SMUSD BOE 06-08-26 Special Board Meeting

001Um, good morning everyone. Welcome to the uh special board of education meeting. Today is June 8th and it is 9:17 a.m. All meetings of the board of education are open to members of the public unless publicly noticed as a confidential close session as allowed by the law in ED code section 35147. 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 held liable for any slanderous or otherwise defamatory statements in consideration of the board and members of the audience and turn off or silence your cell phones while giving the board. The San Mar Unified School District encourages those with disabilities to participate fully in the public meeting process. If you need a

002disability related modification or accommodation including auxiliary aids or services to participate in the public meeting, contact the assistant to the superintendent at J Dator as SNUSD us extension 13 at least 48 hours before the scheduled board meeting so that we may take every reasonable effort to accommodate you. Documents provided to the majority of the board of education regarding an open session item on this 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. Um we are moving on to open session and at this time the meeting is called to order. Uh, roll call please. Mr. Chain >> here. >> Mr. S >> here. >> Miss Lamb

003>> here. >> Miss Ryan >> present. >> Mrs. Gil here. And everyone is here. Now let's please stand for the flag salute. Ready to begin. I aliance 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. >> Thank you. The agenda. Do I have a motion to approve the agenda? Thank you. Seven. >> Thank you, Miss Lamb and Mrs. Ryan. Roll call. Mr. Chang, >> I. >> Mr. S. >> I. >> Miss Lamb. >> I. >> Mrs. Ryan. >> I. >> Mrs. Gil. I. >> Item three, public comments. Communications from the audience concerning ma matters on the special board of education meeting agenda may be heard at this time. Responded to by the board of education. The

004board of education has adopted board policy 9323B 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 to submit public comments. One, submit through an online form. Do we have any public comments submitted online form? >> We have no uh public comments submitted. Okay. The public had the opportunity to submit public comments for the open session on June 5th, 2026 from 2:00 p.m. through 4 p.m. on Friday, June 5th, 2026. Comments received during this time will not be read during the meeting, but will be provided to by the board of education. No comments were submitted. Uh two, request to speak during the meeting via Zoom. Do we have any um audience members on Zoom at

005this time? >> No attendees on >> Okay, thank you. Uh number three, request to speak during the meeting in person via the public comment card. Uh there are no members uh in attendance to submit a public comment card. So we can move on from that. Uh number four, board strategic planning. I'd like to now turn it over to Superintendent Dr. Linda Deator who will lead the board through the budget strategic section. >> Thank you, President Gil, members of the board of education executive team. Um I'm really pleased to be here this morning. We have a full agenda. Hopefully all of you received um the board retreat agenda and I just like to cover some items that we're going to be going over very quickly, tell you a little bit about how the day will go

006and then we'll jump right into our agenda items. Um so this morning we are going to begin with the discussion of the superintendent student advisory council. I will be providing you with information that members of the superintendent student advisory council researched. Uh they are issues of interest to the school district and I would like to share their findings with you this morning. Um at about 9:30 9:40 we're going to be talking about uh leadership management and governance. uh really understanding the distinction of the governing board's role versus the superintendent's role versus uh the executive team's role. And uh we're going to be talking about how to become an even more effective team as we move forward doing the work um that the board of education will be developing um over the course of the next

007two days. In addition to that, we're going to dive into a very indepth presentation of the current state of the school district. And this is designed to allow our executive team to provide you with important baseline information that each board member will use to think about and develop the 2026 27 board of education goals for next year. It's really important to know um where we've been, where we are in order for you to decide where we need to go in the future. So, I think that you will find that very interesting and helpful. Um we're going to have a break about 11, 11:15 and then we will um come back and we will dive into a discussion of the current trends in education and this is really specific to the current trends in California. I

008want to talk with the board of education about what is impacting um not only our particular school district but school districts in California and Los Angeles and especially San Diego Valley. Um we will be going on a garden walk and have an informal discussion about 100 p.m. Um but backing up we will have lunch at the tea house today. Um and then we'll go on our walk 2 o'clock. We're going to talk about um emerging priorities. We're going to be reflecting on um our district's strengths, opportunities, and the future direction of the school district. And at 2:30, we're going to begin preparing for goal setting and future initiatives. And then that will take us into planning for um the day tomorrow, which I'm really excited about, wherein you will be developing um your four goals

009for 2627. All right. So having said that, I would like um Quark to please pull up the uh CTE presentation that I shared with you. And before we do that, I just want to talk a little bit about the um purpose of having a superintendent student advisory council. The school board expressed their interest in ensuring that we were doing all that we can to elevate student voice. Thank you, sir. And um as such we developed a student council so that we can get information from our students about their experiences and how we might improve on those experiences. And so um what we did was we met with approximately 30 students who signed up to be on our uh advisory committee and we educated them on how the district works. We had presentations from each one

010of the executive cabinet members so that the students could better understand um the strengths of the district opportunities, challenges and some of the uh barriers that we have to getting what they want or what we think they need as students um simply because we were going to engage them and we did engage them in a research project. So the students were grouped in um groups of six and we had four groups that were working on different research projects of interest to them. We had one group working on career technical education. Um we really were interested in finding out and learning more about how um we can assist students in providing them with opportunities that will help ensure that they become global citizens upon graduation from San Marino High School. Um what areas of interest um

011are there out there amongst the student population at San Marino High School? And this is something that we're going to take to the next level. Um, and we are going to uh actually develop a survey that we will send to parents and students at the middle school who are going to be our upandcomers. Um, we also had a group of six working on grading reform. We did um ask them to present their findings at the last SSAC meeting which they did which I found very fascinating. We had another group working on food services and then the fourth group worked on facilities. So I don't have time to take you through each one of the presentations. But my commitment to you is to make sure that you have copies of all of the student presentations so

012that you can take a look at the data that they have put together. And I'm very impressed with u the quality of the presentations that were delivered to the group. I uh invited President Gil to sit in on the student presentations um as president of the board of education. It's really important for her to really understand the students needs um and and wants and their experiences. So I hope that that was informative and I'm just going to take you through this very quickly. So this uh was presented by Annie Fu, Cla Wong, Jack McIll, Alina Pazian, sorry. Purpose, this is very sensitive. Um the purpose of the survey was to determine the uh efficacy, student awareness, and feedback of the CTE career and technical education program at our school. So they were analyzing the existing

013program. So there's a copy of their survey. We asked students to include qualitative and quantitative um data in their findings and they uh structured their question survey questions to elicit those responses. So their objectives were to highlight program successes, identify opportunities for instructional alignment and inform future pathway expansion. So again, qualitative and quantitative data and they took a look at the demographics of the study. So they were looking at who was responding to the study and how many ninth graders, how many 10th graders, 11th graders, and 12th graders responded. And then they looked at whether or not they were male respondents, female respondents, um or if they chose not to identify their gender. Thank you. First it was very sensitive and now it's not at all. Uh qualitative suggestion. So they looked at the top

014performing courses and those were intro to business and media arts. The second um top uh performing is success of summer acceleration and they said that they really value the accelerated summer options and I think that's not news to the board of education. We've always known that our students really value and I think our parents value opportunities um for our students to get ahead and then balancing project quality and assignment amount. Yeah. Thank you. um optimizing daily classroom productivity. So students appreciated the accessibility and the welcoming environment of CTE courses. Um they received feedback that some of the courses were boring. So um we need to evaluate that. And by the way, this information has been shared with the high school administration and Dr. Wolf was present in these presentations were being delivered as well. So

015all of this feedback has been given to them and they're going to be evaluating that talking about it during leadership uh learning summit this year. Okay. So if you can go to the next slide. Thank you. And here's their data analysis slide and they are saying that you know CTE courses are helpful. Um and most students rated them at an eight uh out of a 10point scale. And so the research team concluded that CTE courses are important to students and um they are valuable and they are promoting the school or they're promoting the school to continue offering these types of courses. Sorry. So out of 75 students 18 reported that they would like a CTE course that involves culinary. And so culinary arts scored very very high um in terms of CTE offerings for the

016future. Um other ideas that they had fashion design I know we used to have fashion design. Um engineering is something that we have looked at in terms of looking at the department of laboristics. Engineering is uh a field for the future that is uh apparently going to be very much in demand and we know currently that a lot of the engineers are being imported from other countries. So we don't have enough engineers um coming from US education systems in order to fill the need. Um health care very very uh in demand future career. That's why he started the medical arts. Um, if you look at the the Department of Labor Statistics, there's lots of information to indicate that you have an aging population and the aging population obviously needs to have healthc care support and

017services in order to uh manage that. So, healthc care is a huge build for the future. Um, shop uh home um oh home, sorry, home. There's little things there. I didn't even see uh home. We used to all have homeck. Many of us grew up taking home. Um and that's when we had lots of stay at home moms um back then in the you know 50s60s7s 80s and then now most uh households do not have that. However, it is important to have those life skills and I think that it is making a comeback because um so many students are uh leaving high schools not really understanding how to manage their finances or their households and those are really important skills to have in order to be successful in life moving forward. photography, um software, drivers

018ed, architecture, cyber security, auto mechanic, uh and tax financing classes. And the, uh, the last one is something I want the board to really think about. We are, um, looking at a potential financial literacy pathway that starts in transitional kindergarten and goes all the way through 12th grade. And, um, Dr. Richtor and I have had some conversations with some financial institutions and we're going to continue to have those conversations on how we can support that type of learning. Um, and there would be vertical alignment between each of the schools. Um, we know that all of our students are very interested and their parents as well in being financially literate by the time they graduate from San Marino High School. This is really one of the most important things uh for us in order to prepare

019our students for uh future success whether it's in college or in um their career. uh uh 74 student or Jun. >> So there's a a slide. Let me take you back to that. Um and I don't know can we enlarge that here we go. Okay. So um 47.3% of the respondents were in ninth grade. Um 21.6% 6% of the respondents were in 10th grade. Uh 14.9% were in 11th and 16.2% were in 12. So the majority of it was fresh. So they're going to be here. >> So we pick up the volunteer or they >> just they they volunteered to respond to the survey. The group sent it out to student all students. And um these are just the this is the composition of the students who volunteered to respond to it. >> I'm just

020sorry. So this was sent to the entire school body. No. >> Okay. And that's part of the thing where I think if we want to explore deeper um Dr. Wolf said none of the groups asked he said he would have sent it out to everyone but they were they since it wasn't really a class like they had was left to decide on their own. they could have asked him or whatever. They distribute it through like Snapchat like they're different social >> their social contact. So the groups that reply are not the same all of them. So I do think it's >> it could be bias there could be bias in the survey and we we did you know we talked about that um since it was sent to their peer groups and not the general

021population but the survey that the district will do is going to be sent to the general population and parents. So we will uh disagregate all of that information when we share it with the board of education um because obviously the parents will see through one lens so people will see through them and a great effort but all these groups I mean they were all so impressive it was so well prepared um they were and really gave a lot of food for thought and I mean we talk about in Gary our student we want to be more student centered we want to hear student voice and I feel like Dr. Dr. Jar has done a great job with her council in in really getting the true student voice in a in an environment where they don't

022feel afraid to really speak the truth and I think doing it through these surveys to like saying CTE are boring. No kid is going to want to say that in front of a teacher but when the results that are anonymous and they can that information to administration was really valuable. >> Thank you. And so um the other areas again we looked at food services and one of the things that that became very evident to me as superintendent and to my executive team was that um you know having the education from the specific area really helped students to better understand what our barriers are again because students um reported in their survey that they wanted access to vending machines. they wanted um more access to a variety of energy drinks and I don't think that these

023students because this was the one time that um our director of food services was not available to speak on the day we had scheduled her. So uh they missed out on having that presentation from uh our food services director. So again, this is them reporting out on what they want, but they don't understand that we're so regulated in the area of uh food services and nutrition that some of those things are just simply not permissible by regulation or law. And because we receive 100% uh funding for our food services department, we um we really don't have any lenency on that. um the kids, you know, I feel can be more engaged in menu planning and things like that with the director of food services. So again, all of these topics are going to be discussed

024thoroughly with the leadership team um over the latter part of this week to allow them to get the feedback and better understand um the students satisfaction with um certain aspects of uh these areas. There was a facilities presentation I'm not going to walk you through all of these presentations, but again, I want to reiterate that I'm going to be giving you copies of them. The facilities presentation um helps us to inform how the students see the high school campus. There were lots and lots of comments about the near auditorium. Um I think we have a lot of you know theater kids who would like to see some renovations uh in the theater and um the board of education has directed us to do some uh maintenance and uh just re sort of um re-energizing that

025space. So we're going to be painting. We're going to be replacing the carpet. Um the steps are going to be uh redone and it's going to be a much safer, cleaner, crisper environment um for our students um over the course of the next year. So that's a work in progress. Um and then grading reform, which our high school principal, Dr. Ben Wolf, is very passionate about. Um we were able to hear from a group of students who studied um that area, and I'll provide you with a copy of that presentation. But grading reform is for um it's important for lots of reasons. We want kids to be able to demonstrate their subject matter competency, their mastery of the subjects. And more and more districts, especially high performing districts in the nation, are moving toward grading

026reforms and looking at the importance of mastery versus the actual grade. And that's a topic that I'm sure we're going to hear a lot more about in um the next year. So um with that I am going to then transition to the next topic which is leadership management and governance. And I have another presentation for you. Did I say this one? >> Um yes thank you. Perfect. Okay let's try this again. Okay. So, um it's important for us in order to be a very effective team to clarify the roles of the board and the superintendent. And some of you may have um read the book the governance core. I'm not sure whether you did or not, but that is such a powerful um book on really the relationship between the board of education, the superintendent

027and the executive team and being um a welloiled machine. Understanding our roles is one of the most important um things in order for us to be as effective as we can be. So, we need to clarify the roles. We need to reinforce unity of purpose. It's really important for all of us to be aligned in what our mission and vision is for San Bernino schools. That way we are all marching to the beat of the same drum. And uh I can't tell you how important that is. If you have a a misalignment amongst your board of education, it's really important that we talk that through. It's it's perfectly fine to have different opinions about things. Um, but it is really important that the board of education agree on what's important in terms of the work

028that we are doing. Um, and putting kids first. I think we can all agree that that is our our main objective. Uh, really having our students at the center of our planning, our communications, our thought process and how we manage and lead our schools. And then it is really important to establish communication norms. Um the board of education has already done a considerable amount of work on that and we have communication norms that we can uh reshare with the board and we plan to do this every year just as a refresher in order for um everybody to be reminded on how we communicate um and understanding Brown expectations. So when we have a newer board we typically bring an attorney to provide inservice on the Brown Act. Um this is not a new board. this

029is an experienced board now and so I don't really feel like that's important. I think you all know um the the Brown Act is uh something that governs how we communicate as a board of education and as a public school district, particularly when we are in close session um and in open session deliberations and conversations. Oh, sorry. There we go. Effective governance um absolutely drives student success. High- performing districts um they have effective boards of education. We are high performing and we know that our board of education is exceedingly effective in what they do. Um we need to have strong superintendent board relationships and I believe that we do have a collaborative relationship um but based on trust and respect which is exceedingly important. And then um as I mentioned earlier, student- centered decisionm is

030is super critical. So as long as we continue to keep students in mind in terms of every single decision that we make, ensuring that we are making decisions that support student success, um there's very little room for criticism and unity of purpose. So, student achievement and wellness, fiscal stewardship, educational excellence, community trust, these are all themes that the board of education has really centered their uh goals around and themes that the district has um been acquainted with with since this board has uh been developing goals. So, I think it's really really critical that um that we continue to think about and support student wellness in this current culture. Um, I think fiscal stewardist is super important in that you cannot run a school district if you do not have the resources available to support the

031education. And I'm going to talk about this a little bit later when we talk about trends, but we need to understand the importance of uh managing our resources conservatively, balancing that with taking some risks that support kids learning and growth. Um, we're a very unique district. We are again one of the lowest funded unified school districts in the entire state of California. So, in order for us to continue to be high performing, we have to have community trust. We have to have a strong relationship with our stakeholders and people in the community who are going to continue to partner with us and support our mission and vision. Um without that we would have to make some very uh creative decisions on um you know consolidating our schools and doing a lot of things that we

