um board feedback on this goal. Is this something you want to carry over or something you want to do away with? and and yes um >> President >> I think all these goals are valuable and I think that we need to look at the next evolution to build on these um I did do a little bit of research um on my own about evolution of that and I mean it uh getting some AI assistant on that as a as a starting point but I think we need to as a group u develop it into what really applies to us and our of um may offer um as um because we are we are still concerned

021about physical safety always, right? Um we're we're concerned about wellness always. Um and so one the thing that came up would be as a starting point ensure safe, secure and supportive learning environments. Mhm. So um there's a lot each security emergency and preparedness, student wellness, school climate and belonging there. Those are some of um ensure safe secure and supportive learning. So the physical safety the resilience learning environment would be um encapsulated in that resilience would be safe on threats prepared for emergency emotionally supportive technologically secure and adaptable to future challenges. So just a starting point for discussion I think that um Dr. Detroit and his department have done a great job evaluating um and enhancing physical digital and then Dr. who's done a Dr. Dr. Richtor has done a great job on the on the

022you know the wellness side and also the belonging the things. So anyone? >> Yeah, I was looking at the other school board go right and they this they put the word go but they try to put the each one character letters and they say something they say CCC like community communication or something like that. So I kind of thought about that too. >> So we are ABCU. So what I thought about is A as a assist and B as a balance, C as a community or communications and D as a diversity. You know that's that's the word catch word. I kind of came with it because it's much easier to remember because especially I'm a English learner. So I really help to emphasize that and for >> so say that the uh I'm sorry say

023what the A was again. A was assist. >> Yeah. And B has a balance. Yeah. Okay. Balance those budgets. And C for the community and D for the diversity. You don't need to stick with it. >> Yeah, >> because I always forget. So, I try to remember myself and I just come up with my little >> That's good. >> Yeah. >> So, I'll go next. Um I love that um President Gil and um Joshua have fully focused in and done some homework beforehand. Um the evaluating and enhancing safety in the environment needs to be at multiple levels. It starts and begins with our supply staff when you first walk in the door. The secretary, the campus supervisor, the nurse, everybody needs to be kind of on board. The principal, all the training needs to happen.

024It cannot fall on just the principal. So if the principal is responsible for for social emotional wellness, if the principal's uh respons or the AP is responsible for the monthly drills, uh we need to have uh basically at all levels in terms of trained and understanding of what we what sort of definition of enhancing um ensuring the safety and wellness because it means different things and when you have a catch all umbrella um it's not that the clarity is not there in terms of what is the the the mandate for that position and it should go beyond that position right just because I'm in health aid doesn't mean I'm not thinking about other things of what I need to do to ensure everybody's safe I think that's a really good point and I agree with

025you all employees should be responsible for safety and it is up to us to define clearly what that means so that we're not all operating under a different assumption uh when it comes to our respons like if the gate is left a jar that somebody walks by they think it's not them we talked a little bit about the safety when it is when the parents are out front what are they looking at well who's the need I've seen this man before and you don't say anything we stand there together. And so it's it's that active proactive kind of engagement with our community. Right now it's the school community for that. Yeah. [clears throat] And um I I appreciate that you're bringing that up because that's a good reminder that we need to follow up with

026allowing our community of parents the opportunity to also be trained. Um, and that reminds me of the Peter Crab um, model of uh, safety through customer service and doing it in a very positive and approachable way so that your parents can say, "Hi, um, can I help you find something?" Or, you know, if there's a stranger who is not recognizable on campus and they may have a legitimate reason for being there. And so, we don't want to come across as being defensive or hostile. We want to be warm and welcoming. Um, but we also want to give, you know, any characters who do not have good intentions, um, the assumption that they have eyes on them so that they're less likely to do harm, uh, to our our students and staff. And I think what

027uh, Brian was saying too, it's like the preparedness, the expectations. So we set up set it up up front like that is we are not all in these little boxes of responsibilities right >> everybody is pitching in to um accomplish this goal. >> Yeah. Like you walk by, shut the gate if it's been left open, you know. Um look to see if somebody is wearing a badge. Just notice things, right? Um notice if there on the wellness side if there's a child who seems withdrawn. I feel like um from my personal experience as a parent, some of these teachers don't feel um or don't they I can't speak to their feelings. They don't go beyond just the lesson. If you see a child who had an A and now is getting a D, what is

028going on? It's not typically, you know, what is out of character uh on the wellness side and on the physical safety side. noticing things like that. >> Yeah. Yeah. That that was my idea of support, you know, it's just not >> like that. >> We need to not just like student but also workers and staff. They kind of call each other. >> Yeah. like like operate as a team >> um to be to be as effective as possible, right? And >> I think we should also create an environment where um staff feels comfortable, safe, whatever is bringing up things where they could see some positive change. I mean, we want people to be able to speak up. And [clears throat] where are we going through? Okay. Any other thoughts? Uh but by by the way

029uh I think the the goal we set up last year this actually uh really cover for most of our expectation and the um when we evaluate for last 12 month actually we uh have a very uh achievement [clears throat] um so I I I don't know is that today uh we are going to set up another tit for we or just change it. >> I think that's a discussion. >> I think change it or I mean I think we should change it. I mean each year we should be building on our work. I mean >> I think the four core like values are needed but it's just changing what and what we're measuring for each core. So this the first one previously evaluated enhanced is now becoming ensured safe, secure and supportive learning environments which

030I think is great but for me because I want to quantify it and how is that measurable because similar to what um and I were discussing yesterday how do we have these metrics while I agree with everything that we're saying how do we measure that the staff is knowing a door can't be left a drop >> someone feels supported in doing these types of things. So I think it's all needed but um at what metrics and how are we measuring it to ensure we're reaching this goal so that staff executive can actually execute. So one way would be through uh surveys >> um to ensure that there is uh >> an awareness of what their roles and responsibilities are um if they're looking for percentages and things like that. Um we can certainly do that

031through surveys. >> Is that what you're thinking? J. So for example when we talking about awareness yeah definitely for last couple year uh we are also focus on the awareness but uh uh to me I I still uh try to give more the data to see the >> yeah what are doing >> and uh because you know what with my healthcare background I I have been uh work for other organization and I spend the time of time to to help to set up the you know like the mental health issue. So but I know the for the last 12 months we are very fine we don't have the big issue the mental health but I I know our neighborhood the school district s mental health issue and for last several year we set up center

032uh at the high school and um middle school and and the administration of state we are dependent to the elementary level that's that that's good things but uh as uh John mentioned I think we need to qualify you know we hire for those um the [clears throat] counelor she already uh can dive in you know work with the the the the the concern the student or the parent and and really help to get some solution. So, so this issue I haven't probably you guys already but I I I for next several months I I I really like to see the what we've done because I think right now you know government they spend a lot of money on mental health issue and a lot of new product that come out trying to help. So, so

033is that you cancer they catch up uh knowledge wise and also you know they really you know think about the California supplemental what they trying to provide. >> [clears throat] >> So, so I think this need to be follow up. Another things uh uh about the prepare student for postgraduate success. You know yesterday I mentioning about the um even we have a very good uh uh uh good result for college admission but but as you know the this community the parent have a high expectation even to high. So then how we the school district and the high school want to communicate with them. She because I think the education [clears throat] is not just a single purpose then we are prepare them to go to college. I I I think after they graduate from the

034summer high for the next 15 year I think that that's the what you can see is that they're successful or not successful. >> So so I I I mean the uh we we need to think about this kind of issue. So well I'm glad that we also discuss about CDE. So the CDE also is preparable. >> Yeah. See they have a alternatively you know to to to get in used to the next step for their career. Yeah. >> I think that's really really great point. Let's stay on a >> Yeah. We are talking let's stay on A and then I think we're about standing. >> It's [laughter] a different facility. I would have just sat down in your prayers. Um, but to Joanna's um if I may want to buy uh I'm wondering if if

035this is somewhere where we can bring AI in if if it's if it's part of a power school when we see a grading, it drops a certain percentage and you triangulate in like your absenteeism. Like there are definitely red flags that we know that could help a teacher in flagging them because yes, they have a lot of students and I think it is hard to say like oh my this one out of 200 or like however many people that they teach throughout the day in their five sections. Um it's hard to stay on top of every little thing. But if those alerts come up and then there's just could be like steps that go well. Have I reached out to the parents personally? Which I think that personal connection um is so much more valuable

036than a power school progress board thing popping up because those things just pop up pop up pop up all the time. So, um I'd actually like to see the goal um continue to have the wellness part because I think the um like what Tanya leads is wellness and what her data shows does have a metric and is quantified and it should probably be uh like continued not just ending at learning environments. It can be ensure safe, secure and supportive learning environments. uh that uh promotes student wellness and belonging and that way her branch is included like it's very obvious it's included because all of what the wellness center does that across four school sites there is data there that's measures who visits who doesn't um and then we can build upon how we can reach

037students even before they think they need it. >> I like that a lot um because you're folding that in um to the broad-based goal and that really is most of what I'm hearing from the board of education that providing metrics on how well we're providing mental health supports and services to students. Um and and we can do all of those things. we can provide you with that data as we move along and perhaps we can survey the students beginning of the year and then follow up with the survey at the end of the year so that we can see whether or not there's um any movement on how well we're doing in those areas. Um I also think that it's really um you know it it all comes together and and belonging is so essential

038to a student's success. If a student feels as though they belong on our campuses and they're a part of the school culture, they will do far better academically than they would otherwise. So that that word right there is really really important. Yes, this is right. So [clears throat] sorry I was choking there. Um, so to Franchesca's point in terms of progress monitoring, there is, you know, it's easier when this when the teacher has 32 kids to look at this kid's grades are in fall, right? emotionally they're not really connected in class but there should be a way in which we can uh gather that information in terms of a progress monitoring when we talk about I ready and we have a beginning of the year middle of the year and end of the year assessment

039uh to Joanna's point there needs to be some measurement perhaps smart goals perhaps um a way in and you can get that data quickly because Joanna is right that there may be some stigma of a certain group that just will not use mental [clears throat] mental health. >> Mhm. Um perhaps it's the belonging. So when we see that they're only in all AP classes and they don't have any sports, they don't have any outside activity, they're not engaged in uh science olympia, they're not engaged in speech and debate, they're not doing any other uh programs. So that should probably give us an indication that this kid is just purely just focused on the one area. And in terms of social and emotional wellness, we're not really addressing the whole child. What we're saying is okay,

040just focus on all your AP classes and as long as you're getting good grades, it doesn't matter. But there's another layer or to that u to that because kids will sit in your class and they are just functioning. they're well adverse in their subject area but at the same time social emotionally they're not doing well. That's kind of the what they that's what I'm hearing them say >> and I think that um is absolutely spot on in terms of identifying students early who are not as engaged as others on campus and not feeling that sense of belonging and providing them with support and services um to ensure that they do have a sense of belonging is critical in their future success. So let's go ahead and review what we have so far. Um, we have

041ensure safe, secure, and supportive learning environments that promote student wellness and belonging. All employees need to be responsible for safety. We need to develop our definition of safety and wellness. We need clear messaging for all employees so that we're all aligned in our mission and vision when it comes to safety preparedness. Everyone's job to secure campus that we need to make sure that all employees understand that it is their job and it is everyone's job despite your position. um notice and act when you see a child who is withdrawn. So all eyes on that whether you're the custodian, the food service employee, um an instructional assistant, or the superintendent, if you identify a child, say something. Speak up and get that child the support and service that they need. Create an environment where staff feels

042free and comfortable to speak up when they see areas where we can improve as a school district. So we can create some system in which that can happen. Um and we need to survey employees on their understanding of their safety responsibilities to be able to accurately measure whether or not by the end of the year um people are assuming that responsibility that they understand it clearly. Um we need to provide student mental health data to the board as an example percentage of students served um number of student visits student survey on wellness centers you know how well are they uh being served in those environments. evaluate how our counselors are performing. Evaluate um whether or not they are meeting the needs of our students mental health. Um evaluate mental health programs and tools for efficacy.

043Determine what tools are being used by our counseling services and mental health centers to determine whether or not they are strong and effective. Monitor students who have excessive absenteeism for mental health support. So those are red flags that the board talked about. And so if we see red flags, we need to be able to have eyes on that student and provide support services. >> And with your expertise, could you identify what those red flags are? Identify non red flags. Yes. And uh Brad has a very good point that we can using AI because >> you like that one. >> No. I saw because of one of the reason I said that it kind of sparked me is because I was keep looking at our school how they're using the AI and one of the school

044they've been doing it is they kind of so so the way they measuring the the student mental health it can be controversial but what they do is they open up the chat chatting system for the each peers >> but AI is analyzing their chat because AI is asking you how are you feeling today the students not going to answer you let's say Right? But they let friends talk about it and have more conversations and they start to gather your data and safely try to measure that how students doing well socially and they try to mur >> it can be very controversial because some >> you know it's being monitored. Yeah. I mean it's not like it's >> Yeah. So we got to be very safe >> safely and be careful with it when you present

045to the community. I don't know how they reacted but that was kind of things that please mention because I told you just think that that's >> a chat box and talk every day. >> Yeah. Yeah. Sure. So you have chat box and you can always check with your class name and everything but AI is usually the kind of analyzing behind it or something like that. >> Yeah. And and so in my circle, my superintendent circle, I'm hearing that that is very controversial. And of course, you've heard all the horror stories, right, about kids forming unhealthy relationships with um chatbots and um doing really bad things and not eating well. So this is, you know, pretty revolutionary, but it is something that we should monitor and have on our radar. >> Um but you you nailed

046it when you said it's controversial. So we as long as we know that and we look at that I mean you know and I think that may be something that parents can decide for themselves if they want their kids to parents are really going to have to monitor that on their own. Um, President Gil, >> um, one last thing, um, or maybe it's not the last thing, but another thing I wanted to add to this was to, um, align measure M projects and facilities development to a safe, secure, supportive environment. Um, as we're developing these projects, um, to build in safety features that are, um, we've talked about, you know, less intrusive. So I think architectural features um that seem friendlier um but also have them um consistent across the four sites >> and the

047district office. >> Yeah. Thank you for mentioning this what I just want to say because of the safety. So I think the building we are reviewing for the past. Yeah. So uh so we always need to also think about the safety issue. Yeah. You know this uh community look very positive so far nothing happen. So for those you have the same system. Yeah. We have to invest. [clears throat] Yeah. >> Okay. Um so are we are we ready to move to our second goal? >> I just wanted to continue on this one similar to what um Joseph and R is saying that the physical safety aspect right that yeah >> all staff that's responsible but it leads me to also um thinking about the zero eyes and all the cyber security of all the other

048things that have been implemented. Can you remind me that zero eyes we were on with the timeline right there certain time frame was it the camera system where at a certain time frame it three years or four years but we have >> we initially started with a three-ear contract and it was a pilot it initially started I believe with about 15 cameras >> and since then we've expanded it to cover additional cameras believe it's now 25 30 cameras it doesn't cover every single camera >> u but that opportunity where if we feel that that's something that's important that we should cover more have more additional coverage Florida >> I don't know if anyone else had >> yeah it's so that would fold into digital safety >> which also could fold into you know our our

049cyber security >> [clears throat] >> um and being really proactive in cyber security I loved hearing yesterday that we are um a model of that because I think these attacks are more and more prevalent, right? I mean, we have so much information we're safeguarding. Um, and we have to be really really uh aware of that. Hello. Not okay. All right. So, we've got cyber security, digital safety, zero post technology expansion. Anything else? >> That's an AI framework, right? Yeah. Okay. AI >> and I'd like to suggest for the board also as we are digging deep and delving into this whole safety, wellness, physical environment, all of that AI, you've added components. Um whether it is um when we are building like we're talking about the bond and you know once the camera did focus on

050the right spot but now it's got to refocus. We've got to really realign where our security and our gaps are in security because we've now put a new building up. We've now moved the structure. So now the camera that's facing here may not be as appropriate as if it was facing somewhere else. So, we need to look at that shift, but also I want um maybe the um the board to think about whether this is something accomplishable, Linda, >> a one year, 2year or threeyear graduate program because um as we add on things when we're talking about do we shift and move to a new goal or we're staying with this looks like we're all staying with this one, the importance of it, but Now we're going tier two. Right. Right. >> And then now

051is that something that's achievable in the one year? Because I don't want the pressure on the school district, I mean on our cabinet staff to then just oh wow, you know, we've got to train these people and then we hire, we did new hiring. Now what about all these teachers? What about these additional cameras? We're shifting. We're going out this area now. We're not focused over here. So when we're looking at that, I would want us to think about a one, two or three year plan because it's realistic because AI is shifting all the time, right? Yeah. And um as AI and technology in the community and the kids get smarter, I will tell you there are a number of school districts that have had breaches in their system where yeah, you've got the fire

052wall up, but they're coming behind there's a back door and they find it. Oh my gosh, the conversations I've had. Um, and they have it and they they have you almost like, okay, you have us now what, right? So, I'm just saying that when we're looking at that, it's something we might want to say these are the what's going to accomplish in year one. This is what we're looking at because we're building. I mean, how are you going to achieve the fact that, you know, this is a safe space. into a inside out classroom, but now how is it safe? You know, we're going to tell you it's not safe right now and we need special class to make sure our kids are safe or whatever, right? Or shady or something physical or simple like

053that, right? So, I do want us to think about that. Not necessarily that it can't be outreach, but it might be a 2year, threeyear plan to accomplish. That's a really excellent point and I do appreciate um you bringing that up, sorry, because that is um absolutely true. Many of the things that you see up here um are not a uh start and stop for one year. Uh it may be ongoing for multiple years and we may not be able to achieve all of this in year one. As an example, aligning measure M with this goal, it's going to take multiple years because construction is going to go on for multiple years. So, as long as the board of education understands that um you know we and we will continue to measure our pro progress um

054but it is an ongoing project that will continue over multiple years. So, we're not going to complete all of that work um at the end of 2627. Thank you for bringing that up. >> Hopefully next year. Oh, we got a law. >> It's 10 o'clock. I think we should look at B. Yes. >> And then also I really do like um Jono's suggestion about the the letters um and maybe go back and look at >> later like what what word really fits. I think it's um I think it's a good attention grabber to like >> just something to consider. Um so we'll be >> you have some suggestions. So I did I do have a suggestion for that one. Um >> so right now we're at maintain and implement fiscal health and sustainability. Um I

055think you know it's something that we touched on yesterday about um I wrote down what you said you said right here. What investments matter most over the next decade to ensure long-term student success district vitality of sustainability. So maybe strategic sustainability and future investment. Um so we're looking at where we put our money but like towards the future what education um maybe this is where we we've put in that we work on the road map um that we we discussed yesterday >> sustainability and future investments. So it's more like long range financial planning, enrollment, sustainability, workforce recruitment and retention and technology and AI readiness, endowment and professional development. Um so all the all the things that now it seems like we have stabilized which is wonderful and >> hopefully we are being sustainable >> but