032know our neighboring school districts are doing that we don't want to do because I don't think that we would continue to be as high performing as we are today. And that's what our community expects. They expect us to invest in excellence, educational excellence. So the role of the board of education is to establish the vision and the direction for staff uh the superintendent and staff uh establish a policy. And I I want to stop there and just say that we have a lot of work to do on policy that we do not have a complete set of board policies uh uploaded to our website. What we have is a collection of policies that have been updated probably within the last five to seven years but not a complete set. So we really do need to

033start working on that in 2627. And I do have some ideas about that that I will be discussing with the board president um to see how we can fasttrack that and get those policies up and available not only for our community if they would like to see them but um for our students and for our staff and for our parents. I think it's really really important because that guides how we uh manage the district. Now I want to be clear about this. we have policies um and and so even if we don't have a particular policy uploaded to the website, it doesn't mean we don't have that policy. It just means that policy um is in hard copy form in the superintendent's office and it's been in effect for probably 20 years and it's just

034the same policy. So because it wasn't updated recently, it's not uploaded. But know that we do have policies in every area of governance. It's just some of them are newer and and some of them are very capable. >> Can I make a comment? >> Yes, please. Um I totally agree with this and taking that a step further. I would really like to make it a priority to update the um the Titan guide, the fox guy, the Viking, the pioneer. I think that all of those need to be brought up to date and really align with what this for um is, you know, prioritizing. I think there's some data info in there and I think there's even some stuff that doesn't apply anymore. So I think I'd really in my opinion in open session here would

035like to say I would love to see that as a priority that's managing that may not >> I think that's really important um feedback for us to have and to carry into I wanted to say bye I saw your sign and I never retreat to you. I saw San Marino. >> That's all. Nice to see. >> Sorry. Sorry about that. It's any member of the has the right. So there you go. Okay. Uh another educational professional from Temple City and now she's working for charter. Correct. Okay. There we go. Um thank you for that feedback. We're going to take that feedback and discuss it at our uh leadership summit. um so that we're clear that it's going to be u important for our principles to work on. So, thank you. Um the board of education

036also has a responsibility to adopt goals, which is what we're doing um during these uh two days, and approve budgets. And so one thing that is very important and I can't emphasize this enough is for our board of education members to become very fluent and very expert in our budget. And the reason for this is because we are unique compared to all the other school districts. And people have a lot of questions about our budget. People don't understand public education budgets. They're very complicated. they're very um convoluted compared to private industry. And so I had I had a parent come in and ask for a profit and loss statement. And I you know I had to to explain that we're not for profit and so we don't have a profit and loss statement and she

037was completely shocked and uh at first appalled. So, uh, we have to explain, we have to educate, we have to inform our public about how our budget works and how we receive funding and why we're in the unique position that we're in. So, I think it's really important for me as superintendent to make sure that I'm doing a good job of um, talking about that with all of you um, collectively and individually and that Dr. choice, assistant superintendent of business services is um making sure that he is presenting the information to the board of education in a clear and concise manner and that we have board budget study sessions so that everybody has an opportunity to really digest all of the complex information um that makes up our current budget system. And you know this

038thing changes throughout the year several times and it's a living breathing animal in the budget. So it's it's constantly changing the numbers are changing um and we need to understand that as well. So that is a real important um role and responsibility of the board of education and then monitoring the performance and evaluating the superintendent. You you did a great job. you have done job for several years of evaluating me, providing me with meaningful feedback, letting me know where I can be stronger and more effective in my role as superintendent is exceedingly helpful in that it really u allows me to do self-reflection and and to recalibrate and and make adjustments where I need to make adjustments to go forward and make sure that I'm meeting the work of the board of education. Um these

039roles are not easy. Being a board member is not easy. It is um it's a very political position. Um in some cases it can be a very bankless role. U but you are in one of the most noble positions that exist in our society. You are doing the work of furthering and advancing children's education. That is really important. you have a role in helping kids be successful in their futures and think about the importance and significance of that role. Um I really take it very seriously. I know my team is very passionate about um the work that they do. Every time we go out to a school site, every time we see a performance uh whether it's a speech and debate performance at San Marino High School or an elementary uh patriotic, you know, musical,

040um it it is just so powerful and it really reinforces it helps us to reinforce the work that we're doing when we can see kids up there on the stage smiling or passionate about a speech that they're delivering. And I think the board of education has uh really done a wonderful thing about students to come to the board meetings, lead us in the pledge of allegiance, uh be showcased when they have exceptional um things that they they do that meetings highlight and celebrate. And it's really a great opportunity to also see how well-versed our new students are and how articulate. I'm so happy that we're bringing speech and debate to fourth and fifth grade students who are willing to participate in the elementaryaries. I think that's going to be a game changer for us to

041have vertical articulation in the speech and debate program uh from the elementary to middle school to the high school. So we're going to see uh the effects of that I'm sure over the next several years. So the role of the superintendent is to implement policy and lead operations develops the policy and the superintendent enacts the policy. So it is my job to make sure that everyone in the district is following policy after the board of education develops it. Um it is my job to make sure that all staff are supervised properly and that they are all aligned with the board of education's goals and objectives and we're all marching to the beat of the syndrome. Um, and then developing budgets and informing board decisions. It is my job to make sure that I am working

042really closely with Dr. Choy as the assistant of business services on the budget development and to inform the board of education on a regular basis about those decisions. Um, so the role of the assistant superintendent leading the district functions and implementing board goals. um they are boots on the ground making sure that the operations are running smoothly providing expertise and recommendations. Every single member of my executive team is expert in their areas. Um and if they don't have the answer, they know where to get the right answer and how to communicate that. And then ensuring that we have organizational alignment. um making sure that all of our departments are um well-versed in our policies and trained and that we are constantly communicating with them and constantly providing them with support. I know that our principles

043rely very heavily on the executive team to give them advice, guidance, and direction. And when they're having difficulties with uh or challenges with legal issues, um they work closely with uh the executive team to resolve those issues as expeditiously and responsibly as possible. So governance versus management. I like this and this is something that CSBA, California School Boards Association uses. So the board of education is the what, the vision, the policy, the accountability and governance. And the superintendent and her staff are the how, the implementation, procedures, operations, and management. So if we could just draw a line down the center of that slide, um, and the board if if the board stays on the left and we stay on the right, then we are going to be a highly effective team. Um, it's really important

044for us not to cross over. um and and it's tempting for us to cross over. So, we just have to make sure that staff is is doing the work and the board is is very global. The board is is looking at the big Thank you. the big picture. That's a line you don't want to cross right there. Thank you. Um and and this is, you know, CS straight from CSBA. So, I'm not making this up. It's just what and how it's supposed to work. So, we're the what. I mean, you're the what. What are we going to do? and we're the how are we going to do it? So we decide how we do it and as long as we get the results then we're you know we're we're okay and not doing anything illegal

045we're okay. All right. Thank you. So every board member matters. Every board member matters. 20% of the board is what you each are. 20%. But your voice matters. So, you're all equal. And President Gil mentioned this in her speech at San Marino High School, and I thought it was very poignant and very, very much worth repeating. Um, there's no one board member that is more powerful than another. The board president is the person who gets to develop the agenda and that's in your policy, right? So, the board president is like the lead communicator and the person who facilitates all of the uh board meetings and works with the superintendent to develop the agenda, but her vote isn't any heavier or worth, you know, a higher percentage than anybody else. So, when you're president, you're still

04620% of the vote, right? You're still um you know, a member of the board, but you have additional duties and responsibilities um when you're in that board president role. You're also the the voice more often than not for the board of education. um you, you know, can be called upon to be the crisis communicator. Not that I'm going to, you know, put that on you, but um if for some reason I was unavailable and our PIO went down with the ship, sorry, not that that's ever going to happen, but you know, that's >> um but then the the board president, right, might be the one that the media goes to. So, you just never know how something like that is going to happen. We heard that the Philippines have a a 7 something magnitude earthquake

047which is devastating and so um yeah that that has to be very devastating for the Philippines right now and they're dealing with that. So you never know and I just want to prepare you for that. So we need crisis communications training um not only for staff but for uh whomever is the board president as well probably the entire board because each of you will be in this role at some point. So it's really important. Um so you're 20% of the discussion, 20% of the responsibility, 20% of the vote and no individual acts alone. Um you really come together as a board of education to make strategic decisions that affect the entire district. So while you might each individually have passion projects and things that you're passionate about which help advance the work of students and

048and our goals and objectives, you know, you have to bring that to the table and talk about those things with the entire board of education. Um and so your influence matters, your contributions matter. Um but the board as a whole as a unit, which is why it's so important that you have unity at first, right? that you decide what you want to work on together because that's how you move things along. Yes, Mr. Chen. >> So look like uh after get elected so each one is about 20%. >> But can you explain what what is the 20% of responsibility? >> Yeah. Yeah. So 20% of your responsibility is really um board members responsibility is to show up to be present to be visible to speak on behalf of the entire board right not as an

049individual. And when you do speak as an individual you have to declare I'm speaking as an individual not as member of the board of education. Because when you speak on behalf of the entire board you have to make sure that your other board members are going to support what you're saying. And so each board member needs to understand the budget. Each board member needs to and we have this in policy, right? Uh go through the masters in governance program. Um and each one of our board members is a graduate of the CSVA masters in governance um program. It's important that you not only go to your child's school if you have children in the district, but you go to every school, that you represent all kids, not just your own kids, right? Um, and you

050have every right for those that are parents on the board of education, you have every right to be a parent, right? So that's the parent act. You don't take your parents hat off when you're raising your children, but when you're speaking on behalf of the board, you do. So, if that makes sense, right? So you have a right to advocate for your children in our schools as a parent, but you have to separate your role as a parent from your role as a board member because when you're acting as a board member, you're acting on behalf of every single child in our student, not just your own, right? So you just need to make sure that you're clear in your communication. Um especially with staff. If you go out to a school um and you're

051talking to staff, just say, "Hey, I'm here as a parent today and we're going to talk about my child." Or you're going to say, "I'm, you know, I'm I'm going pushing into every classroom to observe instruction and I'm here as a board member today." So, and and I do a lot of that communication on their behalf anyway. Um when I'm talking to uh principles and teachers, there are a lot of people who are intimidated by elected officials. That's just not anything that you guys are doing. It's just that they see you as board members. So when you come on campus, there's a little bit of, oh my gosh, we have to, you know, straighten our tie and stand up straight and and clean up our classrooms and clear off our desks because the board and

052so you just have to be sensitive to that in order to be as effective as you. And you're never going to change that. That's just the way it is universally. Uh because I hear that from my counterparts and every other school district. So just being sensitive to that and understanding um that your role is going to shift depending on where you are and what you're doing and the conversation. Does that help Mr. Chang or or were you different? >> Yeah. >> Okay. Thank you. All right. So expectations for participation. Um every member has to contribute. Um this goes to what Mr. Ch's question was. Um, and every member is heard. Every member is respected. And, uh, respectful disagreement is actually encouraged and expected. So, if you have differences of opinion, that's okay. That's fine. That's

053great. That's how good, well-reasoned decisions get made through dialogue and debate. Um, strong boards avoid dominance and silence. Those are the two things that you don't want to have. is one board member dominating the rest or not engaging, just being quiet and checking out. Don't want to do either of those two, which are um polar opposites. And effective boards are really described not just by who sits at the table, but how each member shows up, how each member contributes. Um, every board member plays a really critical role. every board member, you are such a dynamic team and a board that participates fully where all voices are heard and respected um is very well equipped to provide support and services to the students and strong boards um are are going to go back to the center

054of of their purpose which is unity of purpose. Right? So hopefully um over the course of of today and tomorrow, we're going to center in on what is our uni unity of purpose? What is it that we can all agree on? What is it that we're all working for? >> Uh I I I'd like to make a comment. Sure. I I don't think the current ball um anyone like to dominate but the I I mean the the sometime you know the people may feel the way but uh I I I mean the as the board member I think the student every student is a priority right not their own kid and secondary uh as the board member we need to minimize the risk Please make sure you know this school district smoothly uh for the

055operation every day. As you see the uh neighborhood the school district they have a lot of problem now because what when they do things you know someone they think they are doing right they just stick out. But but I mean the the most important you know the I think sometime I think the the ball uh dominate to the some have a new policy or the uh trying to help the operation because they already seen the or they are learning one the other uh school history or they are learning one their job uh uh experience so they know the we are doing this maybe we might get the risk so that's really in front of the some we may speak out but but I don't mean the all by trying to dominate so I I I

056mean is very important. I think the poor is uh volunteer and doesn't get any uh benefit. Uh I want to share with each of you. You know the the the this story district is very different from the other store district and other city council you know in the other city you know they just take the the title and they show show up but but for transition from the 50 years to now we still keep a very low for I think it's a good practice is for for our but I can see you know the because the time is changing some maybe trying to take the type of you know to for more but but uh I I I don't think the community people uh like to see that. Yeah. So, so this is just my

057comment for for several year I observe that. >> Thank you. That's very um helpful input and I appreciate your perspective having served for so many years on our board of education. Your history and your experience is very valuable. Um board visibility really matters. being visible in the community uh at school events and performances, athletic uh events and recognition ceremonies of community celebrations and parent engagement. It's really important for people to see you um doing the work of an elected official of a board member. Um it's it's it it just builds trust and credibility in your role and helps people to understand uh your commitment and your willingness to serve. But it but it doesn't mean the you know uh have to be very uh the self control and go buy but I think for the

058the four still have some reward but this reward is not financial reward but it's not you know effective and then you that promotion and uh negotiate with other organization in capture of the job. But but I just give you an example. Yesterday I I was so uh uh so happy. So when when I I attend the one the community uh the reception when I get out in the street so there's two young men they call me and uh immediately I don't know who are they but then they explain to me that there was the middle school I don't Yeah. So they say, "Oh, oh, Mr. Ch, you are board member." Yeah. >> So, so I say, "Oh, how did you know?" Because so this brother, so they said that, "Oh, yeah, we we know that

059you're poor. You helping the school." And then I said, "Oh, but when you study now?" So he said, "Oh, one, oh, I'm just finishing the UK." And then the younger brother said, "I'm going to uh Princeton." So So I I think that that that's the only word for the school, you know, the you know the student recognize and also I I think we are a team, you know, to make this work. Yeah. So, so, so student they can have a wine future. So, I I I think this very different from the the other school district or other city council. Yeah. Because when serving this title like so that's my sharing with each. >> Yeah. No, I think that's great. And then and then the time they they are chatting with me and other the the

060best also. Wow. And then they they say, "Oh, how come those kids know you?" >> Yeah. So recognition, right? The kids are watching us. They they see us. They know who we are. We don't know them by name. Um, and that's something that my executive team and I talk about all the time because when you are a public official or an elected official, you're recognizable. People see you from a distance when you're shopping across them or, you know, you're out in the community and they see you and they know who you are, but you may not recognize them. So, it is really important that you're always aware of that and you're aware that that there are always eyes on you. Um, even during your downtime, even when you are, you know, in your uh your

061sweat pants and your t-shirt and, you know, your hair pulled back and no makeup on, right? Uh, you go to the grocery store and then there's going to be some, you know, young person. >> Yes. Okay, there you go. Right. And that's that's kind of how it is. But but they do they recognize the work and the contributions that you're making every day and they they do appreciate that. And I know their parents appreciate it as well. Um, and it is a lot of work and it is a lot of uh a lot of uh late nights and early mornings and commitment. And so to wrap this slide up, you know, Linda, >> yeah, I have you go back >> here. No, here. No, here. Okay. Yeah. So um I wanted to add on to

062what you were saying about this governance versus management on the board. There are uh some of us who are kind of more um intermediate board members like you've been here a year maybe two three years and there are some that have been here 25 years right so you do have a graduated level of uh uh board members in terms of governance and what Linda is actually saying in this slide is not just staying your own lane in terms of what we're doing. The what versus the how, the vision versus the implementation, the policy versus procedures, accountability versus the operation and management. Those are really key things because I think that um we need clarity on that because while we need to balance right this is a balancing what we do because while I'll just use