056we need to now like Mrs. Ry said go to tier two. Yeah. What are we doing with that? What, you know, if we we built up >> some reserves that we've talked about, >> I think that uh we are in a good place. We're putting our district in a good position if something happens. >> Yes. >> There's not going to be this, >> oh my god, crisis. Yeah. >> We've bought ourselves some time. We have a lot, but enough. >> And anybody please jump in. So what is are you writing a strategic sustainability investments and then we're contin with fiscal health do you want to say with fiscal health as >> I feel like the fiscal part really needs >> the word still >> yeah fiscal really needs to be in there I know that

057sure in my opinion I think that yes we've stabilized >> strategic fiscal sustainability she's just not writing it is yeah strategic Okay. Yes. >> Just because we don't talk about doesn't mean it isn't there. They the staff has to work on all of this, right? >> Safety has to be there. >> The the budget and it has to be there. So, they're working on it. It's just how can we refine it and develop it and measure it, right? The evaluation. Yeah. >> Can we come out what is the future investment? >> [clears throat] >> I would say CTE paths because this is also what our investments are fiscal, right? And I think things that we work on up here, I think it's actually great when they cross over multiple goals because that means they're really

058worthwhile. If we're looking at a CT investment also helps with post-graduate success, you know, we're really um looking at today's work environment and what uh you know, what kind of jobs are going to be out there and where spend our money also hiring plans, >> our looking at enrollment, all those things. >> Should we um clarify this? future program investments, future innovation investments, because when you read it just like this, it looks like we're going to be investing in stocks and bonds of the market, but we're not because we can't. Of course not. >> So, so can what what does the board want to really focus on in terms of investing some of the committed monies and we have the categories, right, Dr. Troy? That the board has already uh you want to run through

059those categories really quickly? >> Does it overact much? I mean the certainty and you can just you know pursue future that's your dream >> well I I don't mean future as in their future I think the future like our road map for our district what education is going to look like in the next 5 10 15 years like what investments matter most over the next decade to ensure long-term student success district vitality and sustainability those those investments need to be defined kind of by the burden. >> They are absolutely and in a previous board meeting, Linda, I don't know if you remember when we talked about the money that we have set aside for reserve and I I touched upon it can't all be on facilities. We reserve everything on facilities or um on >>

060uh uh staffing or things like that. we need to focus rein f uh reinvest our energies towards future programs whe whether it is uh right so I I then said let's look at that Stephen I did say that >> so from the last board study session we did identify work to identify the five committed balances for reserves right so one is enrollment revenue stabilization that's 2 million the school stabilization reserve 6 million 5 million for capital facilities and infrastructure 1.5 million for instructional materials textbook and then an additional 1 million for academics and program innovations. >> There you go. And and those things could be bullet points. Uh so I'm not not putting a dollar amount to enough here obviously but um as our priorities right I mean program innovation and also just school health

061maintaining balanced budgets uh making um making smart decisions about our spending and hiring >> uh strategic fiscal sustainability and future academic and program innovation investments. Does that sound good? >> It kind of defines. >> Well, we still have to define it. >> Yeah. Like if we said it's going to be in computer science and technology, then we've started to go down that road, right? Or we're saying it's CTE, it's got to be college career readiness, it's got to be that we're saying that's what it is. Or science. >> Yeah. Well, I I think um like you know keeping our text books, our curriculums up to date is very important. I think continuing Dr. Rick, we're we're building on um the stem scopes now continually evaluating what's working and what's not, right? if we can use

062the data from our scores to say and I'm sure there's also word of mouth out there and not staff what is good and so I'm sure there's something that we're ready to one thing that was really at our stages but when we're looking at elementary science is our middle school teacher science teachers take to the elementary and we'll provide an overview of what stands offered and how that could translate to elementary. So that was extremely beneficial so they do know what's and what's not offered. Yeah. So remember we're going to keep this broad, right? Um and then the staff will come back with the um proposal. So you guys are the what and we're the how. So clarification textbooks, materials, adoption, all of that's under general funing. It's not under the the money that we

063have. Sure. Right. >> Well, we set aside 1.5 million for instructional materials and textbooks, right, Stephen? >> It's in the committed >> 1.5 million. So, yes, it is in the um >> and it's stacked already. We just authorized the some of it but not all of it. >> No, we didn't tap into reserves or stem scopes for stem scopes. were able to leverage um outside >> but we still have math you know math adoption coming up right and uh then what is the next one after that >> English language art so we're going to need that money for those adoptions >> but could we shift somehow like restricted funds could cover that >> oh yeah I mean if we have the restricted money which program innovations I think would be Uhhuh. Yeah. Something desirable >>

064because there's so money. There's no money to um invest in a college career pathways, but there's funding for CTE. Yes. And we're going to explore that because there's lots of um opportunities to apply for grant funding for a variety of different CTE programs. And so we would explore that before spending our money. But if we needed as an example to align uh measure M like the the CTE wing at the high school um with a CTE program that we're developing, meaning we need to outfit that classroom with equipment and things that you know the bond was not going to pay for. Um that's where we would be making a strategic investment in a CTE classroom environment. So CT like CT is an example of a investment in which we will focus but we continue at

065saying strategic physical sustainability and future investments that protect educational excellence um and for and support um long-term because we're talking about facilities, right? A long-term facility needs. Maybe we can tie in something about facilities because then I just don't if we're thinking that this is going to stretch for a couple years. I don't want to just tie it to >> make it broader. Make it broader. >> So, um and future investments that promote protect future what check future Well, I think you could put broader categories like program renovation. That's kind of like what I was >> Yeah. protect educational excellence. >> Ah, future investments that promote educational excellence and supports our long-term facilities building needs or we should put facilities in the goal. Is it in the goal um title? >> Okay. Yeah. Yeah. Yeah.

066I think it's a category a subcategory. >> Yeah, for sure. >> Um, >> we can put this underneath so that it's it's clarified. >> I think measure M um measure M you know uh management bond management is a big part of that. Yeah, we um I think um strategic partnership with the foundation needs to go in there where that could also go with the community but I think it goes into fiscal also um because yeah PTA >> you know partnership is so important >> and it goes to both like community partnership but it's also really in the fiscal with those two um organizations for how And if we are more intentional, let's be more intentional with uh both of those. I think you've done a great job, Linda, with with really connecting with our PTE

067a PTA um presidents and you know, when you you've brought them in and not made them feel separate like they really are a big part of why schools look like they do with the especially at the elementary levels. Um very important. So important. Yeah, it's your ability to make them part of the team. Yes, it's really important. But also, I will put in the affiliates as well run our summer programs and they make huge contributions >> to our school district, whether it's the Amage, the medical arts, um >> you know, the uh >> school board. I'm talking to them about that, right? So, you know, like it's it's got to happen with all of these partnerships. Agreed. So critical. >> Yeah. >> Okay. >> I guess you could just put community also like other Chinese

068club Rotary. >> I put all educational partners because I could, you know, fill up this whole page with all of our educational partners. But um I I think we we have a list of these people which includes PT affiliates, Caltech, um the Huntington, um the the San Marino Chinese Club. I we have so many educational partnerships that Yeah, we we've got covered here. >> I think we should prioritize uh continue prioritize grant writing. >> Yes. Um, and if and if that position needs support, we look at that because it's free money and we have amazing programs. Um, because what we do with that money is probably incomparable. Um and that really um probably putting that message out into the community more with the grants when you would probably go into the C the C goal

069because if people realize like we are doing so much work just to get extra money um to make our to make our program as robust as they are and I think that awareness is so important. >> Great. and also uh explore the some partnership with the some enterprise [clears throat] organization especially the under right. >> Yeah. Yes. Yes. I'm aware of uh River China services, but I'm also aware of UCLA's safety aid program, which also they come in, they train the staff and they are able to help with um assessment um what to do in terms of you know developing a safety plan for the child and other things. I'm sure we already do it, but it's a a systematic way of bringing in uh outside partners because they're interested in how to support, right?

070They've got this wonderful program. >> Yeah. >> Just like um Chinatown services as well. So, it's called safety what program? >> Safety a safety aid. >> A a letter a >> Oh, just the letter A. Safety aid program. Okay. Yeah, we'll look for that. Yeah. Thank you. >> So we have long range financial planning in there enrollment stitch enrollment sustainability. Um like I think when we are talking about our numbers have gone up. Um but are we stabilizing like is this what are we we're pretty much wanting to cap it at 3300. >> Yeah. And and that's said I think that's a good thing to put out to the community as well because there's been a lot of question about are these pro are these projects increasing capacity? Well, >> they are increasing program capacity,

071not necessarily student capacity, >> right? But also keep in mind that we have on our campus um three and four year olds that we've never had on our campus before that um you know we didn't we didn't we didn't build our schools to that capacity. So now that we're required to educate transitional kindergarten students, we have to have classrooms that are developmentally designed for that age group. And we didn't have them. So, so the reason that our elementary schools are growing um is simply because we have a younger class of students that we're now educating that we didn't have before. So, there are four sections at Carver and three at Valentine. So, that's seven classrooms that we didn't used to have packing each. It's at the stages. So that therefore all other grade numbers should

072remain pretty constant. >> Yes. Yeah. Yeah. Yeah. Yeah. Because we have our staffing ratios that are set, right? Um and we have um kinder through third grade at 24:1 and transitional kindergarten is 10:1. So 10 students per adult in the classroom. So, um that is a much tighter, uh right class size ratio that is u mandated by law. Uh which also means that we're probably going to have more classrooms um for that grade level. And the other issue is that at Carver Elementary, we do have a mandal immersion program that is a 50-50 model. So, we have two teachers for every grade level, right? So that means that there's an additional classroom of kids for every grade level that is necessary, but that doesn't mean that we're, you know, recruiting more kids. It just means

073that we have to have more space. >> Well, that to me that goes under program capacity and like that a even TK's program capacity were required by law to have it. >> Right. Correct. Correct. >> So I think >> that's what we think. So, we're not uh we don't need to recruit students to San Marino. Um and so we're just filling empty seats. That's all we do is fill empty seats um with legacy kids and uh district kids, you know, and business owner kids. Uh we're not, you know, looking to increase capacity beyond the 3,300 kids that our schools can comfortably help and house. Okay. Another [clears throat] thing I think we are not successful so far. I I mean talk so many year you know to approach for the other time. >> Mhm. you

074know but but I I know our this very uh sensitive issue you know because we are the school district is very humble you know not to be proactive you know to for now you know the right now they have organization they they've been you know armed to other but but I I I think they still have an opportunity for the funding from the success for the alumni. >> Yes. And um I do believe that the San Marino schools foundation is um now trapping our graduates and um keeping a list of our alumni going forward. In addition to that, there is the San Marino High School Alumni Association and they are uh sponsoring a hall of fame every couple of years now. It's not going to be annually. Um and so there's a very dynamic group

075of community members who are alums who are putting this together and the list of distinguished um recipients is nothing but impressive. And um I'm actually going to be working with our PIO to get something out on our list recipients because I think it's really remarkable to see the talent that has come from our schools and >> and we don't want to compete with the the organization >> right they they help the school but but what I'm seeing they they they really approach professionally you know I I think even you know the aloc school history another university or college >> right >> usually the the successful the dominant you know they would rather give to university >> but I believe that they still have a chance >> but we we haven't yeah >> so um thank

076you for bringing that up and we have been the school district has been partnering with the alumni association to provide support and assistance where whenever whenever and wherever we can. In addition to that, um we are um we're looking to engage as many alums as possible for um messaging and social media elevation just to get those messages messages out there that um these incredible people came from San Marino uh schools. And I think that's really important to elevate our uh our reputation and a lot of people don't know that these amazing people have graduated Sanino High School. >> We are the reason you know we are not able to set up a data base you know when they graduate uh from the high school. So then the like there's no time. >> Yeah. you know

077just just like my my my own scholarship it's been the 11 year >> so I I I start to to to find to to know what happened for those other line they they stick with the medical research or not >> right yeah >> I think that is a very very valuable decade part >> but I I mean in this community yeah they're not want to to help. But yeah, they have a ceremony in every year. But after the the the the afternoon nothing happened and then the one one year we find a one the high tech the the CO but >> but then even in my lottery but but I don't think they have further you know follow up. >> Yeah. So, so we this consider is like extra revenue. Yeah. >> Yeah. >> Free

078money, >> right? >> But you know, you really need to and besides that is not just a money issue. the the successful alumni they can serve as a mentor and and the student you know they they can share that the successful experience >> also with the community right we can be talking about the the aluminina strong aluminina mention think but Joseph s >> so so I mean uh I I I think I'm the one I like to talk about this one. >> We we we need to see that we want to get more ownership to take the ownership. >> Yeah. To approach in the other mind instead of let the >> foundation. Yeah, I I can certainly talk to the team about that and find out what other high performing school districts are doing. It's

079usually the school's foundation that um does the fundraising and the engagement with alums. >> No, it's okay. You know, the foundation can accept the money. >> Sure. >> And to the school district, but we >> I think we we really need to sell them, you know. So those they can pay back to us like they are in the business owner or they so they can take in a share of our business CD for for the medical research expert >> so they can have a medical academy. >> Yeah. Yeah. That that's is like is a good way. >> Yeah. >> Okay. We'll look into that. Um, that's good feedback. >> Do we create the email for them like we don't like a like a let's say you graduate from high school? >> Oh, yeah, we do.

080On our website, we used to have a self sign up where you are an alumni of school, you can indicate the year you graduated and then your information, demographic information. But I know over the years uh a number of uh organizations outside the district have been maintaining some sort of alumni space. >> Right. Right. >> But we as a district do not centrally maintain it. >> Yeah. >> Um and I know the schools foundation have been better about that um because they're collecting the emails and information from all the kids at grad. Um but we'll look into what is possible and what is um yeah what's possible on that and I've attached that to the strategic partnerships with Samo schools foundation and PTAs and all educational partners um so we can work on figuring that

081out and bringing back information to you. Okay. Um, anything else under strategic fiscal sustainability and future academic program innovation investments to protect educational excellence and support long-term goal? >> Um, I I have something down where I think, you know, if we have like a northstar question for each goal to see like keep us centered in that. So um like for the first one here are we making decisions today that strengthen SMUSD 10 years from now basically. >> So you can send those to us send them to me so that I can work with my team when we are building action plans. >> Yeah that's really helpful. Yeah, I mean I think that goes to us too like is this in the best interest of kids? >> Yes, like >> and that has to be our

082our our basic center of decision making, right? We have to think about that and look through that lens every time we are developing a goal or thinking about a goal or making a decision. >> Okay. Okay. So, any more under this one? Are you ready to move on? All right. So, let's move on then. Uh your um goal C is foster community awareness and understanding of SWUSD's mission and vision. President Gil, do you have a suggestion on that? >> Um I think I think we can look more into community partnership and and shared ownership uh of the mission and vision. So, it's sort of like the next level of um community uh engagement. It's more than fostering. I think we've fostered a community awareness. I think we need to uh more partner with our community.

083>> Okay. So, partner, do you have a suggest suggestion? >> No. >> Okay. [clears throat] partner with uh community or >> community partnership and shared ownership. What they might um >> we're using like action words. >> We're going to try to use fix these so that they're um action words. They start with action word. Um so partner >> so when you said no what we expect those [clears throat] do for the school district like maybe your example like we got provide the database to the like to school foundation so they can reach out because >> does every stakeholder see themselves as a partner in student success and let me develop that >> deep community partnerships >> David partnerships >> you know the we we've been talking lots of problem within our within our community right

084the city government already in China yeah right for to what >> should we say strengthen >> strengthen >> um >> enhance community partnerships um >> well this would be like a relationship with the city >> right so in in uh strengthen >> uh build rebuild [laughter] uh construct uh enhance enhance I think that's enhance community partnerships. I like that. >> Enhance is nice too. I like that. >> Well, actually there's a need to do that because you see the right now the medical academy we are looking for the but have >> we are not anymore. >> Yeah. So we need to figure out how how we can you have the >> Yeah. Okay. >> Yeah. For more internships and >> program sustainability is connecting our community to our programs. I I also think that really

085where um our PIO comes in. Um really I think with adding Michelle's team this is a natural evolution that it would be more enhanced because this is our I mean we have somebody >> basically devoted to this. >> Yes. >> Uh agreed. So if you have any input here, >> yeah, I mean I think part of my role is being a liaison. So sitting down with any community partner, they always have some kind of counterpart um to me. So being able to sit down and make those connections and having that almost open door. So whether it's university, local community college, the city, I know there's a kind of part there as well. So um creating that space for open communication. So there is open dialogue always work together to >> that's a really good point

086of the other educational institutions we know with looking at our outside USC PCC >> we have another one. Yeah. And and also I think we can if we find out some is a very good uh promising. >> Mhm. um we we we can uh approach them individually you know because when we said you know that the PCC so then we want to establish the official partnership they may have to go through with their framework but individually I I can give you the double example like we have other nine or we have some Steven parent and then they are like the the big figure in in the community or in the nation. wasn't for uh you know I that we went to the the dead and I I I introduce you know we have one parent

087is a Nobel Prize winner right even already pass away but you know we can bring the the wife and the kid time back to talk yeah I think this opportunity you know to to to when when they come they then they they think they they endorse us or even not really endorsed but they they give us the opportunity. So I have to believe the community the community and the parents they they like to see this happen right now we have one year the thing I think is going to so we should have to and is the the ste before we can bring it back and build the top I I remember 10 years ago in sino high school we going to have some you know talk series yeah [clears throat] but we invite a couple

088famous you know professor or some to talk I think we we we should yeah think about yeah but I know it is a typical everyone is busy but we have to make sure >> yeah yeah Right. That's true. >> Um, our audience is really our our our school, our prize w our students because if you were to bring in this uh Nobel Prize winners family or whatever whatever they want to talk about terms of research, you'd want to bring it back to our students, high school students. If you are bringing in a former alumni who is now living in Italy and he is the CEO of it's harder to bring in, right? It's just not as available. So, he only comes in for the legends for the alumni, >> right? >> Every three year event

089now or something. >> Yeah. Um, one of the things I also want to add and put on our plate is that while we do have our uh uh public information officer, while we have people that do specific things, we ought to think about strategically building out our team. >> So, what I was trying to say before that it is not just the principal and AP that is in charge of safety. Everybody in this room and every staff member should be aware of safety. It is not just up to our PIO. I'm sorry, the acronyms are very hard for me. It is not just up to our PIO to then make this uh bridge. It really is a triangle, right? I'm talking about the uh the offense versus defense. I'm going to go back to basketball,

090right? So there are there are multiple ways in which we can approach the system when we're talking about enforcing developing deepening uh community awareness and understand it is really the job of all of us right and so while I pick up the phone and say Linda you guess what's happening over here you know if she's available she comes out but if she's not available then Croc's got to come out. Yeah, Joseph's got to come out. Like it it's not like, okay, well, you know, and I'm not I'm not dimminimizing her role. What I'm saying is we need to build out capacity. We're such a small school district that we can't just say, okay, only Joseph is going to work on medical arts and building um interns, right? Um Joshua needs to be helping. Joanna needs

091to be helping. um Jennifer Delator needs to be helping like I mean if she knows of something that's happening we've got to like share it out right but when do we have that opportunity because as board members I'm not you know I'm not informed about all the activities just like Joseph mentioned this past weekend we were invited to a medical right is it ke medical um event I of course didn't go that That's on me. [clears throat] But I should have gone to help Joseph to really just figure out who the lay of the land, right? Figure out things because he's out there networking for Joseph, you know, like always. And then I was like, "No, no, you know, she's walk." >> Yeah. >> No, but still ask my sons, "Where's your mother?" And so