063Jason as an example that's I can I'm not picking on Ben said but Jason you are more in charge of the procedures how HR manages the personnel and all of that and then on the board side maybe we hear something right and so we report it to you and we may ask you hey so what's going on there that's not really crossing the line but it's being informed about what's actually happening so recently we've had a couple of issues come up which require some special attention from our superintendent. Uh she's pulled away to look at how we're responding. Maybe she's working with our uh legal team. So in that process, it's really important that we are still informed about what is going on because how can you make an informed decision when you don't know

064what's going Oh, I I didn't. It's not really acceptable in terms of only staying in one lane and knowing all of the things that are going on intricately. The district has so many uh moving um place balls we're all juggling. And so with those analogies, I think you can understand that um it's beyond being visible. It's beyond I showed up to graduation. It's beyond that. It's understanding uh protocols and procedures, how things operate, the chain of command, the uh like if we only stay at the one level. Oh, Linda, this is what happened, right? Then we never get to another level of understanding of how how the board member balances all of their roles beyond being just parent and board member. the roles where you're a community member, you are an advocate for children, you

065are a mandated reporter, you are doing training, we are at retreats, we are working in unison. So when we're talking about growing in the same direction, I have just always feel that, you know, when when things are getting, you know, pretty busy and and some things are happening all hands on deck. We need to be informed. we need to be present. Um, and I'm not saying, oh, because, you know, I pulled up something on my uh cell phone, I'm not present. I still have to know everything. And then, so it's u Linda's job to keep us informed, but it's our job to also do our homework. I remember before I became a board member how uh another board member told me, you know, so when we were, you know, putting out the the foot, we

066were deciding the football stadium and what we were doing, she said, um I researched the turf and and how rain affects it and runners and if they fall, how do they bounce off of the the track and things like that? And so it's knowing that when you're making that informed decision, I'm not saying we have to be contractors or understand it. What I'm saying is to be kind of present and know, you know, the questions to ask, what we're doing, and how we're actually representing the community, right? To just say, "Oh, yeah, no, I voted." You know, it's all um unanimous votes or whatever. So, I just want to put that in there in terms of there's a balance between staying in your own lane, showing up, but being present and being knowledgeable and being

067a an asset to the Lord, an asset. So um I'm not saying that we are perfect. Uh I myself are 12 years into uh being a board member and I'm learning every day. Uh but you know I just want to say to our other board members whether it's Mr. Chang or whatever that we all do our best but you have to admit to yourself you know you have to ask yourself the question have I done everything in my capability? Am I doing my best? because um you know it's harder uh to step back and you always have to be firm set right like if you uh I don't know if Mr. Chang was alluding to this about uh taking responsibility. It's not that one person wants to talk more or less. It's you know bringing

068everyone along and making sure that all voices are heard too. So thank you. >> And one thing that I I want to say that you pointed out is that it is really important for board members to be knowledgeable right to understand um how the organization operates best. And my husband used to always say, you know, if you can't measure it, you can't manage it. And so, you have to be able to understand um the budget in order to be able to make good decisions, right, on where the money goes or how um what's coming Yeah. where it's coming from or or where, you know, we need to make changes. So, it's really important for you to be as knowledgeable. But that knowledge doesn't happen overnight. It happens over time and it's it's over a long

069period of time. U it it takes and I'm sure you've heard this and and those experienced board members, it takes like two years, right, to really understand uh the budget and that's if you're working actively on that. Um and and so when you are a board member and you're hearing about the budget four times a year um based on the cycle that we follow, that's probably not enough for you to really understand how it works. Um and so just being engaged, asking questions, which you all do and you all do really well. um and and taking initiative to be as informed as you can be and maybe more effective as a board member in terms of uh evaluating and you're all doing this and so I mean just keeping that momentum going forward and again

070it's my job to make sure that I I am u sharing that knowledge with you and keeping you as informed as possible you probably all get tired of my many emails to you which are all one way right I send you the the message and I never hear back and so I'm just assume assuming you're all reading it, but that's that's good brown practice, right? >> Um but I Yeah. And so I have to inform you of certain things. Um and you should be informed, right? So it's not just you're you're stay uh out of everything. You don't stay out of everything. You have to know what's happening in the district, right? Because you have to know how things are being resolved, which is part of the communication process. So thank you. Um >> I

071agree what you say you know the uh eventually each board member will have to be knowledgeable but need to invest your own time >> it's very important uh I when right now people introduce to me for the 25 year either is a good or not good you know because what look like holy sitting there too long but but you know the the 25 year uh how much I learned you know the from the my first four year I I also you know is struggling struggling even even um I'm from the other the the industry I I was the hospital CEO president right but when I come to the ser as the school board is it just like very new so so when when I say something may not fit into the when I react in

072the health care, right? Do it do it then then I I I also need to uh adjust my gesture, right? So, so for for 25 years and you know we we depend you know we are this more not not talk too too loud and not talk too much because you know in this 21 century in the United States is a changing is a changing you know for from the the last generation when when my first turn is a ser my old generation but but right now the next two generation. So each generation they are different. So so we we need to recognize the bad. So we need to get in to the their mentality. So, so I I I I mean the um end of it if you know you just need to you want

073to be the you need to invest your time. So I I talking about the 20% if anyone not contribute 20% the one each individual go to go over to 30% or 40%. So I I think this concept is very important but but but the you know the we need to realize you know the the ball is not a boss or Paul is the the trustee you know helping for the the the this so so make sure the fulltime administrator they they they can smoothly uh to perform the operation and a benefit to the the older kid. Yeah. So, so this very important. Yeah. So, each student have a different uh the the the issue. So I pray for the uh pasabina unify I'm sorry I but it's true because my my my service area for

074not for also helping for the southern California I in in the my first turn I think this school district like a competition the time we said is number one But right now after 25 years I I feel all the school district we need to to like the partnership because we are a group people group the school district we are not really get help from the the the funding especially for the smaller school district right so each each one they need to work together that that's reasons I I I appraise to you know go with them so then we know what they other so then then we we can fix yeah quickly so so so I think that right now school district is a compete with the time each day I want to talk to each

075administrator yeah we are complete with the time especially after the AI yeah with computer you see the this time you know you computer text you know see the how how expert here so I should not mention but but you know you know the PC is going with the AI so not the change so so we we we don't have a waiting time yeah we yeah so so CP yeah bring up yeah so how many CD we we we will implement for the the student yeah so so actually I'm just sh >> Yeah. Yeah. I I just want to make a point of clarity uh pres uh Mr. Okay. Is that um I think in Linda's graph it's we have 20% of the vote to build a 100% vote, right? Whether it's 80% or she has

076a 4:1 vote which is then 80% right uh but it's really she's asking for 100% of our ability in terms of service right and representation. >> I don't think she means just show up 20%. I I think you're talking about the vote versus the um actual >> governance part understanding all of that. Um so let's move on. I'm sorry I did this on a detour. >> It's really important all these things are um important for >> Okay. So um highly effective governance teams focus on students first, right? We build trust intentionally. So we we need to be intentional about connecting with people, informing and educating and building that trust, communicating openly and respect opinions that are not like our own. Um we need to seek to understand people who are different from us, people who

077have differing opinions. um instead of just sumearily casting aside someone like that, we really need to try and figure out where they're coming from and why they have the thoughts and feelings that they do about our school district. And I I I intentionally um try to work hard on listening to people who have complaints or concerns or opposing views. I want to be able to understand where it's coming from. I want to um at least hear what they have to say because they may know something I don't. They may be seeing through a lens that I need to look through occasionally. Um and so it's really important for us to be open to opposition and open to uh differences. And it is, you know, equally important for those people to listen to us and to

078become as informed as they can be on how um public education works and what we can and cannot do. Avoid surprises and uh support collective decisions. So the board has told me time and time again they don't want surprises. They don't want to find out about something on the weekend that I should have told them, you know, the Thursday before. And so I do my absolute best to try and be as proactive on communicating things as I can be. Um, you know, I I don't always get the information. Sometimes, um, sadly, I'm the last to know, but more often than not, I am getting that information and passing it on to the board so that you're armed with that information when you go out to the community. I go home on the weekends. You guys

079are here. And so when you go to Trader Joe's, Mr. chain and you're in line and somebody says, "Hey, you know, did you hear what happened at the high school?" And you look surprised and you didn't know, um, you know, that's something you should have known, right? You should be able to speak intelligently to that. And if Trader Joe's or CVS or any >> um as far as collective decisions go when the board of education Yes. >> I think um avoiding surprises goes both ways though. Yeah. I think um as board members we have a responsibility to not ambush cabinet and superintendent during a board meeting. I think there's always going to be time even if it's right before even if to give a heads up. Um >> I think there are some tough questions

080that should be asked in open. I think that we owe like you know a duty to the community and the people that elected us to represent the community um about the policy and the vision and the uh governance of the schools. But I do think it's the respectful and professional thing to do to say that that's coming. >> Yes, thank you for saying that. That is true and we do appreciate that u because we want to be as prepared to respond to your questions as we can be and sometimes that takes research. Sometimes we have to actually make a phone call to the county or we have to um you know pull up an egg code provision and then figure out how it's being interpreted or maybe we need to look at case law or

081something like that. And so, um, we would much rather be prepared with an informative answer or response than to say, "Oh, you know, I'll have to look into that and get back to you because then that kind of falls flat and you don't really have your question answered during the meeting and we want to answer as many questions during the meeting as we possibly can." So, that's a great point. I really appreciate you. Thank you. um collective decisions when you're in as an example close session and you're making a tough decision and maybe you know you have uh opposing perspectives on this but there's a vote let's say that the vote is uh you know 4 to one and it passes right and so um whoever the one person is they are entitled to their

082opinion but it is really important that you support the vote and you support the process of democracy um on which the system is built and that when some when when a vote goes forward that you do get on board and you support that vote. Um that is how our democracy works and that is how um we should behave. So, we don't want, you know, the argument to continue on and on and on and on on um because that takes away from and detracts from whatever we're trying to move forward on behalf of. So, I just want to make that um clear and that's a universal understanding amongst um any board or any team that once the decision is made and a vote has been cast that we all move forward collectively. uh the governance team

083relationship um absolutely built on trust right we have to trust one another and respect and respect is what strengthens the team and and moves us forward um we have to be transparent in order to build confidence it is really important that we all are very open and honest with one another and that we share information um I think that's how we will advance as a team and mature as a team and And healthy relationships produce better outcomes. And that is just profoundly true, right? When you have a healthy relationship, you're focused on the issue at hand, not focused on relationship issues. Uh if you don't have a healthy relationship, then it it's very distracting and it can become toxic. Um it takes away from us advancing our goals. And so um we want to avoid

084that. So if there's ever a disagreement or a misunderstanding, communication is the key to resolving that. Um having conversations, uh private conversations, you know, if if I have a misunderstanding um or miscommunication, I'm I hope that I will do the right thing and reach out to the person and and have a private conversation and try to resolve it as quickly as possible in order to move forward. um because it is really important that we have a healthy relationship as a high functioning team. >> I think I would like to add on to that um speaking to I don't think that um you emphasized this enough in that communication should not go to individual cabinet members from our board because Linda need Linda knows what's on their plate and Linda needs to be involved. So we

085need to direct our communication to her and not give direction to individual cabinet members or staff or uh faculty or principles or things like that. Um it may feel like we have personal relationships with everyone because I feel like we do have really close board um cabinet great great person like personal relationships um but and it may seem like it saves time to go directly to Dr. go directly to Dr. Rose but I think that we really need to be cognizant of running board communication through Dr. >> Yes. Thank you. That is very helpful. Um, as you know, the team is is really busy with a lot of projects right now. I cannot even begin to tell you uh, you know, talk about each one of them, and I will talk about each one of

086them. Um, but they are in a small school district tasked just naturally because of our size with more things than assistant superintendents would be tasked with in larger districts. They don't have the staff to be able to delegate to. Um, and we have a lot going on in our schools right now. Um, you know, Dr. Choy is dealing with a $200 million bond project which is like a whole another job responsibility and then uh Dr. Rose, who I would say if we were, you know, a football team or a baseball team, is an all-around player and has been, you know, tasked with having to to plug a vacancy at the middle school, did an outstanding job, by the way, um, of of managing that school through the end of the school year. Um, but also

087still doing his assistant superintendent duties and responsibilities. Lots of complaints this time of year. Lots of investigations that have to be completed. Lots of mediations and negotiations with collective bargaining um that the entire team was involved with and working hard on that we got through uh which culminated in a uh two-year agreement, a three-year governor, which I think we should be all be very proud of and thanks to the board for their support on that. Um and then Dr. Richtor who um I think tries to avoid eye contact with me during executive team meetings because I'm always saying what about this what about that and um she has been so successful in bringing forward all of these programs and initiatives and is now working on financial literacy um with me and and we're doing just

088lots of work all the time thinking about how we can advance um our goals. And then we have a a public information officer who is split 50% between the bond and 50% district who is constantly um either out at a school, you know, covering uh a person, place or thing. Um she is constantly writing and submitting information to um the media and doing press releases and uh informing uh our public on measure M through the M memo, right? Memo. Yes. um and uh really covering um lots of events to enhance our social media presence which she has done and she has some uh statistics that she's going to be showing you later on today. And then uh Jennifer Delator who is constantly you know just trying to help me and the board manage our all

089of the events and logistics and operational things and board agendas and board policies and board this and board that. So, um, we are really, really, really busy. Um, and I I need to make sure that I am guarding their time as well and that we're managing all that as effectively as possible. So, thank you for that. Um, and communication, as I've said throughout this presentation, communication is absolutely essential. Really, really important. And you guys are all master communicators. are very good at uh you know giving me a heads up when you hear things in uh in the community or you might see a post on social media and I really appreciate that. Joanna does that a lot. Thank you so much for that. Uh really really uh helps me to uh focus my time and

090energy on things that I didn't even know were happening. And sometimes it's a misinformation situation that needs to be clarified. Um, so it's it's a lot and I appreciate the feedback. Um, and then how do we communicate? You know, what style are we communicating clearly, respectfully, and consistently? And and that's something that I work really hard on is trying to make sure that I'm respecting um people's communication preferences and styles. Some people rather have an email from me, some people would rather have a phone conversation, some people would rather meet in person. And so I'm I'm always mindful of their preferences and you know making sure that we have time set aside uh to meet and to talk about important issues and that it's not interfering with the business at hand. Um and then you

091know what should our communication look like? What should it entail? What should it involve? Um you know what is our our common themes and messaging? We have talking points that I have put together on um parcel taxes and budgets and financing and um all of that and I think it's really important for us to all make sure that we are uh referring to those talking points and that we are able to communicate common messaging messaging and then um how do we avoid misunderstandings and I think that's through clear communication and assume the best and I am guilty of this right I always go to the dark side immediately and and I shouldn't do that and I know that about myself. It's a weakness, but I I um I feel like that way I'll never be

092disappointed, but I need to always assume the best in other people. And so I will stop myself and say, "Okay, you know what? I'm sure this person has great intentions. They they're thinking about their child or, you know, there's nothing more important to a parent than the success of their child." And so sometimes um you know that comes across in different ways and we all need to be sensitive to that because I know parents come to you with complaints and concerns and and you have to stop yourself and say think instead of just thinking oh this is a complaint or a concern thinking this person is really concerned about their child and and you know we're all parents so we know what that feels like to be concerned about your child. worried that your child

093is not getting something or needs something. And so we have to to lead with empathy. Um and I think that helps to avoid misunderstandings when we assume the best in other people and in ourselves. So, Ground Act essentials, just a brief reminder, um, you know, p the public's business has to be h happening in in public, right? You cannot have three or more board members in a room at any time talking about anything that would show up on an agenda. Uh, that's the partner rule. And so, we need to be cognizant of that. You also cannot have serial meetings where one board member um you know talks to another board member either via text message or voicemail or email saying you know how are you going to vote on this issue and and then that

094board member texts another board member right and then pretty soon you have three board members that are figuring out how they're going to vote on a certain item and that would be a violation of the brown act so stay away from that you guys are so good about you know just communicating during meetings I I don't see any text messaging going back and forth. You don't you don't text me at all hardly ever about anything. Um, so no business is conducted via text message, which is great. No business is being conducted via email. >> It's all, you know, you read your emails and and you don't respond, which is very good practice for the Brown. Um and and this of of course this is goes back to to building trust and transparency with the public