092not asking them where I am, Joseph. It's not a good thing. Okay. So, all I'm saying is we need to build capacity. Um I know that um Jason's work on the uh what did you work on in terms of the community the city thing the city within Control County DI. >> Oh, the DEI. >> Right. So, like he's right. You've got your staff working out there. Yes. Getting assaults of the of the city and what's going on there. But that's got a that also, you know, maybe he wrote case out or whatever he does. But I'm just thinking that this this goal is not achievable if it's just you meeting with those six organizations over and over. Yeah. Over and over. >> Expand community partners. >> Expand, but also deepen our capacity. Right. Because what

093I'm trying to say is the system is not going to hold. Okay, Linda is not here for two weeks. Now what? Right? Like there's this big event going on. Okay, so how does Marshall? Okay, we go to Lena and then you know, but she's got to be there building out the relationships too because she has different uh connections, right? She's connected to our parents, our curriculum, other things. So Joseph, sorry I did not go. I I know you were trying to hint at that, but I'm just saying that >> as we build out, we still need to look at the strengths of our board, the strengths of our cabinet, the systems that we have in place. Yes. Because the system's not going to bolt, not the strength. >> Yeah. So, team approach to communications, entire

094team should be engaged in community relations and then build leadership capacity amongst team members. >> Yes. >> Thank you. Okay. Anything else on this one? Are we ready to go to the next one? >> Uh before we go to the next one, sure. >> Just don't forget the lo those grandparents. They still really in this community and they they they children and the beside the they want to stay in the of our school or not. So I I hope we also have have the the time to to greet to the grandparent. >> Yeah, >> absolutely. Engage grandparents, right? We're we're going to um we'll definitely do that with our >> this community is very different. >> Yeah. >> Yes. Lot of >> a lot of influence. You're you're absolutely right. >> So you think we

095can invite them maybe like a breakfast or something? >> Yeah. Do you know what we've thought about in the past is inviting them to come to the dance performances, the speech performances, uh whatever their interests are, um and maybe copying their tickets. Yeah. >> To get them, uh re-engaged. And a teacher at San Marino High School once had this idea, I think it might have been Russell Silver um that we could um allow some high school students to get community service for uh supporting our grandparents in the community like running errands for them or or you know, it would have to be a pre-approved um you know, situation, but being of some help to our senior citizens in the community. And then that would be a way to uh connect them if they don't have

096grandchildren in our schools, connect them to our schools and so that they can see the value of our educational system. Um I think this is somewhere too which is just I'm remembering from yesterday that Mr. brought up about um our boosters like uh getting our boosters more um what what I mean I know what we're talking about but getting them working together so that it's it's more effective and hopefully can bring success to more programs universally. >> Yeah. to recommen my booster block party suggestion where all the boosters come together which uh I think I think think was it Michelle or Dr. what he was talking about of more like opening of measure M's project as we like some ribbon cutting invitations take off >> talking about the playground cutting yeah so ribbon cutting ceremonies

097>> yes >> we should invite the senior citizen breakfast >> give them a ticket and we give them prep that sit We could invite them to our state of the district. >> Oh yeah. >> That's good too. >> Yeah. >> I think that's, you know, that then they can see the showcase of all our students performances and Yeah. >> And it's continuing to um fine-tune and develop our state of the district. I think it would go here maybe too so people are aware of our mission vision and our accomplishments over here and our students successes >> you know to do that right now we had to start to establish the main yeah >> because otherwise the on the last day we think >> uh it's too late too late >> you have to wait another

098year for >> because those city senior citiz is that oh I I I don't know what do we but I I want to know >> because I'm guess pay >> we'll just use your mailing list Jess have all the mailing list >> I think you've got the mailing list right >> you can share it >> but he's going to back up the door >> I know yeah personal invitation >> that's what it's saying on each one about getting them. Yeah. So then quickly we pay >> we can um actually work with BT affiliates because they have they probably have a good list. >> Okay. So are we ready to to move to the fourth goal? Okay. >> I am. >> All right. Everyone's good. >> I think we are really doing great work right now.

099What was up? Are we done? >> Um I did also in the meantime email to everybody um oh maybe someone um the just some different acronyms that came up for she's fourth goals. So um you guys can all take a look at that and see what you think. board goal four prepare students for postgraduate success. Now we would like to look at maybe future readiness and purposeful life. M >> um I think you know thinking about are we preparing students for a landscape we don't even really know what it looks like and and the funny thing is I feel like every year you could say that and or every generation you say that >> and and where you build in like that's the adaptability the resilience um >> just being able to have critical thinking

100uh but quantify mainly. Yeah. >> Anyone jump in? I think we need to measure them by survey too like in the when the high school bridge the this is one example like I saw the one of the high school student I was talking to them he going to the PCC but his goal was actually he could colleges but he want to >> stay outside PCC a little bit explore mall so he intention to >> well our school point of view it was success because he this is his goal right and and he's happy with the school yeah >> but if we see the level of articulations, right? So might think, oh, it's too big. >> Exactly. Like the like people going into the trades, going into the military, >> um taking a gap year to

101figure it out and that to me that is, you know, we have prepared them because they're making these conscious decisions about their own futures. We're not defining what their future has to be by what are we on this college acceptance list. >> That's exactly right. but also going deeper all the way down the nail but your sports have to apply to everyone, right? So I think um again I'm UDL PBIS like you know instilling instilling values that you can communicate you can coexist with your fellow humans and they have different opinions in you and that's okay and we'll all we're all our own person and that starts at such a young age that they develop into these adults that can um you know be successful postgraduate So I think we need to have a survey

102that are you feel is do you feel like you succeed in your own or do you need a more support from the school? So, so um >> I I feel like we need addition to what's already quantified because all of what's like D to me is quantified through all the the state test when they each have their own pathway that's like all right do you feel prepared which helps but I feel like this is very quantifiable already because we have all the stats from Dr. on how many APs and who's taking what like that's very quantifiable and prepared students and all like who's who's taking what electives and who's in certain who's in robotics who's you know all that's already there but the next level for preparing students for postgraduate success what did you just

103say you said readiness right did you say readiness >> yeah I think I did Yeah, >> like it can we like advance? We're always we're guiding them, but now we're um advancing student achievement. Uh yeah, advanced student advanced student achievement and future readiness. Um, one of the acronyms that I sent is destination [clears throat] readiness, which is postgraduate success. So, it's like they it's whatever their destination is. It's not it doesn't Yeah. >> Um, but we're okay. So, we're getting into, you know, what's underneath the goal, but let's let's let's work on the goal itself. >> Do you say readiness for the future? Is that what you're >> future ready? Yeah. >> So, is that the goal? Future ready. is what do we put in up here? Are we just carrying this one over? >>

104Well, I think for that one, can we put advance student achievement and future readiness >> appear? >> Advance. Is that what you want the goal to be? Do we have a rem? >> Say that again. Advance. >> Advance student achievement. >> Well, student achieve Well, I guess so. Yeah. >> Yeah. And future We can change it after. >> Yeah. Yeah. Because I think um like if we if we get our titles that could be underneath a single word and that is like a cue for what that goal is going to be basically. Right. >> Okay. So what else do we need under >> well this title is good but uh we we need to >> discuss the how. >> Yeah. >> There's a how we got we got to say what it is. You have

105to tell us what you want and we'll figure out what it is. >> We want program development to support. So that would be CC that would be um you know mine daddy or whatever all the way down to the bottom. Um >> okay I like that this is really applies to all grade book I think >> I I think this is something that Shelly mentioned a long time ago that we need to also have a highly gifted student support like so what I mean as a highly gifted is not just some students really good at art or dancing or singing s something like that I have I feel that We we can support them more in the highly gifted kid in their area. I think that's going to be >> You don't think we're supporting

106IHG students? No, I mean I think we should look my personal feeling is like you need to uh treat every student at every level like meet them where they're at instead of just giving extra to like the highest 5% something. I mean I feel like we don't want the middle either. Um I think part of the perception too amongst our kids like their own self identity is that when you are in a regular class here it's like less than but these regular classes are already accelerated and I don't think necessarily enough credit is given to that like middle 50 >> I think the what I mean is highly due to this match >> okay that was that Okay. Yeah, because we have a lot of kids doing the highly gifted, you know, lot of different

107area. I wasn't dancing last. It was like for me, oh my god, you know, >> you remember about that? Um, but in in another words is just May Jackie as an example. So Jackie is very gifted in soccer, right? So how can we help her to accomplish her goals which may be playing soccer in the college level? How do we facilitate for those journeys and paths that are not just I want to be a doctor right not just that so I'm just saying how do we um when we were having the discussion it was we don't because we're such a small school we don't just focus on dance if you want to dance you need to also go outside and do a you know be part of a dance company being part of a performance

108group because yes we have free dance uh you know exhibitions at our school or assemblies at our school right dance etc or whatever we're doing dancing with the teachers but to get at the next level of performance you also do outside things and I think Joshua and I were talking about something different than I'm just trying to lend some background so do you want like um student specific um like support like pathway support. So like say somebody is an athlete and they go to the counseling department, we create a relationship like a way for them to get where they want to go. Is that what you're getting at? like if it's if it's size gap like these kids I I mean half of just give me a concrete example >> well besides that we also

109need to study our current policy because I occasionally I go to myself there is some but then they they they need to go out the training so I don't know if that current you know the high school you know the policy they able to get the student in and out >> or >> Oh, you're talking about breaking um the requirement to take physical education. Yeah. >> Yeah. That's >> So I think that's the assignment you >> you guys to discuss. Yes. >> So this is what you put up here. Support individual students gifts strengths and assist them in achieving their goals aligned with their strengths. Um this can happen through counseling. I'm thinking if >> So you want Yeah, that's what I was saying. Counseling department. So personalized achievement. >> I had one kid that

110was one kid who was really good at golf ball. >> He was like a one of my main champions or whatever. The problem is he's going to tour so much >> he had to skip lot of class. >> Yeah. >> And some school teacher was palizing. Dr. Roof was working on it and you know complaining about but then he actually ended up leaving to the private school. >> So that's one of the example. >> Yeah. Uh >> so we we got kind of offering like different kids. >> I agree with you that the um independent study program that we have in place right now uh could use some help. I think that um >> I mean I mean we don't have to >> another point to independent I think it probably could use a little

111bit more support when I'm talking about shortterm independence maybe okay >> and maybe long-term hospitalist >> we recently had a conversation that through our school nights. Um and really emphasize um because we wanted to make known that independent study is not an alternative to in school instruction. It is only as needed and only as approved by the administrator short-term and long-term passes regulations that we do have the following. >> Yeah, sure. Um I agree. >> But also I think the kids probably need support with it too and and it's so dependent right now. so dependent on individual futures what they're willing to put into it. Some of them are great at it and some of them not so. >> Okay. What about um technology? What about things like that? Having having um skills that they

112need to carry with them into the future? Well, before you know we put a door like right which I [laughter] want to emphasize we we really need to give the our student have the the the the opportunity to find they're outside because of you know someone you know that their parents all time in the in the early 90 you know always they are traveling in the Asia and the LA so so I think they vision they especially for those uh they I I mean we we don't wish you like a limit you know and then for for for example right now lot lot of things happen in the world I don't know exact I I I I know the for the tit you know the student they they they write articles they talk about the

113you know the nation politics issue but besides that know about the economics they know the the the tax happening in the world so I think the future of the school or the craft need to have them and to be to equip the ready. >> So, Mr. Chang, what I'm sorry, I just want to follow up because I did Mr. Chang, what I'm hearing you say is that we're going to need some sort of program or class or initiative to prepare the students um for their understanding of what lies ahead. Whether that would be mobile technology, whether there needs to be some. [clears throat] So when we when kids come from middle school to high school, some schools have programs where they help them acclimate, right, themselves. In sixth grade, we help them after elementary school

114in um it's a it's a way in which we address their needs as sixth graders, incoming sixth graders. In ninth grade, we used to have how do we help these kids, get them all situated, have buddies for them or whatever. So, I'm thinking what I'm hearing Mr. Chang say for the next level of postgraduate, there needs to be some sort of maybe even a unit or a a program, a class, something to help the kids really think about it. Because while we're counseling them about colleges, we're really not counseling them on careers. We're really not giving them the information as they might need as they go out. So, it's beyond PCC, it's beyond UCLA, USC, because once the kids get out there, the counseling is a little bit more uh detached, right? because you're you're

115sitting at a university, you've got, you know, 9,000 kids. How are you counseling them in in in careers, right? And future things. So, what is it they're going to need? What could they shore up on? What are the things? So, that's the time to get them is in that 11th, 12th grade, you have an option to do a module on that, right? financial literacy. >> Financial literacy is one economics that can be scaled up from the middle school up, right? >> And then uh with this college career readiness, the the career part is never touched upon really. No, it's not. >> I totally agree. >> Right. It's just like where are you going to go now? But I think um so some of >> we can gather parent input on that because it doesn't have

116to be a standalone. What it needs to be is it's a real tight you know kind of like when we do um >> I don't even call it right but it might like sex ed or you know when we're talking about >> sex ed that's done in fifth grade or ninth grade or whenever it's done >> that's that's kind of what we also think they need as well. That's what I think. >> Right, Mr. Did I put what you want now? What you want? I think got it. I think to to fold into what my uh colleagues are saying like the financial leadership focusing on maybe what they what their skills and their interests would look like beyond just college beyond just uh >> right beyond getting into school or like ethics and leadership, career

117exploration, uh communication skills, financial literacy, technology literacy. Um, >> but that sounds like a great like life skills kind of class that that is at every level, >> you know, just like when we kindergarten readiness. Yeah, >> we had middle school readiness and we used to have the um the summer school. Do we still have it between 8th and 9th grade? Like the um >> what do they call it? Like a transitional class? >> Uh I will have to check with BT affiliates on that. Um, yeah. I we I think they do, but let me double check. >> But we don't have a transition out of high school into college. Like, what do you need to know? >> Right. No, good point. This is what I I I wrote down to capture your thoughts as

118you were talking. Create opportunities for students to learn skills necessary to be high functioning global citizens. I put that in there for Joseph. Develop a unit class program to prepare them for career readiness and independence. independence, meaning when you go off to college and your parents give you, you know, a credit card, um you have to manage your own budget, you have to manage your spending. Um so financial and uh CTE, career technical education, um gather parent input and then look at um the possibility of developing either a unit or a course on ethics, leadership, financial technology and economics. All the skills and needs critical thinking >> critical thinking If I add on um as you're talking about for the citizens and how to define that and all of the recommendations [clears throat] that we're

119putting up you're putting up there now, it almost sounds like that is leaning towards what the profile of the graduate can look like. >> Yeah. And I I do want the board to consider going through that process. It's something that I was going to um introduce to the board president. Um, but looking at what you want the profile of a graduate to be in San Marino, it's it could be a six-month process, a year-long process. Uh, but it will really help to guide your goal setting for next year if you want to invest in that process. And you really are engaging um all stakeholders in the educational process. So that would be you're you're engaging staff, students, community members, parents. Um it it and it's a process that I I want to talk with you

120all about. And we do have somebody who is very well versed. She does this professionally. She's a retired superintendent. Her name is Melissa Moore. And um she is really good at working with um stakeholders on this process. But then what you walk away with is something that you can post on your website um which is the profile of a grad of a Sano High School graduate. How much does it cost? It's not that I think it's um I think it's I think it's around 15,000 but it's a year-long you know process where a lot of data is collected and meetings have to happen um periodically in the board meetings with the board meetings with the community meetings with parents grandparents students administrators teachers it's a huge under you're going to pay more to to recruit

121another superintendent than you would to develop a profile of a graduate. And I I don't mean to say anything. >> I'm not making a statement. I'm just not No, it's just less expensive than the hiring research firm. Yeah. But it is it's a process that many school districts go through and invested. >> no, that wasn't I'm so sorry. Like you're putting I'm putting I'm giving you something to compare it to. So, um, yeah, but it's a it's a worthwhile investment and lots of school districts already have done their their profile of graduate. I'm not sure if Alhamra know um and Alhamra is a big district so or much bigger than we are. So, it would be a more challenging and longer process, but um any we can talk about that in the future and see

122whether uh there's an appetite for that or not. >> Yeah, we should look at the um proposal. >> All right. Okay. So um let's see what we have up here on the board for our final goals for 2627. Um we have ensure safe, secure and supportive learning environments that promote student wellness and belonging. We have um either maintain or enhance strategic fiscal sustainability and future academic program innovation investments to protect educational excellence and support long-term goal. Enhance community partnerships, advance student achievement and future readiness. Oh my suggestion uh we uh set up the goal for 26 to 27. I I think the start this year we should also have a one cage set aside those they are the long go. Yeah. >> D memorandum surgery and then >> then the next year we when we

123we discuss then we can follow up >> what what is the the the current Yeah. Yeah. >> Um that's my suggestion. >> Okay. Yeah. >> Do you want to do that now or do you want to >> No, no, no. I mean pick up on those. >> Oh yes yes yes. on you guys. You can pull out. >> Yes. >> That will fail for >> sure. Otherwise, we are not in the one year. >> Okay. Go through that. >> I I would like to add in to our last school. Um, I really think that we should put some work into our um, future of educ what do we want it to look like? Uh, and that's very like I I think it's sort of what you're saying about it's not really profile of a graduate.

124It is what is the environment look like? What pro what are we investing in? What kind of programs? what uh what the classroom look like. [clears throat] >> Yeah, I like that. >> Just like our facilities master plan, we need like an educational master road map. Can I review what our group said yesterday about um what would help the district? Um I mean everyone had their their suggestions that I thought were worthwhile. So um three actions that stronger and more effective governance. >> Um okay so jump in if I if I miss club you but I just took some notes on each group. So um Dr. Rose and Mrs. Brian said uh legal issue responses board accessibility is a double-edged sword that uh people can surpass the chain of command and uh board member passion

125projects can become I guess like myopic but we need to what was the what was the point of that the point of that was it it can drain and take our applicant staff in a different direction that is not board driven and it's not um it's not it doesn't support all students it's not student centered it may be specific to um one person's passion I use the school so is there anything those that you feel should go into any of these schools without sparking >> well the first one really the legality was really just stating your lane and letting that do their thing. Jason, correct me if I'm wrong. You'd say that. And second one, I mean, you're we're talking about the board accessibility, double-edged sword, >> right? But then we put on one of

126the goals that we needed to work as a team in terms of so we're going to use it as the the better edge of the sword that we need to kind of really um build out the capacity not only our cabinet members but also our board members in terms of being more strategic perhaps more streamlining perhaps not you know like if five of us went to the PTA meeting would that that No. Right. But yeah, one or two of us go, >> but you're very good about notifying me like if you can't go or you need there, you know, just for additional voice or something. So that's very good. And I did the same thing, Joseph and I, when we were working together a group or a priority. When he couldn't go, I went. When