095and um really avoids any kind of misunderstanding or issues that that come to bear. So I think you guys are all experts on the ground act and you all do a really wonderful job of managing that. So again avoid serial meetings. Uh reply all discussions and text changes. So you guys don't do that. Building consensus outside of meetings. you don't do that. Um, best practices, individual questions, uh, should come to the superintendent. Requests for information and clarification should come to the superintendent. Public deliberation should all take place at the meetings and not outside of any meetings at any time. And we've talked about uh developing governance communication norms and you have done this in the past which is very effective and helpful. Um, great governance teams have effective communication norms and uh I'm not going

096to spend too much time on this slide because we've already got them in place and um you you've adopted them in a publicly agendaized board meeting and so we will be sharing them with you just as a reminder at the beginning of the school year. Um, and if you feel at that time when you look at them that they need to change at all, you can talk to your board president and we can um set aside some time to be able to work on maturating 84. So, we don't need to go into that. We have that. Um, and now we're going to do a small group activity which our president said would work best if we paired you up with a member of cabinet. So, we're going to have one board member with one executive

097team member um per group and we're going to have a discussion question and the discussion question and can you make the discussion question a little bit larger? Thank you so much. So, we're going to we're going to u work on what are three actions we can take during the next year to become a stronger and more effective governance team. Can you go over to the black box? and you're going to identify three concrete actions. Be prepared to share recommendations and the expected impact with the full group. So, um you can decide who's going to present out. So, we're going to put um >> and it's in the area of um the cabinet member like >> it could be but what are you going to I think as a whole just based on this presentation like

098governance and communication what are three actions we can take during the next year to become a stronger and more effective governance team. Um so I'm going to I'm going to pair you up. So Francesca I'll work with you and then uh Shelley you can work with Dr. Rose and then um Joanna you can work with Dr. Richter and then um Joseph you can work with Dr. Troy and Joshua can work with um Michelle and uh Jennifer you can join any group and Qu you can join any group you want to. Okay. >> So let's get started. >> Okay. All right. So let's look at and the discussion question is what are three actions we can take during the next year to develop a stronger and more effective governance team. So starting with the uh the

099vice president Mrs. Ryan and Spenc of HR team and >> I don't I don't think we did a good job of um following directions. >> Well, we came up with three >> we expect we discussed going too though. Yeah. Hi, Vice President. Um, you want to share? >> Yeah. So, in our conversation, uh, I was able to hear what Jason had to say about his perspective on, um, I don't know, it has something to do with um, should I say it? I'm not sure. >> Okay. Okay. Um, regarding how certain things are handled, whether it's legally perspective, uh, the second thing we talked about, which was, uh, both a plus and a negative, is the board's accessibility to the community. We're very accessible and in a small community, everybody knows everything. So, I was pointing

100out to Jason on the one hand, it's kind of a detriment because they escape uh the chain of command. They don't go back to the principal. They don't go back to the teacher to talk about things. They go right to the board level. They go right to the superintendent. Because I was telling Jason how one evening I went out to dinner and the whole dinner was hijacked by these people talking to me and I didn't really even have dinner with Kelly. He sat there, but I had to go to another table and then they started talking and um so that was another thing. And then another thing we talked about is really how uh sometimes as board members we can become passionate about something and get over involved. Like for instance, if got really interested

101in the scoreboard at the baseball field and then she becomes oh uh uh like micromanagement in terms of I want that four more, I want this blah blah. And so then it becomes like it pulls Jason away from what he needs to do because I'm sitting there focused on something. So we did talk about those three things. Why you thought it was off topic? I >> Why are you talking about like an actionable? >> Well, it's actionable because you and I are now more aware of the perspectives. Not that you're going to take action or I'm going to take action because I'm in the governance team and I don't do action. So So I stay in my lane and but we always feel I feel that while I don't go and give them more work

102that we need to build a relationship of trust because as board members we are always told to go to you but I never have talked to him about anything other than sitting at a restaurant having a glass of wine or something like that. We've never talked about anything other than that. >> Yeah. And it's that's kind of the thing because we also address a bit. >> Yeah. Yeah. So, let's go. Um again, uh what are three actions we can take during the next year to become a more effective governance team? >> Um we thought one thing with enhancing communication. communication is kind of like the key foundation um for effective governance. One thing that I think we get from the board gets from you is that weekly board memorandum that has very I think it's

103very effective. So the proposal is maybe the school sites can do similar to AWM doesn't have to be called that and um that would be communication from each school site to the executive team as to what's happening instead of waiting for it whatever it is and it doesn't if there's no updates to share they don't share. >> Yeah. >> But if there is then that would be something they can check. So you mean like deeper than their principal message to the community. Yeah. Exactly. issue issues. Yeah. That instead of waiting for it later on to like if it ends up either being resolved later on or if it ends up being escalated then maybe during this weekly whatever be called memo >> it could um be shared the executive team or to Dr. >> Great.

104Yes. And the second one we had was um I'll just for for effective governance just having measurable metrics in order to achieve whatever the goals that we have set. So whatever goals we end up with after tomorrow making sure that there are metrics that we measure. Okay. And then the third one can get through the third one. Okay. And the third one was um really increasing and maintaining the transparency that we currently have. We think that's been key to effective governance for San Diego Unified. And we'd like to really maintain that focus on the transparency that we have provided to our community. Um and with that transparency comes increased communication as well, but really tapping into our um influential community um constituents to make sure that we are keeping them informed and um being transparent

105about what's happening in the district because we know they are the voices in our community as well. And we feel that that has really helped us and then been advantageous um over the years and we'd like to continue to do that and continue to strengthen those relationships. >> Good. Thank you. Okay. Uh Mr. As you know the I think about 12 month yeah they question about the margin right so end up I discuss with uh Steven so so maybe uh we should have like post the some small group meeting uh like like We we will then uh response to the school foundation. >> Yeah. >> Great. So I mean maybe after the new semester I think uh you ask the student ask give them invitation to bring to sh. Yeah. So then they ch those

106individual of the of the organization jumping through the individual for Yeah. So people asking about the project. >> Yeah. >> Uh um the sec the second um action items proposed would be um to bring visibility to the bond projects. So we have a number of early impact uh as well as major projects that we'll be launching or starting constructions soon. We feel that that or Mr. Champ said that would be an opportunity to do some kickoffs where we can actually shed more light on this project. >> Great. Okay. A third action would be for the attendance uh for what four Mr. Okay. >> Wow. >> She the last one I add one more. You know a board president uh can actively the four member recognized and uh the serve on the committee uh assignment. Yeah.

107When you put the next uh the the the open sour, >> right? Okay. Wonderful. Thank you so much, Mr. S. You're at right now. >> You want me to go? >> Yeah. >> Um so, right. um that um so something brought up is um additional close session time. Um I don't know if it's available doing it via Zoom just to stay more in line with things that are going on. I know there's a lot of legal things going on. I don't think those close session at this moment but um from my understanding just having more >> yeah just like probably less than 30 minute like close session we should so we don't spend time on it but like a Tuesday or maybe Tuesday and we don't need to do every single week but when when

108we need it >> okay so um are you feeling like you're rush during closed session Don't some feel like I think well that's that's a little bit true but looks like one of them is sometimes we feel like that we don't catch up enough I mean we spend enough we talk quite enough in the class but now we got to wait two more weeks and come back talk a lot >> between that something change happen so I'm not saying that we should meet every single week to fill in yeah >> but I think we should have option to feel like we need to actually Yeah, we have the close session in the June over the June. So we don't need to limit to come here with church. >> So we can only discuss during close

109session the agenda things and they're they're restricted or limited on what what can be talked about during close session. Um so there's only there's certain categories under the Brown Act that we can agendaize. Um but certainly we can be more thoughtful around planning for sufficient time for the board to deliver on issues that are properly agentized. So I I understand that. Okay. Um second one is um connecting the PTA school foundation um and educating them more on the board goals for the year. So when you know we're talking about certain initi initiatives that our board members are really piloting like the AI task force um or measure N um making sure PTA and our our partners really understand what is um happening so when they do reach out um and want to speak to these

110initiatives they can support us even more through those >> and then make a comment I think this is a good idea but but right now We use the open section and put agenda to to share our four goal. >> But unfortunately we always only two gentle one gentlemen listen. Yeah. So so maybe when we are going to present the ball we want a special function or something be my name to come otherwise. Yeah, the board meeting is more like one way. I think the one we talk about is more like so they have a more open discussions that because they have a complete different impressions when they're comfortable reading. It's just only like more one design and so I think we should have another opportunity to have like a mention of the coffee with B

111right something like that right so each individual and as I say if one board member shows up and it's one person don't talk others so what I sgest is each board member has copy time right this this month going to be copy next You know that right? So the person who want each board member has special if they want to have questions and have discussions and they can come. >> Okay. >> You know yeah you kind of led into our the third one was just like that complunion learn being meeting with a board member. I think you know some community members don't understand fully and our board members roles and responsibilities right >> um so that's an opportunity just to talk to them um or what we really want to pitch is dancing with the

112board members >> that's right% Okay. But um and in a more serious note, just in a having um board members feel like they're approachable. Um they're just done by definition or they are also part of this community and uh people should be able to approach them with their you know thoughts and comments. Um so making those lunch meeting a little more accessible. >> Yeah. Supposedly. Yeah. just being that the one way communication and that just leans into more transparency as well to communicate that you're here to talk. Yeah. Open to listening. >> Okay. Well, those are great ideas. Um now let's call on resident guilt. >> Okay. So, um Dr. Dari and I have met. Um and we have three that are a little more global I would say. Um so, well, moving off this

113first one. The first one is aligning the school site handbooks to the board goals and the mission um with a focus on the Titan and the Fox handbook. Um so we kind of touched why earlier and I think that's something that should be made a priority over the next year. Uh number two, which is sort of what we heard from everybody, more effective subcommittee work, meaning um leveraging individual expertise amongst the board to work with the staff in in their sphere of knowledge. And so meaning you can you can speak to the cabinet directly, but it would be part of the um the strategic plan overall. It's not like you're just going like Shel said, she hasn't really met with Jason ever on like a professional capacity. And I think we can be paired up

114and maybe make the board members um you know leveraging our own expertise a little bit better. Like for for me personally having more construction and development uh background being on the bond subcommittee is really effective right now. talking about construction, talking about facilities, master plans, but uh like Shel's expertise and education can be amazing tool for for Lena to, you know, there's different things that we can do. So, it's not like off limits, but it's part of a strategic plan, >> right? >> Okay. Um three, which is kind of a big one, and I do think that it's something that the board really should consider. Um it would be a future of learning framework or call it a uh long range strategic educational plan focus on how learning and teaching will evolve over the next

1155 10 20 years and we would need to align that our facilities task plan which is perfect timing as we're in that phase u because how do we design these classrooms if we're not thinking about this building that's going to be a physical manifestation of our board goals basically if we're not thinking about what will it look like and like personally that's not my expertise but I think as a collective we have that expertise in the room and um we all bring something really important to this group so um I think that it would take a lot of time but I think just like doing that facilities plan I think is would be well worth. >> Yes. Okay. We um have heard from everyone now and what great ideas and suggestions and so we will

116um certainly be talking about this as a leadership team and an administrative team and we will um certainly share out um some concepts and ideas around these topics um in terms of how we can be a more effective governance team going forward. um because we do have a lot of work to do in the upcoming years and so we're really excited about that work. Um and um yeah, so let's go ahead and move forward to the next presentation which um is going to be brief and succinct. So I'm going to ask you to hold your questions until the end. Have you seen my signs? >> I will change. Yeah, it's okay. So So, so what we're going to do is this. We're going to be flexible with the agenda because we're we're behind schedule, which

117is that's fine because we've had a lot of really robust conversation. Um, and that's what good governance teams do. We're adaptable and flexible. So in the afternoon we are going to hear from the governance team on state of district. So that's what we will come back and do um through and you guys can have as long as you want through the time that we journ if if necessary. So um we will yeah forgo the other items on the agenda um it's not as important as the presentation. Okay. But let let's go through this uh really quickly so that we can lay the groundwork for the board of education and understanding the broader landscape of public education trends in the state of California um in order to be able to really absorb and digest the material

118that's coming uh forward of the current state of the district and then in preparation for your planning um for board goals tomorrow. Oh, let me see if that works. Yes. Okay. So, we all have heard about defining enrollment. Um, statewide enrollment has dropped 420,000 kids over the past 10 years, which means that is consecutively year-over-year declining. The younger generations are not reproducing um at nearly the same rate. And what if you do some research on this, it will um indicate that people are waiting longer to have children. So um birth rates are steady for uh the older population and they're declining for the younger population. So young people are not having babies and that is having an impact on education institutions. The majority of the school districts in the state of California are declining. So

119you're going to hear and you're going to continue to hear lots about um schools consolidating closing schools. And the one thing that I have learned as superintendent um and even before I was superintendent that one of the hardest conversations that board members and superintendents can have with their community is the conversation about closing a school. People are very emotionally attached to their neighborhood schools. And whenever you talk about consolidation or closing, it becomes a huge community event. And um you may have seen uh our neighboring school district if there's people picketing. um news media has descended upon them. Uh they're really covering um the level of unrest and and discomfort with um plans to close schools to the point that the board of education has um rescended some of their plans to close schools. So

120that what that means to me um and this is this is very serious you know when if you can't make the reductions that you need to make in order to stabilize your budget what happens is the state of California will come in take over your schools which renders the board of education um without power you you don't have any power to make decisions anymore the state will come in and take over schools that happened in Englewood years ago and it has not fully recovered from that as of today's Okay. Transitional kindergarten expansion. That is the one area that has increased in enrollment in public education in the state of California. Um so as you know the current governor is very uh supportive of early education and universal transitional kindergarten is now available in all public

121school districts within the state of California. And this has expanded um the enrollment at both Carver and Valentine elementary schools. And so when we heard heard conversations about um space availability and traffic increasing at elementary schools, it really had to do with two things at Carter. Transitional kindergarten and uh dual language immersion. Um so that that has increased um the number of students that we have on our elementary school campuses. Yes, Mr. Ch. >> Okay. As you know the around our school history community of Pasadena. So they they are several very famous and also quality good uh the um nursery >> including the church. Okay. So when we in the meantime we promote this one you think uh what what is the impact between those uh nursery and the response? >> Well nursery school um

122provides service to a younger um population of students. So, um they could go to nursery school and then come into transitional kindergarten as long as they're um four years of age on or before September 1st. And so, um the impact is hard to really measure at this point except to say that we do have, you know, more resident students, yeah, that are transitional kindergarten students in our our community and in our schools. I don't know that that's necessarily taking away from um because I know within the city of they at least have three or four, right? >> They're taking care of a young kid. >> Yeah. Yes. Yes. >> So, so I know the this uh side effect or the result we may not see right now, but >> yeah. Yeah. >> Maybe after two

123years, three years or we see what what's is this competition or >> Yeah. >> Well, right. And so, um, I think we have a really good strong program and transitional kindergarten teachers have to have 45 units of, um, early childhood development in order to be credentialed to teach transitional kindergarten students. So, they have to have, um, a, you know, specialized, uh, certification and advanced um, learning in order to be able to address the developmental stage of transitional kindergarten students. So, and I'm not sure uh that the credential requirement applies to I don't think it does at all. So, um we have a really good strong program and I think this is going to benefit our schools because the research shows that if you have um rigor in learning at an early age that that will

124help you throughout your entire academic career score higher on all of the state uh testing metrics. So, that one of the reasons they need that early childhood education unit those units is because TK transitional kindergarten is considered year one of a 2-year kindergarten program. So it's almost like they lump them together but TK is a whole grade level in kinder but it's considered a two-year kindergarten program. >> Yeah. Okay. Okay. So, epidemic recovery um so statewide um it statewide we have seen some declines in uh state testing and we have seen um recently gradual gains in ELA and massport. So, we saw a decline after the pandemic and schools were closed and shut down and now we're starting to see um schools recovering from that. And I think a lot of it has to do

125with programs like I Ready and NWA that a lot of school districts in California have been uh focused on um providing individualized academic uh recovery programs for each one of our students and graduation rates actually have reached historic highs statewide. So kids are um not only attending school but they're graduating from high school. So that's never been our issue in San Marino. As you know, we have a 99% uh graduation rate and really it should be 100% accepted. We have kids sometimes that leave in the middle of the year to go back to um wherever they came from and sometimes we can't track them or find them and that creates um you know the the lack of the one additional percentage point. So uh our focus statewide is um it's shifting from remediation to acceleration

126which is very in line with our community. Um, schools are investing in enrichment and advanced learning pathways. And again, we have 22 AP classes at San Marino High School, which is the same number of AP courses that Arcadia High School has. And Arcadia High School is three times precise. Chronic absenteeism is not an issue in San Marino. As you know, we have excellent attendance. However, it is a a real issue in the state of California um with students. So um it it's a problem that's ongoing and um rates are improving but they are still not as good as they used to be prior to the pandemic. Mental health and wellness um we have seen an increased investment in counseling services and support wellness programs throughout the entire state of California. Um, San Marino Unified School

127District was on the front end of that and we had developed our wellness program long before many of um the surrounding schools did so and that was uh through the help of a student board member who spoke up and out and had this idea and so the board of education supported the students idea um with the San Marino High School Wellness Center and we were able to put that together and it has really served countless numbers of students um who are struggling with an issue and stressed out um because of their uh academic load or you know they might be struggling with a social uh relationship, a family issue and we have been able to stabilize them and and um really support them throughout that issue and get them back into the classroom feeling 100%.

128So I'm really proud of that. Also, um CSSE is an organization that we have used to refer uh a lot of our students out to and they have been a wonderful educational partner. And so, thank you, Mr. Chang, for um helping um connect us to that organization to support our kids mental health and wellness. Staffing challenges are um universally um a challenge. there are fewer people going into the profession of education. Um it used to be that I think people were attracted to education not only for intrinsic value but because it was a safe secure profession and it was a great retirement and great benefits. Um in many districts probably 20 years ago they offered lifetime benefits if you served your school district for 10 years or more. um that has gone away because uh

129health and welfare benefits are increasing in cost and it is increasingly unaffordable to provide lifetime benefits. Um retirements uh we had pension reform several years ago which means that the newer uh individuals to the profession don't have the same rich benefits in retirement that um the classic members do. And so that has shifted. Also, the uh percentage that is taken for uh out of out of your paycheck for retirement is increasing along with the district's um contribution. So it is no longer a safe profession in that we're declining in enrollment statewide. And so lots and lots of new teachers are getting pink slipped in their first, second, third, fourth year of teaching. Um, and so when you're getting a pink slip every year, you don't feel safe, you don't feel secure in your career. Um,

130they're either having to change school districts because schools are closing and consolidating or they're looking into other professions. So, um, the system that we have in the state of California is that you, you know, when you do a reduction in force, it's it's done by the least senior employee. So the last or the last to be hired is the first to leave during the reduction in force. Um so that's really difficult and challenging. Also um math, science and special education are designated shortage areas in the state of California. And what that means is we don't have enough teachers credentialed in math, science and special education to be able to fill the need um throughout the state. The other issue that we see is special education. Um the general ed population is decreasing in or declining

131in enrollment and the number of special education students in the state is increasing. So we're identifying more kids as special education and needing that support than ever before. And so as you all know special education is far more expensive um to fund and support than gened students. of the cost of educating a genet student. But good news is that the state is giving us for the first time ever more fund more funds for uh special education than they have in the past. So it's still not enough. Let me be clear. It is still not enough but it is it's a greater amount than they've ever given to us in the past for special ed. So that's good news. >> Can I add one thing else? >> Yes. and just that the credentiing for special ed

132has become far more narrow where once you would just get a special ed credential and you could work with whatever population came to you. Now they're requiring you to have like very narrow u credentials. >> Yeah. So to work with specific populations >> when you say the name of mean >> meaning like now you have to have autism or you have to have visually impaired or you have to have heart of hearing whereas once before you if you had special ed work with any of those kids now you're only supposed to work with them if you have that specific >> authorization. So, Linda, would you um do me a favor in the future, not today obviously, but in the future, will you be able to provide the board with um you know, we have the

133three tier system, >> uh what is our percentage or number in terms of the over identification of special ed. So, how many um SSDs do we have versus special ed? because it should not be inverted where your triangle is the most of the kids are special then in the medium it's 50 and four and then the least is our SSCs it should not be in third right for the MTSS >> yes I would be pleased to bring that back to you um I think that is a conversation that we should have with the board of education especially since we have been identified as being in significant disproportionality um by the state and so 15% of the spend budget has to be reserved to address significant disproportionality. And what that means is that um according to

134the state formula, we as school district are over identifying Caucasian students um as uh special education and um underidentifying Asian students. And so part of that has to do with just simply our demographic of the population that we serve. um cultural issues. We we really looked into this and we've been working with the state of California. We are one of many many many many districts that has been identified by the um as being in significant disproportionality. So this is a conversation that we are going to continue to have and we are very yeah we're very aware of the need to make sure that we're employing um positive behavioral intervention and supports and and MTSS strategies. um we are you know really what four years in terms of training our teachers and staff um on those

135um strategies and our principles are really reinforcing those strategies. So we are working really really hard to make sure that we're managing this this area and we are seeing some um some positive movement in terms of reversing that but we will definitely bring that information back to the board. So thank you so much for um um AI again education. So this is as you know uh Mr. Channing bro earlier has been top of mind for Mr. Sun um because lives in this world every day um how is it going to impact our uh education? It's not going to eliminate teachers, but it is going to change the way teachers teach. And that much we know. We are um working with an an AI task force to identify um strategies and um systems in terms of

136how we will integrate AI into our education in San Rio. Um, we believe that having appropriate policies, uh, training and guard rails are something that we really need to focus on right away to make sure that everybody, um, understands how to use AI efficiently and safely. Um, and that teachers are are leveraging AI in a way that makes their work more manageable. Um I think that for our principles and assistant principles, this is going to u be a gamecher in terms of helping them with operational tasks and administrative tasks and allowing them to get into our classrooms which is where we really need our instructional leaders to be in the classrooms um working hard on supporting uh teaching and learning. uh you know the last several month we we do have a case at the

137high school you know there's a misunderstanding on the AI issue so the the teacher feels the the student they do the paper so the AI but the the student being the you know the she has a ability to to to generate the sound table because she been she been trained for during she uh she in the parliamentary school about the the speech delay. So so I I just bring up this one. So, so in time we need to see the exact future understand how much they already involve AI and they are able to to to taking care of this issue. So instead of you know just the student that and I think this is just one example but later we have more and more about argument. I I could speak to that actually for the

138high school. Um you know many of the teachers actually have the kids put their papers through an AI detector and there are many that can be used. Um however sometimes it is like a false positive and that's where I think the human element needs to be engaged with the AI is that recognizing when that student has the ability and um there's also ways to detect it if they are going through with the key right the uh key detection how they're writing the paper um is a thing too but I think the teachers are doing a pretty good job I know that uh there's always going to be none expendit. >> Okay. Well, thank you for that. We need to um pick up the piece and and get through this because we need to get to

139the tea house for a reservation. So, I've already talked about fiscal outlook, but we're skip ahead. Um community expectations are very high in San Marino's development. They are in most communities right now. Um but especially in San Marino. So, we need to um be very transparent with our communications, our digital access and our um our circles. And um I think that now is perfect time to have a public information officer helping and partnering with us on making sure that that happens. And we are competing with every district now for students because of the declining enrollment phenomenon. So, um we are competing not only with private schools but other um public schools as well. advanced medicine and um so this bless you this is where I was um talking to the board president about the fact

140that what we should focus on as a governance team is what should SMUSD look like in 2030 what is our vision for students programs and community impact how do we sustain excellence in demographic climate and increasing fiscal pressures on district resources there's always this push and pull with you know um the the residents pressure thinking that we shouldn't have inner districts, but inner districts provide 14 million $14 million of revenue. If we didn't have that $14 million of revenue, this district would look very different than it does today. We would not be able to provide the robust education and resources that we provide for our resident students. So, we have to keep that in mind and think about that. um if you took $14 million out of our budget, you can imagine the devastating impact

141and we would have have to cut out a lot of uh of the aids, right? We were probably just in one academics and nothing else. Um okay, so we need to really focus on how we sustain what we have and what investments matter most over the next 10 years to ensure long-term student success and district vitality. So that's a question for the board. I'm gonna leave this up on the screen because I want us to really be thinking about that when we come back. But let's go ahead and and and break for now and go have lunch and we will come back and hear from >> Okay, welcome back everyone. from lunch. It's 2:00. Um this afternoon we are having um our date of the district address and I just ask the board to please

142hold your questions and comments until the end so that uh in the interest of time but we will get questions afterwards. Just note them down if you have Thank Shel. >> Thank you President Gil, members of the board of education executive team. Um we are going to um go ahead and get started with our presentation on um the current state of the SUSD. So let's go ahead and pull that presentation. That's it. >> Yes. Okay. Um we get the first slide. Okay. So um this afternoon we are going to be talking about the 202526 SMUSD board goals as they stand currently. Um and the first board goal is to evaluate and enhance an environment of safety and wellness. Um for goal B maintain and implement fiscal health and sustainability. C foster community awareness and understanding

143invest in USD's mission and vision. And then finally D prepare students for postgraduate success. So this afternoon you will hear from um our entire executive committee on where we stand within those four goals for this 2526 school year. Advance to the next slide please. >> Okay. So um for goal A we're going to turn it over to uh Dr. Steven Joy. >> All right. Thank you Dr. It's our opportunity start to provide you an update on what are some of the achievements uh we've made in the past year in regards to the goals uh in the area of evaluating enhancing the environment of safety and wellness. Um pleased to share and report that we continue to provide CPR and first aid training. Uh we've expanded the offerings with online access and they have been going

144very well. Uh in terms of healthy meals um this year we continue to menu plan with our students. We've also expanded the number of serving lines uh in order to help get the lines through faster. And of course with um our new food truck uh we've been enhancing and getting suggestions and feedback uh in terms of what types of offerings, what additional venues and uh opportunities we'll have to expand using our food truck. Um in terms of enhancements to some of the existing systems, uh some security enhancements we've made uh has been the new driveway gate at Huntington Middle School. Uh we've also continued to uh expand and build in a routine for replacing air filters and air quality is of utmost importance. Uh we know that that hasn't really diminished since uh the pandemic

145and even with the wildfires that happened a little over a year ago. Um uh we do see and recognize the value of having clean air uh in all of our indoor spaces. And of course with technology uh we have expanded and enhanced our content filtering controls. Uh so that continues to promote a an environment of safety and wellness. Uh with security cameras, we've expanded coverage. Uh what initially started as the department of justice uh seed grant if you will. Uh since then we've expanded and provided additional coverage. Uh we've also uh took the opportunity to expand new integrations with these cameras. Uh the video creates a foundation but it also allows us the opportunity to apply the technology in various safety related issues. Uh we continue to provide zero ice training. We're expanding coverage of

146zero ice technology to detect uh weapons on campus and we're also working collaboratively with uh the San Marino Police Department in terms of of offering training training. In the area of cyber security, uh we continue to uh do monthly vulnerability scans and with the elevated uh increase uh in number of cyber security incidents that affect K-pop education in the state of California. Um we were one of the first school districts to actually implement monitoring detection and response technology which is really in in other words 24-hour monitoring of our infrastructure and technologies. We continue to do that and we actually serve as as a model for many K12 school districts in terms of uh you know promoting a safe cyber secure environment. And then finally just a few words on compliance as compactly with our ability

147to provide a safe environment. Um as families um you know continue uh in the San Unified School District we continue to provide useful resources to them. We are promoting health and wellness programs and actually I'll let Dr. was talking about SB838 which is a new component standard. >> So that is uh we we spoke about it previously. This is the new uh compliance for our volunteers um to get fingerprinted and background check. So that is uh goes into effect July 1st and we have our first date uh set for July 2nd uh for parents to come to the district office. we will have something there from the 9 to 12 uh to fingerprint them, get them processed that way so we can make it as easy online as possible. And then I'm in the process

148of working with uh another company, Litics, which we just um partnered up with and it looks like we may we may be able to get the trainings down to just a few minutes, maybe 15 minutes or so, so then they can everyone can be cleared and good to go by that by the time they leave. Um, and we will have alternate dates uh for those who can't make it on the 2nd. Um, I know we already received some feedback that, hey, it's hard for me to get there from 9 to noon. So, we'll find another date and have it in the afternoon so that we can try to get as many families as possible. >> Thank you. So, like all of our departments, most of our individual departments support um and each of the four

149goals for the board. And so on this slide you see one way that educational services has really enhanced an environment and safety of wellness for our students and our staff. Um some of these are very familiar to you restorative practices. We are pleased to say that we are we just completed year four with restorative practices. It is um districtwide. We have trained in the past four years principles, assistant principles, counselors, sites, psychologists, and then this last year we took the opportunity to train all of our new employees both certificated and classified employees. Um the expansion of sorted practices has been districtwide with regards to implementation of professional development. As you know, Miss Karen Younger, who is the expert in restorative practices, has been willing to come out and train our faculty certificated and classified at

150all times. And this has really helped us um uh reduce the number of suspensions districtwide because we're putting restorative um options and and systems in place for our students to be reflective and restore relationships that may have been cramped throughout the process. positive behavior and intervention supports which is also known as PBIS. Believe it or not, we are in year five. Um for this past year, we have really really deepened um and strengthened implementation at Harvard and Valentine specifically to the point where both and Valentine were recognized as mo model schools. They on two separate occasions had other school districts and schools come out and visit them so that they can see the practices that they have developed, the systems and supports they have put into place to promote positive behavior um interventions and to

151really ensure that every student feels like they belong and they're part of that community. They have received black men recognition for two years in a row. That is something to really be celebrated. um that means the work that they are doing exceeds expectations where they have received that recognition. This year they have also received a signature recognition which it was supposed to be a medal medallion but it ended up being like part cardboard but that was only given to a handful of school districts who have reached platinum status in EIS and I'm pleased to say that received that recognition um for both res excuse me for restorative practices where it's a self- sustaining learning and implementation as a team we survey our teachers our PBI teams at our school sites and our site leadership to

152determine if we wanted to continue partnering with the LA County Office of Education for them to run our professional development. And at this point, it was unanimous that our teams felt like they had received enough trainings year five um that they were able to develop and continue the the implementation of strong and effective practices for their students and that was unanimous. And so we're going to honor that and we're going to be self- sustaining moving forward. And they do feel like they have put some concrete systems and supports in place that will be sustainable and effective for our students. When we talk about supporting and enhancing the mental health and wellness of our students, the Titan Wellness Center continues to do a phenomenal job. It is one of the metrics in our LCAP and you

153can see the difference in the number of referrals for all four schools in 205 to 2526 and then my house has gone down a little bit. These are unique referrals. So a student has only counted one time if they visited the wellness center. They may have gone multiple times but these are unique visits. And so this is one of two things. Two that maybe there is not a need anymore. But I think more importantly, the school sites are doing a great job with their counselors and their supports that they have in place so that students do feel safe and supported and that they belong on campus and may not need to attend the wellness center. And part of those systems is really what the elementary schools have implemented this year. They have implemented the calming

154corners in every single classroom at most states. And then we continue to offer professional development in all of these NBIS story practices, deescalation strategies and trauma inform practices. And then lastly, we have really taken a close look at the surveys, the climate surveys that we give annually in March, the climate surveys, they're also known as California healthy kids survey. And what we've done is really made sure there was a focus on those results with our school sites. This data is disagregated and even for our site leadership so that they can take it back to their space sites and create their own individual action plans to help support the areas that need additional thinking additional focus and to continue to strengthen areas where they're doing really well. >> We got back up. This is um goal