127I couldn't go, he went. And we kind of kept each other accountable for what was being done or said and so you do that with Joseph on the bond. So that's another thing. So the last thing was put that that was it. >> Well, we had two things. >> Well, you addressed all three things all about compassion. Oh yeah. So um >> so the next one was um Miss Lamb and Dr. Richtor. Um we want to enhance effective communication something like the uh WB Uh does that go somewhere proposal school sites do this to the executive team and I guess that's sort of like their score sites. >> Well ours was like even more frequent like weekly but not that we wanted to additional >> but they're already sending it out. >> Yeah. what they're

128doing is like but we just aren't seeing um you know maybe those could be shared but there you want to keep those >> I think about enhancing the communication um so there's no surprises so we can get ahead of the narrative >> more like um and a coffee with but you looked at how the weekly voiceover works so always keeping a board of price of information maybe something and you know we can brainstorm like running Google docs at the end of the week every two weeks principles can just start it's accessible to the Dr. and they should delegate it to cabinet just so we can get ahead when they start the murmuring start at the school site. Yeah, I was really more a little bit more casual and informal but like hey if nothing is

129happening nothing is you don't have to >> and I think it works both ways. Um Linda and Linda Yes. I'll just give an example of something that happened long long time ago regarding a bathroom issue at Barber. So if um Jason is already aware that um the principal Steuart is working on it, then he doesn't need to you know micromanage and look at staffing or what we're doing with that and then the person or the person who's involved in that can feel assured that it's been addressed. So yeah, site level there's not going to be any when we invite the community in >> if there was any bathroom confusion or whatever. So I know you know what I'm talking about situation. So something like that. So there was a a blurb that went out and

130said, you know, we've already addressed it. We've taken care then everybody can feel like >> Yeah. And that we don't micromanage it. Okay. So >> So I think that's great. Um two was measurable metrics for our goals which I think that's definitely built in. Three was focus on transparency path to influential community member strength and relationship. I think that those um Dr. Choy and Mr. Ch um wanted to have a small group of meetings to respond to uh foundations and to teach them about our budget. I may be butchering that a little bit, but really getting our community partners like a better understand right of our budget. I think that has been worked in um bring visibility to bond projects, having some kickoff. Um prioritize timely attendance to board functions. Um, I think I think

131that also goes into what Shelley was saying like there are some events where we need full board attendance and there are some that we that we don't like one board member or two and whatever we have to be available but we need to make sure that all these events in our community are given our attention. >> Is that something Jennifer can help us with? >> Yes sense of direction from Dr. tell yourself um if you're available there's a sponsor you know so then I read that word if right >> so we should say we need board to attend well let's make sure that we have board representation or be very clear about we need >> mean to >> yeah so then she would know yeah >> and you know >> right yeah of course you

132know >> sure and just make sure we have coverage because I I think um it matters to our community that they're seeing there. Um and it matters because they don't see necessarily the work that goes in behind the scenes, but we want to make sure that their programs feel the appreciation and get the attention and we care about all of them, >> right? But on the other hand, I I know this is going to be a very sensitive subject. On the other hand, we also expect um requisite number of cabinet um attendance in these events. Um one of the things that strikes me is when I'm attending an event, if there's 400 people in a space and we're not able to access um members of our cabinet, our administrative staff. So, that's a concern to

133me. I know Linda says that um we could have a designated teacher with an admin credential, but I feel very strongly about it. Um and so I just feel that there needs to be that same intensity and support from each other as a team. We talk about this, right? The transparency. If you need us to show up, we're going to show up. And the same vein, if it's a curriculum adoption and we really want London to show up, then she's got to show up and it doesn't matter. If she doesn't, she's got to appoint somebody to show up. It can't be just left like, oh, you know, it's like, you know, like Yeah. But even in in site events, right? >> Well, I think you're you're especially right. I mean if something goes wrong at

134an event we definitely need an administrator from a site there which I think is >> pretty much policy but if it doesn't have to >> it is policy right >> yeah I mean during the traditional school year yes absolutely we usually I can't think of an instance where we don't have an administrator during the traditional school year on campus >> or events all events >> or events I mean uh our high school principal shows up to all of the football games. Our assistant principal is at the football games. Um yeah, I mean there's always somebody and then we have the um athletic director who is um usually at all of the away games and um all of the onampus games after school. >> Right. So um >> you you know the as I know the

135I think Jennifer is make an effort to notify the board you know to attend the activity but you know outside of the board we we also need to response. Yeah. >> Yeah. And I mean and that could be something that like board was president at the time could coordinate with Jennifer and she could say only see nobody signed up for this or there's only one or like you know. >> Yeah. And then it it we just need the right more intentionally. I usually just look at the calendar invites to thank you for doing all those >> but then I need to do the next step. You know what? I do want to go back to the administrator thing because I'm thinking about when I have um leadership meetings, which happens in every school district, right?

136And I have all of the principles come to my office, they designate a teacher at their schools to be the on-site uh designate, which is permissible under the law. So that if something happens, they can still drive back because we're a small town, right? They can drive back from my office. If we were a Huntington Middle School principal, you can walk across the parking lot to get back to your school. If you're Valentine, you can walk, you know, uh two minutes and be at your campus. Um but there are times when we do have uh kids in class and that's an example where we have an a teacher at Carver. Um Gail Denim has an administrative credential. And so even though she's teaching her class, if there was an emergency, another teacher could come in

137and watch her class. And you know, it's never ideal, but it's an emergency situation until Dr. C will get back to his school. And then we have now an assistant principal who is shared between the two schools and um she can't be in two places at one time. So one school may be covered during a principal's meeting and the other may not. So I just want to make sure that we understand, you know, how that functions and that is the way it works in every school district that I know of. So any questions about that or >> well no um that's an organization that's a management perspective but I just want you to see our perspective in terms of under the heading um enhancing safety and wellness. >> Yes. um that if there's a certain

138number of of parents there or kids there, I don't care if it's summer school or an evening event like a band performance, um if there is a designated teacher there with an advocate credential, then let us know who it is. >> It can't be we're going to search and I have to go out and follow you or something. It can't be like that. So, it's the same thing when a parent comes up and says, you know, who's in charge here? Yes. And I don't want to say it's me, so I go, oh, it's an administrator, but I can't find the administrator. I'm just saying, let's just be mindful of how we're held accountable that we need the administrative staff and cabinet to also uphold Yes. their responsibility. If they can't be there, they have to

139just delegate. Yeah. >> Yeah. you know, Stephen's going to show up and be there and, >> you know, on curriculum or talk to parents or let us know. >> Yeah. >> Right. We can't just be >> right. So, we will let the board of education know who those designies are um at the beginning of the 26th 27th school year so that you don't automatically suggest a wonder um that if the principal is not there for some reason and the assistant principal is not there for some reason, this person's going to be in charge. So that you have sort of a um hierarchy of people who are responsible. >> Yeah. And that that speaks to transparency and safety because we should not know if there is an emergency. We talked a little bit about the call

140and the the threats and the safety of the school. It it doesn't happen always during the school day between 8 and 3, right? Sometimes it happens at 5:30 at night or not. That's fair. Yes. >> And if you're always on call, if you're always a defined person to drive back, that's not >> as secure in terms of the the building out the capacity. You're saying like if the principal notifies her should onite putting it on even put it in on the community communications like at the bottom onsite supervisor for that event. >> People know who that name would be. >> Yes. >> If they see Dr. they would know, >> right? >> I mean if something happens at least it would be already sort of in the mind who to go to, >> right? I

141don't know. >> Of course. Okay. >> Um Okay. So, and then your fourth thing, um because you guys are so extra, um you said the board president should actively help board members follow up on their uh their committee assignments, which I think is a very good point. And um we should be revisiting those community subcom subcommittee assignments that we talked about at the beginning of our uh board here in what in November December. Uh we should we should we should have those reported out on during 15 minutes. Yeah. appreciate that. >> Yeah. Can I make a comment please do you know the I know sometimes it's the tough you know because each of us we have our maybe a full-time job or we have the kid to take care but once we commit we want

142to be in the school member so we need to take a responsibility and also you know the it is better we always rotate for the community assignment Because that's the way you can see the whole picture. >> Yeah. That's a you know the we are the volunteer you know we we we we don't have the the the boss to push us said you do it as all the post is the you know the theino community you know when we are doing something I think they open eye to see us they they elect us they want to ask to to participate and uh to present And so so that's really very important. I give the board president some suggestion. Yeah. We we also need to Okay. Yeah. Yeah. So I think it's important to to draw

143in to to be a a member of >> Okay. Um then uh Mr. thumb of Mer um they the first suggestion was um additional close session time but perhaps maybe it's additional um like special meeting time perhaps over Zoom um there's can be more time for discussion to go deeper into different issues I think is kind of the point of that >> when as needed yeah >> so that should be something you feel comfortable in picking up the phone and letting divorce President know. Hey Fran, we're going to need an extra half an hour. I under this heading, right? Because we have to agendaize everything under this agenda. I would like a little more time to discuss it on Zoom or does that Yeah. You want it on Zoom? >> Yeah. Well, I mean to

144make a video for everybody so hard. So the whole close session on Zoom or just half an hour and >> no close session in >> the whole session so that you understand what he's asking >> next week, Tuesday. >> So he's asking for off meetings have to do it as a special special. >> I think there could be a special under that category check. There can only be certain things on special. Correct. >> Yeah, we cannot. >> So there can only be certain things on closed. So we'll have to bear with Josh what are we called? >> Yeah, >> it has to be presched only certain items and we would not be able to conduct a regular and closed session with everyone on >> correct. >> Okay. Unfortunately, >> I I will send um the