155B which is maintaining and implementing fiscal health and sustainability. Uh the district continues to uh benefit from responsible budgeting. We continue to provide uh certified positive uh financial reports as we uh continue to monitor and review the budget. Uh the district have committed reserves uh in the hopes of having a stable projection of its budget. And of course with measure M uh we are putting our bond dollars at work with early impact projects as well as the major projects. We are guiding me into design and reconstruction soon. Uh and of course we are really implementing the facilities master plan uh with parcel taxes. It's hard to believe parcel taxes have been in the community for about 30 years. But yet we must continue to educate and provide outreach on the purpose and the rationale behind

156the parcel taxes. And as we continue to do that outreach, we are also surveying and researching innovative ways to really maximize the use of those parcel taxes. So that's that's the work that we um pretty much um have done a lot this year and we will continue to do into the new year. Um with our enrollment and ADA data, it's really the lifeblood of the school district. It's one of the key reasons on how we determine our budget and with the district benefiting from the increased enrollment and increased ADA. Uh we are continuing to attract students with the innovative programs that we offer. Uh in the areas of fiscal management, uh the district u does continue to prioritize restricted dollars and one-time funds over over uh unrestricted dollars. That's a best practice. Um we are

157looking very closely in monitoring for deferrals and monitoring our cash flow. And then more recently uh we just launched the clear gov transparency platform which does a very good job of not just providing the details of the budget but provides a narrative in terms of understanding our financial story. And then finally with financial system updates uh we are working very closely with LEO uh for the past year we've been uh receiving training working on integrations and testing and we're really looking forward to going live on July 1 with new payroll system. Uh as part of this presentation uh we wanted to provide some key data points. This is not a new slide. All of you have been familiar with our um enrollment in APA story. Uh in regards to the distribution of students by grade

158level, it tells a really positive story because we can see that uh in the upper grades grades 10 through 12, it's uh relatively smaller in size compared to our um grades from TK all the way through nine. And that's a very powerful story story because it tells us that uh as we move forward, we'll see these increased cohort sites continue to progress in future years. And then if we look at the data of per student revenue, this was um this is this chart tells the story of where our revenues come from. And it's not a surprise um you know about 50 a little bit more than 50% of our revenues come from state LCF but more significantly 30% of our revenues per student comes from local um local community. So that that's a very telling

159story. So, aside from knowing where the money comes from, we also want to see where the money is going to. And you can see that this chart uh summarizes the fact that most of the money goes towards insurance way that should be. And uh the district is doing a very good job of spending its money on instruction. And of course, this is another uh key data uh chart that tells us um how we are in terms of teacher salary ranges. And it brings in a comparison of uh districts that are nearby and it shows that San Marine Unified is uh this is 2025 data uh is relatively average. However, uh when we look at total compensation uh it's a little bit better. You'll see that some neighboring districts have um chose to um you know

160emphasize more on the salary than the benefits. And um for us uh we are a respectable continually continuing to offer u attractive salary and health benefits. >> So is that a second to the last? >> Yeah. >> Is there any way to increase that? Um >> a little blue square. Yeah. >> Can you tell what is health? So health is at the blue block. You can see that in ours we have a we have a fairly decent blue block there. And nearly almost every other district doesn't have that blue block except for the first one you'll see on the far left which is Alhamra which has a very generous health benefit there. >> Can be seen. >> All right. So next slide I have uh is a data point. Uh this is uh straight out

161of our expenditure reports to the uh SMUSD measure and bonds oversight committee and you can see that in terms of revenue from our first issue of $40 million um $36.9 million remaining. Uh and actually this is quite surprising uh we received a little over $600,000 in interest alone from that $36 million. Uh and then on the chart on the right you'll see the expenditures. We spent about 1.1 million thus far to 36.4 four million remaining. So, we closely monitor our revenues and expenditures uh with the measure M and we will continue to update the bond oversight committee on these expenditures. Um so, um we're we're we're making really good progress. Uh we're thinking about some of the projects that are coming up and what a possible second issuance might be. Um and a lot of

162that depends on our our timing. So, uh, as we plan, uh, with pre-construction, we'll have a much better idea of the timing and, uh, we want to take advantage, uh, and eliminate or at least reduce escalating costs. That's one of the biggest factors of why we want to move quickly on matter projects. >> Is a match fund still available? >> So, matching funds still available for certain uh, projects. Uh, and what we're doing, we have to apply for them and get in line. So, we are we are getting in line with uh, with state matching funds. Um, however, a lot of districts are also in line as well. So, um, I would not count on state matching funds to implement a project, but it's something that we would definitely take advantage of, uh, once the

163project's complete. Just to provide some, uh, some uh, comparison, we didn't receive our matching funds from the state for the BART athletics complex. Uh, probably a good four years after, five years after it was interrupted. So, it it comes much later, but we want to get in line for sure. So mean the next slide here we may get some funding if if the track record shows uh to be consistent with the bar athletics complex. Yes. How much? Um it depends on if it's modernization or new construction and it also depends on the grade levels. So as we are providing these filling out these applications we have to provide data to the state >> and I this is where I think I'll pass. So, uh, last year I shared this information with you and the feedback

164I received was that July. So, I thought I would kind of update you with this year's. So, with the outgoing salary at the end of this year, that is the how much it is leaving us. So, it's roughly 1.66 million. Uh, and then with the incoming salary, so those are all our new hires, etc. It's about 1.45. Um, and that includes adding some positions that we didn't have. So, we have been able to add positions and still save money. Uh, and so we are going to be roughly $210,000 uh ahead and 1% is about 400,000. So, we're we're saving about a half a percent. And that is with adding positions. >> And the upcoming retirement, >> retirement, people who are resigning, people who have who are relocating. Um, it could be people we have said

165no thank you, we don't want you to come back. It could be all of the above. There we go. Um, so the next one, uh, also last year, uh, this was about potential retirements. So we have about 178 certificated members that are non-management. Uh, 39 of them currently as we sit here today are retirement eligible, meaning they're 55 and above. by the end of the upcoming school year. So this time next year, we will have 44. Um so which means that there's going to be roughly 44 eligible. Um their salary equates to approximately 5.3 million and that's about 25% of our certificate staff. So about 25% of our certificated staff is is or will be retirement eligible by the end of next school year. 14 of those are currently and 19 by this point next

166year uh will be what we consider retirement likely which is they will be 60 plus uh and that is approximately 11% of our teaching or certificated population and their salary is roughly 2.3 million if they were all to in a m in a in a magical world if they were all to retire um they're roughly kind of we equate about 130,000 uh per um employee and bringing in new one. Usually we usually number right around 100,000 and so if we replace all of them let's say cheaper um we would save about 400,000 for next year. So in the future you were saving 400,000 where did you put is that in the general fund or you set time? >> That would be general funds. Uh this is kind of just a little bar graph um showing

167you um where everyone is. So we have two employees that have about 35 years of service um and then seven from 30 to 35 and so on. So you can see most of our employees have one to four years um within our district. That's not one to four years of experience. That's just one to four years of experience in our district. >> So we have a much um younger uh workforce as far as experience in San Marino. So I I can't stress that enough. Some of the people come to us with 20 years of experience. They just happen to be one in four. Um and then what I added on this year um so average we average about 10 years um of experience and then I I went by school site um and so San

168is it says 10 but they're roughly I won't say they're 10 uh4 and then HMS is the most experienced staff they need to make their years um they are actually 11 uh 11.6 or something like that. And then Carver is also uh 10.6 or something like that. And then Valentine is actually 7.9. So they have really turned over their staff and they have a lot of newer to our district. Um 8 from 8 to 11 doesn't seem like that big of a deal, but statistically that is a that's a that's a a big jump. So that's just kind of the experience of all of our staffs. Uh this is kind of our new higher retention the blue bar. So these are for the last four years. Um we have been consistent at 87.5 which means

169we are retaining seven out of every eight that we hire. Um some years some schools do better than others. Uh but as a district we have been consistent 87.5. Uh so this year um I think Valentine is holding on to everybody they brought on. Um HMS uh is losing one. Harbor is losing one on their new hires. And then um the high school also uh lost one but that was not because of performance. Uh he took a job in Arcadia. So where he gets no benefits but works works more hours and more days. >> Our retention is higher than compared to peer. >> I'm sorry. Our detention rate is actually higher than >> I would say. Yes. >> Yes. It is very >> uh this is our uh percentage increase for the last four years.

170So some of our districts have not put in for 25 26 yet because they have not settled. So there this is a little bit skewed but for those who have uh thrown in their information as you can see we are doing we we're great. We have we have been very uh supportive of our staff um and as you as the board um have been very have been very generous. So um >> does this include um our settlement for >> this does not include >> okay >> so this is up to the end of this school year. >> Okay. >> So this would not include the four and five and the three and three that was being recommended. >> Okay. >> So the on schedule is the light blue. on schedule is the light blue and

171then the uh off schedule is the dark blue. So you can see like for instance Elmani city has given more on schedule than us but has given less off schedule >> right >> so uh but we are extremely competitive >> and I think this is >> it's so I'm going to transition now over uh kind of touch a little bit more on what Dr. Tory presented earlier with regards to enrollment and ADA and we know how important that is to maintain the fiscal health and sustainability of our school district. And so the the white chart that you see right there in the middle that was presented to the board of education in August of 2025. That is the start of the year. That is where we um began with regards to enrollment and it's a

172five-year comparison. So we're looking at the start of this school year that just ended. We we started at 3242 and then you have the same graph for each of the four schools down at the bottom. And as you can see, it's a positive trajectory. Enrollment continues to climb. What you see below each chart is current enrollment as of last Thursday, the last day of school. So although we started at 3242 districtwide in August of 2025, we ended at 3292 in um June 5th. Yes, June, no or June portal, excuse me. And then you see the same comparisons where we started at the beginning of the year for each school and then at the where we ended for each school. And so that's positive growth for us because we know ADA translates into um dollars for

173our school district. that we're able to provide the services, programs, and supports for all of our students. So, we've been very intentional about sending letters about attendance, making sure that our students demonstrate and exhibit positive attendance and get to school each and every day. But last year in 2425, what we did is we made a little shift with regards to this. No, um the enrollment fire that oops, let's go back. the enrollment flyer you see on the top left right there. We started enrollment and registration in March every year but only for elementary. And so then we rec we recognized that our secondary students were looking elsewhere because they were an enrollment students before we were able to get them. And so we opened enrollment open enrollment up for all students starting March 1st and

174we believe that has made a positive impact on on our enrollment as well and was a residential that we open up in March 1st. And so this is a a kind of a glimpse of what our enrollment looks like at the beginning of the year and at the end of the year. Now how do we sustain enrollment? I shared this chart these charts last year and I think it really gives us a great picture of how doing with regards to um retention for students and where they're moving and you know what grade levels you have at the top the top three and the top row is for 2526 and we're comparing it to 2425 which is down at the bottom. So the first chart on the left shows the number of students that withdrew from

1752526 and then also under at 2425 and where they went and so you can see this year 28 students moved out of the USA moved out of the country only one moved out of California 14 went to private school which is much less that went to private school with compared to last year there was 21 and only 19 moved to another public school. Whereas last year 31 students moved to another public school. So just looking at this chart alone, it really shows that we're doing a good job of retain retaining our students. And talk if you zoom out just a little bit. Last year 82 students withdrew. This year only 65. Now there's a caveat. Enrollment is very fluid. Students enroll and disenroll just as you saw on the chart on the previous slide. So

176this is a snapshot. This is at the end of the school year compared to the end of the school year last year. On the next chart, you see the students that withdrew based on grade level. And it really doesn't change much from one year to the next. In fact, our numbers are much lower this year except for grades 2, 4, 9, and 10, but those are only graded by one student. And grade four is only graded by two students. Right. And we don't see a lot of movement when we're looking at students moving from elementary to middle school where we did see years back. And so I think that's a testament to how strong our middle school is and how well we're preparing our students to enter middle school and then high school as well.

177And then the last chart on the right is withdrawing students who are going to private school. And again, if you look at last year, 21 students withdrew to go to private school. This year we only had 14 and those are the private schools that they are going to and then on the far right is other. Last year we had 11. This year we only have 10. And other are schools that are not listed there. The schools that we have listed there are schools that our students typically transfer to. And out of those 10 that are listed under other, you have one student pretty much going to every school with only one school getting three students. So it's just kind of oneoffs for each school. Um, another way that educational services works closely with human resources

178and business services to maintain the fiscal um, health of our district is taking advantage and being very intentional with our our grant funds, whether they're one-time grant funds or on uh oh, what happened or ongoing. There we go. And so these are just a few that we have been utilizing to really build, develop, and strengthen programs that they have in place. You know, Prop 28 is ongoing and we're using that districtwide to support the music and the arts programs. It's not cooperating. There we go. Um, and it's it's a it is a supplement, not supplant grant. So we can't use it to replace or to fund programs that have been funded with different funds before. You can only augment or supplement with these funds. So Prop 28 is using to hire additional uh music and

179art teachers assistants. Um it's used it's used to help fund um speech and debate program that we're going to be opening up at the elementary level. It's used to fund our art teacher that is at Arbor and Valentine. Um and it is ongoing. So, we expect to receive this federal learning recovery block grant was a is a three-year block grant that expired in June of 2026, but we received an additional $47,000 before June of 2026 to spend. I'm just going to read off my slides and for some reason it was disappearing. Um and learning recovery was really intended to support um the achievement gap or learning loss from the CO 19 pandemic, but we're using it across the board to strengthen performance outcomes for all of our students and and the learning recovery has believe

180it's nine allowable expenditure areas. So we do need to adhere to those uh provisions for this learning recovery block. It is anticipated for the next three years and we will be receiving about $50,000 each year for the next three years to also help support uh learning recovery. And some a lot of those funds are really going to our school sites to help with intervention um remediation, summer school and things that will really promote student performance outcomes. >> Can we know all together how much we can receive? So we have the first allocation I believe was $940,000. That was three years ago. That has now been depleted. We have $47,000 now that we have embedded into the LCAP. And then each year for the next two years, three years, excuse me, we'll be receiving $47,000. So

181it's not a large sum. The large sum was the initial allocation that we received. >> But total is about half million or less. You mean for those? >> Oh, for all of those. Oh, I have to add that up for you. Yes. Yeah. Yeah. Um and then the other one is the arts, music, and instructional materials block grant. That was also a three-year grant that is expiring June 30th of this um this year. Um and that was really intended to pro promote well-rounded education. For this one, there were five main areas that you can expend your funds and it was instructional materials, professional development, school climate. It's a type uh library collections, operational cost and safe um expenditures. And then we have the educator effectiveness block grant which was also a three-year block grant and

182that was also about 950,000 and that is also going to actually we have a little bit of um uh balance left but that also expires June 30th of this year and that is really to promote professional development and opportunities for learning for both certificated and classified staff. the reading difficulty screener AB114 which was implemented or instituted last year starting the 2526 school year. We only received it. It is a funded grant. Um we've received about $13,000 to help offset the cost of professional learning and purchasing of the screeners. And it's only for grades K through two. And we are only in year one of implementation, but it will be ongoing moving forward. And that is really to um to screen or assess students in grades kindergarten, first and second to identify any difficulty in reading.

183And then last is the expanded learning opportunity grant. That is an ongoing grant um and that really helps support our afterchool programs for um our unduplicated students or students who are ident uh designated as unduplicated. Um and that is really our English learners, our foster homeless and students who are designated as low income. They have an opportunity that the district must pay for to have extended learning opportunities up to nine hours a day. and we service those students through writing school so they have nine continuous hours of learning opportunities um and it's a wonderful program and it's been highly successful and um support and expand TK program materials and staffing requirements as well and I think this is Stephen oh no all right so go the fostering community awareness understanding of D's mission and vision.