145entire board all of the topics that can be agendaized under close session. Um, what we got? Special. >> Yeah, special, too. >> Yep. Special but open, I'm saying. >> Oh, special but open. Okay. >> I think the only thing about special is that it's within 24 hours. It's only you can only have special for certain things. >> I think he just wants if we need more time for certain things, do we make it and it's on Zoom and it's off week, right? >> My parents kind of probably get used to how you don't come with the beings. It's so hard to say the beings. Yeah. Okay. Okay. Uh, next was connecting the foundation and PTA, measure M and AI task force and board goals like talking with a board member just I think more more

146um access like that was organized so people don't feel like uncomfortable just calling up a board member and saying no I'm I'm thinking about like having a schedule like six months. Yeah, first month the coffee your friends then you're going to have a regular coffee meeting with s you do you going to host >> are we going to compete against who shows up or >> so that's why you're going to have probably the number >> yeah okay we could talk about that >> yeah just member outreach >> yeah or >> sure we pair up with a cabinet member. >> Yeah, that's something. >> Yeah, [clears throat] like coffee with top. >> I think part of it too is um when school goals are set for the school year is our you know part of like

147the community partnership that our community partners understand what our board goals are as well. So it's like you're all on the same page and working together to meet those goals and not feel so separate as students. I think that's great. Tell me where I should go. >> She's on board. You're welcome. >> Um Okay. And then um and that sort of also folded into your like lunch and learn with board members. I think I think those are great. Those lunch and learns are really helpful with especially like our senior community. Um I think we should continue that work for sure. >> And Dr. Chroy and I um will schedule a lot of lunch and learns for um the parcel tax consolidation measure should the board decide it wants to support that. Um and tonight at

148board meeting you're going to hear from three on the um community survey results and so we I'm sure will have to bring back a resolution if the board decides to go in that direction. Um, but if if the board does make that decision, Dr. Troy and I are going to um really work hard on educating our community on our budget and um the parcel tax and why we need both parcel taxes. Um there is a big difference between ongoing revenue and onetime money and we need the ongoing revenue to support our schools. So we will schedule those and um we would like a board member um or two or two to uh be present at those lunch and learn. So um okay and then finally Dr. Deator and I in our conversation um for more

149effective governance um to align school setups to the board goals and visions. Um, and I think that could also go deeper to our um our websites which I think have got a nice makeover of late. Thank you very much Michelle. um and and qu um so I think I think contin having having links to everything and having um what the what everybody has on their events be influenced and and that's probably staying on top of the school sites have somebody dedicated to that but you got to go figure out how to do >> number two was more effective subcommittee work um leveraging individual experience knowledge to work with staff in their own sphere of knowledge. Um, so it it kind of is like a counterbalance also to what Mr. Chen was saying about rotating subcommittees.

150Um, that's why I think maybe having two subcommittee members is really valuable because I do think that if there's a board member who has a specialty, they can add to the conversation, but then maybe there's a board member who doesn't have that specialty and can learn from being there. So, those are both um by the way uh we need your help you know all the subcommittee the minutes. Yeah. So then you can maybe put in a border so all the for me if they are not attend >> yeah we just don't have a submitting things like this right >> well I think this I think the bite >> yeah and the safety right >> and the school foundation >> and like the PTA notice >> those are has evolved, right? But it's just easy access.

151>> No, no, no, no. I mean, um, it's not like Jennifer is going to go take those notes is my point like she's gathering. >> They're submitting it to you and you're putting it. >> I I think it's a >> So maybe Linda, you could tell the PTA presidents too that that's what we did like and they just get their secret correspondent secretary send it over. >> You want the minutes of all the PTA meetings, too. Is that what I saying? Is that what you're saying? or do you want just a subcommittee? I thought we were talking about subcommittees. >> Sorry. >> Um, how are we going to ensure everybody's on the same page? And we don't. So, I just off the top of my head, I thought of the top three, the bond. >>

152Yep. The PTA >> and then whatever other committee you guys feel is schools foundation, >> school >> and safety and well, and the safety committee. >> Yeah. So those might be because they're part of our board goals, right? I guess >> and so if I don't know what's happening in >> and just a note to us as board members, she can put it in there, but we have to open it up and read it. >> So we can ask for it and we need to follow up and do our part two of and doing that work. Okay. So, so that was uh something and then three was our uh future of learning framework um the road map of education to like long range strategic planning that yes I think we is there anything else any

153any final thoughts >> guys these are awesome look at these pages that were empty two hours ago >> three hours ago >> yeah on behalf of the board of education, you know, I I want to praise our for president. Yeah. >> Yeah. Did a good job. >> Yes. All this goes to make us feel good. [laughter] >> It's your listening. >> Shelly will keep you grounded. She'll keep ask but really thank you guys. I mean, it's amazing like that. We are truly a high performing school district because of the hard work that you put in and um we're obviously a very lean uh machine here because there's no extra fat to cut out. I'm just thinking like this is literally everybody. >> Um so, thank you. >> I want to thank the board of education

154under your leadership, President Gil. This is a a highly effective board of education. I think that the experience um that is sitting around this table is very valuable in addition to the fresh look at things and so you have the perfect blend of new and experienced um ideas that are coming to the table. It's really important to have institutional knowledge which you have but also to take a fresh look at things and see where you know we might be able to do things differently. It's easy to fall into that same old, you know, well, this is how we've done it for years. And this board of education is not settling for this is how we've done it for years. You're really taking us to the next level and pushing us to do our very best

155and pushing us to do better and do more. And I really appreciate that. You make us a better, stronger team through your leadership and your governance. And so I want to just uh applaud all of you for your hard work. And I want to thank Qua um for his um support as our director of technology. He is Johnny on the spot and always keeps things up and running and keeps us organized. And so thank you for your expertise and your professionalism. And to my wonderful team, all of you are just the best of the best at the build. So thank you so much. We've done a lot of work here today and we're going to take all of this information back and we are going to develop um action plans for 2627 that are going

156to be department and site specific and we'll be looking forward to sharing that with our board of education at the beginning of the school year. So thank you for your hard work and your commitment to this process. >> Yeah, you can look at those acronyms. >> Yeah, I like the lead. Okay. So, um just to have it on record like what what we are talking about or um well we we are discussing we're discussing >> um I have four four options that um number one would be lead which would be learning environments of safety and wellness economic sustainability fiscal health awareness and partnership which is community engagement and Destination readiness postgraduate success Um okay so it fits naturally with the vision of parent students to lead meaningful lives. Option two app which is focused on

157student journeys. P for postgraduate success. A for awareness and community and partnership. T for thriving and wellness and H for healthy finances and creating a path for every student. uh three >> that doesn't it I I like path because it's focused on student student centerness but I don't like it because it it's confusing because is it really about student journeys when it's the work of the board and cabinet because like kids it's not about the kids journey if we're doing healthy finances right but they don't have anything to do with >> yeah that that's not their path or nor is it um you know uh awareness of community partnerships. Why would they need to know about uh Chinese club like unless their parents are at the Chinese? >> Well, let's go to option three because

158I think you might like this one. >> Uh rise more modern strategic plan stout readiness for the future investment in sustainability safe and supportive schools engagement and community partnership. We already have t-shirts that >> Oh, we just got the t-shirts yesterday. You didn't open it, did you? [laughter] >> Stop it. Stop it. Stop it. Stop it. >> I took pictures of it. >> Let me see it. Let me see it. >> Well, okay. Option four would be ABC D reimagined. So since our current goals are already CD um achieve well-being build sustainability, connect community, develop future writing. So since we have t-shirts, you know, at the back >> are we doing because of the t-shirts? >> I'm just teasing her, you guys. >> Okay. >> She she did a lot of work on this AI

159stuff. >> We can order new shirts for you. >> Yeah, we have new shirts. No. Okay. So, is anyone um connecting to what did you say when we first started connecting with the first one? Right. >> I like the lead. >> Yeah. Because that is like coming from a board level, >> right? Okay. I'm sorry. Um can you just send me? >> Yeah, they can. >> Or just tell me she sent it to you. >> I did. I did email it to you. Good. >> Oh, you didn't even learn. >> Learning environments. >> That's really >> because it's their path. It's not our path, right? >> But then we could still still use these. But >> it is about them rising, but they're not going to worry about, you know, engagement in the community. >>

160I do really love Joshua when he brought this to the table because I feel like we've been doing these goals and this is like a new branding that's like really strong and it's something that we're very intentional about. We want Josh designed the t-shirt for us. >> [laughter] >> I'll have my daughter. She did all this. >> Um economic sustainability I'll screen. >> Okay. Or lead right down. >> Okay. I see a leading competition. >> So we're being very we're being very fiscally responsible because we're attraction. >> So I figured >> well I really appreciate I feel like u Mr. even though he's like our longest standing, I really appreciate how you have like you're still, you know, adapting and evolving and >> keeping fresh ideas. >> Thank you. Let let me share with you

161first of all you know the five for the last year you know give me give my grandch simple but from that day I'm thinking about human life when I go to this age but then I able to go back to the young life so so that's Every day I have a lot of thinking and see for for my last several decade it is doing in for my kid. >> Mhm. >> Yeah. So so it's like the the new life. >> Yeah. >> For my my mind. So, so then I I I can pay more attention every day for the age from the zero month to one years and then because they are moving very quick. >> Yeah. >> Every month is like the learning. >> Yeah. So, thank you. >> That's so nice. >> Well,

162I think um do we have anything else? >> No, we that's it. We are um adjouring and we will reconvene for close session in the board room um at 2:00 p.m. to open close session. Um and then we will go into open session um in the boardroom at 300 p.m. Um and we are going to have a full agenda. Everybody please be on time and be succinct in your updates. U Dr. Choice going to give us some great info on budget. We have a lot of things to vote on. So, we will see you back at the district office at 2 p.m. Thank you. And you want to add anything? >> Okay. meeting and push at 11:43.