184So um here I spent collecting what uh my role has been the past nine months since I've been here and what I've done to elevate community awareness um of San Marino. Um first off is just strategic communications overall. So expanding the social media presence of our Instagram and Facebook platforms. um seeing how we're engaging with parents and community members and people that may not be a part of the CM community as well as highlighting student staff or program achievements. Um recognizing and working with principles to see what is a story, what can we share out, what will attract more people to recognize what will you know to recruit them to come to San Marino. Um if you I think a few weeks ago um uh Mr. whole world connected me with a parent who had

185a student who was ranked internationally for chess and he's in fourth grade and we published that in social media and it did really well. Um, so it's like those kind of stories, those strategic stories that, you know, outside just school district what our students are doing and highlighting those in a communications way as well as media and public relations um really elevating more press releases and making things more um professional and working with uh local media outlets like Tribune, but also the larger TV stations. You know, I've already established relationship with them. So, in a crisis, direct them to my line as opposed to the superintendent's office line. And um you know, sending them stories if they're not even getting them published, I'm still sending them press releases just so they know that San Marino

186needs out there. Um community and parenting appointments. Obviously, this is a big one in the Sano community. Um as you know, parent square is our main platform used for communication. So just continuing to use that um to distribute those press releases so parents recognize where the information is coming from and also um migrating some of our parent square emergency alert use. Um past few months we recognize that parent square has emergency alert systems. So using that and making this platform our sole way to communicate with families. So it's a one one-stop shop for them. um supporting PTA staff partnerships. As the months have gone by, I've become more um familiar with the PTA's involvement with this community and recognizing how much they can do for us. So really partnering with them, seeing what I can

187do for them to get the word out about what they're doing, vice versa, and then just promoting overall strength events and programs. Of course, half of my duty is measure M. So publishing the Measure M newsletter and project updates. And now that we're finally breaking ground on some early impact projects, a lot of my work will be um revving up. So showcasing those construction milestones. So before and after pictures of the playground and just really um showcasing what is being done and being transparent about it and continue those measure M newsletters as well. And then visual story, visual storytelling. I think our community has really latched on to this and it kind of connects to social media as well. um just having high quality photos and videos um seeing their kids in a high def

188shot um is really it's even like he was on Facebook today you know it really is an uplifting thing so continuing um creating those um photo albums and videos and having them as everyone to use up future projects and this also just highlights student experiences and district culture when you see a kid smiling while performing the chicken dance at the time. Um, it just showcases what the district is all about, that culture that we create. >> Board member S and board member Chang are expert at the >> Yes. I think we got more hits on that video than any other stay with neighborhood school district. So when they have something but right now I'm just forward to the report including you. >> Yes. >> Yeah definitely. It's always great seeing I'm I'm a part of

189a local San Gabriel Valley um public communications group. So we may meet once a month um just to discuss things that are going on and we can bon off each other as well. Um this is just a snapshot of essentially October 1st 2025 until May 31st 2026 of some of the social media analytics. Um we are essentially up in every single category. So we've had 300,000 views on posts. um 4,000 interactions which are comments or people are sending them to somebody. Uh we've increased followers both on Facebook and Instagram and views are up. Interaction is overall just up and I just looked again too and some of our interaction and likes are coming from nonfollowers on Facebook. So the algorithm is doing its job and reaching people that are not a part or following San

190Marino, but they're seeing our work. So, and they're engaging with it. So, we like to see that. Um, just in the bottom left corner, you'll see just some of the top content. So, the top three are actually all San Marino High School and they're recent. Um, one of them was the National Merit Scholar that got 51,000 views. um combined on Facebook and Instagram. Um our St. Louis High School senior who is um going to MIT and then doing a Harvard camp that we recognized the board meeting also did very well. Um so as you can see student achievement recognition is really important on social media. Um seeing that academic um come to life on social media is really great. But you also see The math team is on the bottom right over there. The state

191of the district was a big popular one. So these are also just outside activities um as well. I know the speech and debate team always does very well. And you'll see that um photo interaction is the most popular. So those high quality photo photos and visual storytelling really tie into this social media presence. And then um other parts of the work that I've been doing is just other nonsocial media ways of highlighting our wins and achievements. So I kind of mentioned uh already the memo um the of the VA program having that newsletter we're averaging. We've had four newsletters so far and averaging a 16% open rate. That is very good because the average newsletter open rate is 20 to 30%. So, uh, considering that we haven't broken ground on anything yet, we're just been

192doing highlights of what's been going on the designs and already and still averaging a 60% open rate, I think is a a early testament to people very interested in the work. And I hope that just increases as the work um, goes on and also the tradition of the memo every time they release one. So, that relationship with the the media is very important. And then you can just see examples of utilizing parent square for the primary source of parent communication. So anytime I do a press release um I'll post it on our website push on parent square I'll send it to the media just hitting all those different milestones. And the most exciting one I think coming up the front page cover you'll see they'll be reed in the coming weeks is a 2025 2026

193report card of the school district. So this will be a highle overview of everything we've accomplished this past year. So we'll look at um all the AP scores. Many kids have taken AP classes this year. We'll have a page on the budget um doing that transparency there as well as measure M and highlighting them for A's, arts, academics, athletics and activities. You know some of the achievements that our students have um made this year. So it will be about 10 pages and just be a, you know, one-stop shop that we can distribute online and we can do some print editions as well. So it'll be like almost like an So that will be coming soon. I'm putting the final touches on it. Thank you. So, one way that educational services is continuing to foster community

194awareness and promoting and understanding the district's mission and vision as well as allowing opportunities or providing opportunities for input, community input. It's through a variety of different platforms. The local control accountability plan, we have our LCAP meetings as well as the district English learner advisory committee. Both of those committees um are comprised of teachers, administrators, but mostly parents. Um obviously the district English learner advisory committee is made up of parents of English language learners and our LCAP is a is a great mix of parents. We've had strong participation in both of these committees over the the past year. We have for each of those we have four separate meetings. Um they're an opportunity for parents to collaborate for LCAP. It's an opportunity to share our LCAP, review outcome data based on our previous or current

195LCAP, and then collaborate and partner with our partners in that committee to develop next year's LCAP. for the district English advisory committee. It's an opportunity for our English learner parents to collaborate to build friendships and relationships and also an opportunity to send out an English learner needs survey to all of our parents of English learners to get their input on how we can best support our English learners. This year, we really made an intentional effort to strengthen both of these committees or platforms, if you will, to provide opportunities to share the district's mission and vision. And what we got is we didn't know we did this in San Rio. We didn't know this program was available. So, these two committees were very instrumental in really um I want to say educating for lack of a

196better word our community, our parents on what San Marino offers at all levels starting at TK all the way to high school and it was very informative and it's very wellreceived and our parents were actually grateful. we had um different departments present at each of our meetings and so they got a full overview of what our district offers based on the different departments and we get we had nothing but positive feedback from both of those committees. Um another way to build community awareness is really community or community study committees and this is really giving our constituents voice and choice in what is happening and decisions that are being made. Particularly when we did our curriculum adoption, we had a committee made up of teachers and administrators and they had a voice in looking at and

197vetting the potential curriculum, but also for the reading difficulty screener. Our kindergarten, first and second grader teachers, those that are front lines got to sit down and review and evaluate and make a decision. but also our PBIS and UDL teams which are now both self- sustaining. They um are really taking the reigns and creating a program and scaffolds of support that would best um support their school sites. Parent information night has been highly instrumental in making sure that our parents know what's happening in our schools. We did that for men through full language immersion programs. We do that every year. We give an overview of the program, the expectations. We do the same for I Ready Nix it, which is our formative diagnostics that we give to students, hey, all the way through grade 12.

198And then we also do um parent over parent information nights for restorative practices. So when the students go home and they say we had to sit in a circle and talk about our feelings, we talk about what we did to Linda. Our parents understand. We also took the opportunity to use uh partnership for awareness to some education and some information nights with our parents. And so I think that has been instrumental in really showcasing our district's vision, mission, but also allowing opportunities for input from our community. And then lastly, attending the PTA meetings at all four schools. that has been highly instrumental um because we know our PTA is the backbone of our schools and they are also the voice of their school communities and we've really engaged in consultation and involvement this year with

199them and looking at them to help provide some resources information and be the voice of the community and come back to us and say here's what we're hearing here's what our parents are looking for and that really helps strengthen our partnership I know this last uh these last couple months we met with PTA the elementary because As we're thinking about launching our elementary speech and debate, they rolled up their sleeves and took the initiative to do whatever it takes to make sure that that program is successful. Um, so for services, this one is a huge one for educational services, but it's all about teaching and learning. On the left column, you can see all of the wonderful programs. This is really nothing new um that I haven't presented about before. These are all the wonderful

200programs, assessments andmies that we run districtwide from multi-tered systems of support all the way to tutor.com at the bottom. But this is what we do now. And then what's coming new are the little circles that we see on the right hand side. We're very excited to launch the dual enrollment program at Huntington Middle School this upcoming year. We took this entire year 2526 to partner with PCC have multiple meetings with their um dual enrollment department to figure out how we can make this work. And so it will be offered to eighth graders. And right now we're looking at a college and career counseling course, but that may change. Our goal is really to align it to our academy. So whether it's a dual academy, a dual immersion academy or the medical arts academy, that program

201will launch in winter of 2627, so second semester. We're also very excited to launch um an elementary speech and debate program. And this really was born from what Dr. Bellator sharing earlier is watching our students at our board meetings come and represent their schools. They are so articulate and so well spoken that I thought I think we need to expand um speech and debate to our elementary students. And so we did a lot of research this past year and looked outside at various companies that offer speech and debate for elementary, but then turned inward and looked at our own speech and debate program and the staff that we have within San Marino Unified because those are our experts and those are the ones really have a very success successful track record and so they will

202be offering speech and debate to our fourth and fifth graders commencing in the fall of 2526. There will be a head coach and an assistant coach at each school, Garber and Valentine, each elementary school. And this program will be funded through Prop 28. So it's wonderful. And then lastly, looking at AB 20 2927, this is a financial literacy requirement that states that all high schoolers must have at least one semester of a financial literacy course by the time they graduate high school. And that is um I believe it's 30 31 school year. And so really looking at what that looks like. Dr. Wolf, Miss Penalori and I have been in multiple conversations about what that could possibly look like at the high school level. But then Dr. Delator and I were talking about how can

203we expand that districtwide because all students TK through 12 can benefit from financial literacy. And so we recently had a um a meeting with schools first. who better than to partnering with our own schools first um and looking at how we can build a cohesive comprehensive program that will serve all of our students and we're starting that work now and that continue through next year. We're hopefully launching it in fall 2027. So, we're excited about these new three programs that we're going to be bringing. And then quickly just universal for design. Universal design for learning really is um a framework that our teachers have been using beautifully. It has been well received and well implemented at all four school sites. There is a universal design for learning um uh team at each school site. They

204engaged in four walkthroughs. We call them instructional walkthroughs throughout the year. really looking at what their instructional practices look like and what they would like to focus on. This past year, our principles received coaching from focus schools on how to strengthen their instructional walkthroughs and um they shared that information then with their teams. And so all of our sites are engaging in this and we're going to continue to do that next year. Manager new language immersion program. I can't say enough about this program. It has been um a wonderful program to implement. Each year we have more and more families that are interested. I wish I could expand it and have many more classrooms, but believe it or not, we are in year four. We are starting third grade, the grade where students will now

205be taking a state assessment. So, I'm looking forward to seeing that information come out. Um we have higher retention and you can't see that age up there. Um and every for the last two years, we've had to employ a lot. There are strong interests across the board. We have highly qualified teachers who stay with us. We grab them when we recognize their talents and we bring them in and they do a phenomenal job. Um this year we were this past year we were very intentional about providing opportunities for our mand language immersion teachers and they went with their English colleagues because they were a team and it was highly beneficial. We actually found one that catered to the Mandarin dual language immersion program because most of the ones they've attended in the past had always

206been around Spanish which is the most popular and so they were very grateful for that and brought back a lot of great information and resources. We always do a parent information night which is very helpful. We actually do two every year. one at the beginning to inform our parents about the program and the expectations and then once the parents and the students have been selected to go take a little deeper dive into what the program will look like this year um our staff was piloting level learning which is a Chinese curriculum and so we're going to evaluate that and hopefully bring it to the board with the recommendation for adoption once they're done with the pilot and then um as I said again it's just evalu continuation of our fourth year. We're very excited that

207it's going really, really well. Retention has been very strong. Medical Arts Academy, same thing. Fouryear lock. It's we're in year four. A lottery was employed this past year because there is strong interest. Um, but this year we've been looking at internships. Dr. Wolf was very instrumental in securing an internship this year for their students. Although it's an an entry- levelvel internship, next year, he's already working on strengthening those internships so our students can have more than one opportunity to participate in an internship. >> Sure. >> Yep. And this is the pathway. Now, this has evolved over the the years, and this is the latest pathway that has been built. And as you can see, it it delineates 9th grade, 10th grade, all the way to 12th grade. And I can give you hard copies if

208you would like as well. >> Absolutely. >> I remember that we briefly talked about the last year languages like war. The is the foreign languages in this transcript. We only have one >> world languages. >> Is is that a Spanish or the is that the Spanish or Chinese? >> Yeah, they could they for for the 10th grade. Are you looking at 10th grade? >> The ninth grade world. Yeah. See that part? >> Yes. >> Yeah. Yeah. >> So, so they only have to take one year. It's not two years. uh >> require was a two year point >> because the second one is a war history >> two required three is yeah just for three >> but in this transcript there's only one >> right this is for the medical arts pathway >> yeah so

209if you do the medical art pathway then you don't need to take the >> but they can the students will could have the opportunity to take it during summer where it says elected that you can put slot it in there >> those those are electors in grade 11 and 12. >> I mean, but but they have to take it, right? >> It's still elected the category. >> Oh, so you don't have to take a language. I thought that you have to >> you don't even actually need a language to graduate. You don't have to graduate high school when I'm going to college then. So that's a difference. >> That's why it is elected. >> Yeah. >> Yes. I'm I'm just verifying with >> you can also take the test. >> Yes. Yeah. So like say

210you're really good at mastering, you can take the test and get credit for college. So or high school. So you don't need >> Yeah. >> the ones that they offer >> high school. >> Yeah. No, the UC's. >> So the UC's are the ones who really walk three years. So of course it's dependent on what your major will be. You know it's really hard to get. >> So this one is um a a activity that each of our school sites do. They create a school scorecard and it really highlights good news. everything that they want to showcase that's going well at their school, areas of growth that they have seen based on data analysis or their data in cycles and then go steps, what steps, what programs, what strategies put in place to meet those

211goals. Um, this started with a partnership with focus schools. The leadership was trained in 2324. Last year was principal coaching and this past year as I mentioned earlier the principles engaged with consultation with those um representatives from local schools and this has been a great um tool for principles because it allows them to share this information with their staff as well and they have every grade level and every department working towards the same goal. What what what is done is it distributed somehow or is that um it's internal right now everyone? Yes. Yes. And then what our students have done they've taken it a step further. It's not they created one for their school but they've also created one for every department in secondary and every grade level in elementary does their own. So the

212professional development days when they engage in their data inquiry cycles, they take that data and they create this report and then every faculty meeting when they're talking about the data the practices that they committed to they bring this back to revisit. Can you please I cannot see it? >> Um emailing everyone right now. >> Oh okay. You've got Thank you. Oh >> yes. Um, very quickly, princetonreviewtutor.com. At the end of every year, we evaluate the usage to determine if we would like to move forward or not. As you can see, this year the usage has soared. Our students are really taking advantage of it. Um, and so when we're considering purchasing it again for next year, advantage.com is 24 hours free tutoring, homework help online. um the data clearly shows that um our students are

213using it and it is a work while to move forward with it again next year. So um we hope that the board will support us in that and adding tutor.com for our students next year as well and they're wonderful. Tutor.com every month they give student reports and so we're able to track the data and we're able to track the content areas or the subjects that students are seeking the most request or the most help for. Is it t.com and Princeton review? >> Tutor.com is the name, but Princeton Review is the parent company. I see. Yes. >> Um, attendance. This is really important because we continue to issue our 369 attendance letters. Our site um secretaries are wonderful about sending these out to really promote the message of positive attendance. And as you can see based

214on the right hand side on the top, chronic uh attendance rates have increased. So last year 24 um sorry 2 years ago in 24 we don't have 26 yet in 24 our attendance rate based on the dashboard was 96.98 and that was up42 from the previous year on the 25 dashboard attendance rate went up 23 percentage points to 97.21 21. And so we believe strongly that the the focus and the attendance letters have had a positive impact on attendance as well as the work that our student our teachers and our principles are doing to promote positive attendance. And then down at the bottom you can see the attendance rates for the district, Harvard, Valentine, HMS and SMHS. And they are all very very strong. Formative assessments. These are the assessments that are given three times

215a year. I ready for elementary, K5, and MAP. MAP is the assessment. Il is the learning path for grades 6 through 12. It's given three times a year. For secondary this year, we recognized that it was a lot of testing for our students. And so after multiple meetings with teachers and administrators, we decided that our 11th graders have a lot of testing going on during that time. And so they are not taking their trimester 3 assessment. And our seniors are also not taking their trimester 3 assessment because they'll be graduating and they don't really need that data for the following year. But I thought it was really interesting to look at the scores from 25 to 26. This is spring assessment. So this is the third trimester. Um when you look at I read score

216source scores stayed stagnant. 89 in ELA again 89 90 in math 90 in math for both years. It's hard to grow when you're already high achieving. And so with this data we're really going back taking this data to the principles to understand are they using it? Why are we not seeing growth? Is there a reason to really look decide aggregate the data and find the areas that we need to focus on for math? We were very very excited to see the increase in scores when you compared the last two years. So grade six 89 and 89 in math that stayed same and so did reading and language arts which was very interesting. I had to double check that cuz I wanted to make sure that was correct. But when you look at the other ones,

217seventh grade math went from 84 to 91, language arts 62 to 74, math 90 to 87 for grade 8 66 to 67, grade 9 88 to 95. >> Oh yeah, we could. Yeah. >> Language arts 62 to 84. 10th grade 87 to 92 at math. Language arts 52 to 87. That's a significant increase we're very pleased about. Same for grade 11 strong increase and grade 12 as well. So the the advantage of having this data is not to say look how high you scored but really to for the sites to take this data and disagregate it based on individual students to see where they need additional support and where they need enrichment. Right? If they've already mastered the standards, how are we challenging our students to continue learning? >> Are these in cohorts or are

218these like say grade level with different kids? >> No, this is one grade level 25 26. >> They're not they're not the same kids. They're not the same kids, right? If you want to do course, you could go six grade >> more accurate, right? >> What we do with that set of kids, correct? They look at it both ways. So because one way you're also looking at your instructional program, right? And how to strengthen your instructional program. And then the second ways that's when you segregate it by individual students because you can say, you know, Lena didn't do so well. Let's look at last year and see how she did as well. But if there's a pattern, then that's a different type of intervention. >> Was some dramatic change in the high school English? I

219mean, we seems like we jump. Yes. Do we have like some significant? >> So we just got this data a week ago, two weeks ago. And so this data will be given to our site principles to take it and like analyze it and disagregate it and really see where the difference in scores were, what students did really well, what students need additional support. >> Just curious why we did so well. We can copy more. I do know I do know that the high school there was a stronger emphasis on this this is really important because once you take the assessment the assessment feeds into ISL which creates a personalized learning path. So what I'm learning is going to look very different than what Dr. Delator do Dr. Delator is learning based on her assessment. And

220so the importance of that is to be able to provide the the correct or appropriate support to allow the students to continue learning. >> Yes, we were very pleased when we saw this. Um are you going to work on the I mean I know we're pleased with the the data but we have heard a lot of feedback from the younger British much. So I have not shared any of >> I think what um President Gill starting time is screen time. >> No I'm not I'm talking about NWA and ISL >> at secondary not at HMS and at elementary. >> So I went elementary >> it's just seems like this is just too much testing. >> Yes. too much having to go back and do corrections especially well especially >> yes so one of the changes

221that we did make was that we didn't hear so much about we did hear that there was a lot of testing that's where we made the adjustment but we also heard that students were working for two three hours at a time on my excel trying to get a perfect score or an 85 so that they go on to the next unit and so after meeting the administration of each school we decided that the rule was going moving forward that you are only giving one assignment in lie of an homework assignment because what we saw were teachers were giving let's say an assignment from homework but they were also giving an ISL assignment and so you get to choose one or the other. We don't want students going home and spending two or three hours on

222and students did not have to reach a certain score. >> Yeah. for each side >> that I think that's great because like it kind of goes back to like our alignment when the teachers are told well here's the plan that they have to follow and so they're trying to do that but then they also have their own >> yes curriculum they have to get through right so yeah I think that's a good thing that >> yeah just comment one of the weakness in ISL was like I know that one of the student was doing the ISL test and they got the wrong answer because they had extra space it yeah it was same answer the treat it as wrong and the way I works is once you 95% and the wrong one you go back

223all the% >> then the kids didn't really throw the laptop >> yes soet was happening at at Huntington and the high school there were inconsistencies in what the expectation was with regards to the homework assignments and so what we did is when we met we wanted it to be uniform so that everyone was following the same guidelines and I think that was really helpful and we actually did receive um feedback from parents saying hey we feel like this thank you welcome um one of the other things that we've been working hard this year is we noticed that um over the last year when we're looking at data past data that our English learners um were not performing at the same rate as our um non- English learners and that just by default is not surprising

224because they're learning a second language and many of these students are coming to us with minimal English skills. And so we've been planning with the toas I have Danielle and Crystal who are phenomenal. Um and they they know EL like the back of their hand. And so we put together a three-year ELD plan for elementary because at the secondary level they have a designated period to learn English as a second language. For elementary it's a little bit different. they don't have a designated period. And so we put together a plan that we're going to roll out starting in the fall to really address the needs of our the specific needs of our English learners. And all of those are aligned to the EL road map which was launched a few years back and it works

225off of four principles. Assets oriented and needs responsive schools, intellectual quality and instruction and meaningful access systems conditioned that support effectiveness and alignment and articulation across systems. And so we're going to be utilizing professional development days, collaboration, teacher collaboration days and staff meetings to really support our teachers in what quality effective ELV instruction looks like. But we're also going to be utilizing our toes to walk push into the classrooms and provide model lessons. And I think that's something that our teacher like and appreciate. And so that's going to be that's what we're going to be launching this fall. technology. >> All right. Uh I'll try to make this quick. Um since Stephen's gone over a lot of this already, we're expanding our Zoras coverage each meeting. We'll be bringing that to the high school uh

226in the following uh school year. Continue camera expansion. We're adding more cameras next. Uh we're going to be piloting access control, alarms, and guest monitoring reunification with Windows talked about earlier having a system that helps us reunify our students. Um we're planning to uh have that all combined with our system. We're piloting assistance for fiscal and sustainability and we redesign the website. Uh we got that done for free and we will continue to research payment processors to make things easier for our staff and parents. Uh one of the things we looking at piloting next year is crime score websites with payments having everything in one location uh policies and digital privacy. Uh we adopted BPA0441 and a uh for for AI and we will continue to update our other policies and post for transparency uh

227update our uh copa compil uh copa compliance and simple compliance applications and we were planning to uh use site MDPA services for digital privacy agreements uh equipment because of the raising cost of Chromebooks we decided to go MacBook meals for ninth grade this Uh we are piloting front row AV systems for our classrooms and piloting caging time clocks emergency notifications because of the aging equipment in our classrooms and we will continue to support MDLI medical arts and uh continue PD for interacting boards. AI task force uh we partnered with Leo this year to help uh bring AI to our schools. We had Lake come in as well as our teachers and present AI tools at our tech academy this year. It was uh overall great success and our most popular classes were surprisingly Excel uh

228and Canva. Um AI pilots coming in the fall. We're looking at some programs we can potentially pilot at a larger scale than we did this year. Uh AI guidelines for each school that's also in the works and that's coming. Um and we will continue PD at supportable tech. >> Uh by the way uh do you uh also pay attention about sus security? >> Yes, definitely. We're always looking at new tools. Um everybody sends us what they see. Uh content filters the big one. Firewalls the big one. Um we're always looking at new tools as they come. Okay. Uh this is an example of guidelines uh that may be coming uh next fall. This is just an example. Uh we took a lot of what some of our parents noted uh some of our teachers. We

229got rid of all of the uh graphics um and we tried to make it the colors are going to change but we try to make it the colors uh simple uh to make this easy for teachers and students to read. The wording is a little uh small right now but we're we're going to work on that. It's just an example of one page that we'll have for each school site. Um so some of the initiatives that we hoping to take a look at are uh Nvidia. Nvidia has a high school opportunity that we can explore. Um it's a new program. Uh they have several different partnerships right now. Nothing is uh pre-built yet, but we want to look at some of these partnerships that can help create uh some pathways. Uh Nvidia has an AI

230training course uh online through their academy both self-paced and low cost. They focus on things like uh redoing coding to focus on GPU coding um that that's how AI is processed with GPU coding uh infrastructure and technical um networks like uh neural networks. Uh they also have partnerships with study fetch and CK12. Um they don't have anything concrete right now, but they're starting their beta programs and that's something we want to maybe reach out and see if we can uh partner with uh hone in is the uh AI curriculum courses that they uh are partnering with in the video that's uh done by study fetch. Uh the other network we want to explore is Cisco Networking Academy. Stephen Droy signed us up for this a long time ago. It takes quite a while to get

231approved and we recently did get approved. This is a great opportunity because it helps build uh pathways for career ready AI cyber security and networking um and data science pathways. These are great CTE pathways and they've had these courses curated since 1997. So it's nothing new that we have to recreate. It's all there. Uh other schools have been using for a very long time. Um and it's prepares our students for industry standard credentials like CCNAs, CCSTs and cyber ops security. Um a lot of them are free and lowcost courses as well. And just uh real brief, we talked about Linda wanted uh for us to talk or Dr. Delator wanted us to talk about screen time briefly. Um and we haven't had time to go over a lot of it yet. So I just pulled

232up some brief statistics and that our students um how they use their accounts and their devices. These these numbers are only for San Marino student emails and San Marino devices. So, anything they do on their own time, their own devices, it's not up here. So, but most of our students are using most of their screen time on Schooly where we want them. Uh, and on Google Docs where we want them. The third highest is on YouTube. So, that's a little bit high. That's something we might want to consider looking at. And then after that, so is a big component of screen time. Um, AI is up there. Chat GBT, but it's not that high on the list. >> What is new tab? >> I'm sorry. >> What's the new tab? >> Uh, I should not

233have removed that. That's just a new tab. Students spend a lot of time on a new tab. >> Oh, like >> opening new tab. Okay. >> Um, yeah. >> Going through some of the history of students. >> Some of the students love spam that new tab button and they just >> Yeah. >> Oh. Um but >> you could still using the YouTube in the their school device YouTube. Correct. >> So we have some sort of the filtering. >> Yeah. >> Right. >> We do have filtering. Um it doesn't prevent them from going to YouTube but it prevents them from viewing a lot of >> so is YouTube utilized by teachers too right YouTube stuff. >> So so my point is I rather my kid using the they don't watch the YouTube. I let the kid

234using the school device to watch YouTube. All the personal device watch. >> So I think we should do still get a positive. >> Yeah, we have our settings on moderately restrictive for YouTube. Um but we can look at other >> but um and when you break it down to a daily, this is a daily overall. I I didn't break this down for grade or anything. This is overall um our students are spending almost eight hours on learning platforms like Schooly, Google etc. Um and they're spending about an hour and a almost two hours on videos. Um not much on AI tools. So it's not >> is this per day? >> Per day. >> Per student per day. This is an average. So students who are on video a lot more than others will skew this.

235Um but this see that burned down by >> Yeah. Great. >> And if the student left their device on on schooly >> Yeah. >> it's going to run. There's no way to tell if they're actually physically. >> Yeah. >> And if they left that YouTube video up just sitting there and there's no way we'll wait for us to tell. It's still good information to look at and so I'd like to get that disagregated. Um, thank you for putting this together. >> Yeah. And AI tools is very little, less than an hour. >> Well, when you're getting training and when you're at conferences and you're looking at all this because I know Dr. Delatory had asked us to think about can you envision or imagine the school district in four years, right? So where where are

236you seeing um the shift now because we definitely see a shift from more the coding to AI now right we're seeing that so where are you seeing the shifts >> so uh judge seeing a lot of other school districts they're doing they're taking shifts away from coding but they're um reinventing some of this so instead of coding just not doing coding completely they're doing more Python with the emphasis on GPUs so GPU you coding because that's not going to go away. AI still needs somebody to help them with that back end. Um they're doing a lot more >> instead of 16 though, right? Speaking, you know, not necessarily not necessarily. So I mean I I actually so basically what happened is surprisingly person that doing the radio cing gone but GPU corers they need to

237hire team. So EU ends up hiring lower programs but with complete different not different but different skill sets. So demand is not going away right now. That's the train I but it's just different skill and different skill set required. >> Yeah. No, you you may be correct. I'm just hearing it from the Bay Area. >> Yeah, we we are seeing that in uh some of the I I've been hearing from a lot of schools up there as well. Yeah, >> we're seeing that trend, but not a lot of schools have those pathways for GP coding right now. So, the industries are going that direction, but not the school. >> Correct. >> Um, and yeah, so in four years, we're seeing a lot more uh networking. We're not seeing a lot more cyber ops. Um, so

238that if we can partner with some of these other programs and get some of those pathways in, I think that would be very beneficial for our schools and our our students. We're seeing uh yeah a lot more focus on cyber. >> So we'll be able to compete with Taiwan. >> Yeah. >> Not kidding. >> We need to find a way to connect to company. >> Yeah. That's that's on Joseph's to-do list. >> Yeah. >> Um okay. So talking about that. So it seems like are you done with your question? Yep. >> Okay. So, your, you know, the pathways that you've mentioned, we were doing a CTE pathway survey, right? If we do that yet. >> No, we have. Yeah. >> Yeah. We are going to build a survey out that will survey um students and

239parents and so we're going to be working on that. So I think that will greatly contribute to >> informing facilities design as we get further into that of the buildings but >> for that >> and you'll what's the timeline >> like when it will be >> we can have it rated by um the time school starts so we can get it out right after school starts. this school. >> You're talking about the survey for uh CTE pathways. >> Oh, no. Oh, yeah. >> I'm sorry. I thought you were talking about the >> I'm talking about CTE path. think as soon as a survey we shouldn't be informed about >> I think yeah I'm not sure about during the summer because people tend to be scattered and distracted and not thinking about that but when school

240resumes in the fall um we can go ahead and send that survey out. We didn't want to get out in front of our student advisory council who was working on their little survey. So, we want to get that done. Check that off our list. And now we're going to move forward um with a larger scale. Um so, and we will do that um when school starts. We I mean we can't implement these pathways um in the upcoming year anyway. There's funding, there's um staffing, there is you know the u building out the program, making sure we have all the consumables. Um >> I don't think they expect that. >> Okay. Well, I just want to make sure that you know we have to have a planning year, but we and so the first thing is

241the survey, getting that data to the board of education so we can make some decisions on what we want to explore. There's a lot of um possibility for funding through CTE grants um depending on which program we go with or which programs collural we go with. And then that can be taken into consideration in terms of how does I meet um the CTE wing at the at the high school on the west end of campus. >> So um the the choices that you're going to put in the survey are also very important. >> Yes, we have a list of those um that we worked on and I think they may be in a board memo but if they're not I will send them to you um we had talked about that um previously. So, we

242do have that information. >> So, are are we we're done with our um presentation. Does the board of education have any questions of any of the executive team members who presented this afternoon? >> Well, I'd like to make a comment. You know, um you know, uh as a board member, uh we we can appreciate more uh I think I'm touchable today. your presentation. I think the the data statistic is very important for the call to as a reference to make make the decision for the policy or or help the the administration um to facilitate if you know the what is our need in the somalina school history. So, so thank you so much. Yeah, >> I I just my poor president >> and this I mean this documents and everything and you know the for

243the last five year you know this school district you know before the uh co 19 we are also like this and right now we can go back to this. So, so that really, you know, it's a team effort. Yeah. I I'm just worried about the all our board member not not really contribute enough to help the administration. >> Well, um we are a very strong governance team and um we count on the board of education each one of you for your support, your guidance and your direction. So, um, we are exceptionally pleased with the support that we've received from all of you. And I want to say thank you also to the executive team who work so hard on putting this presentation together. And it's just a small example of the work that they do

244every day on behalf of students in San Marino. Um, we do have a really outstanding executive team. I've been with the district for a very long time and I have to say that this is the absolute best team um that we have at at this level. So, um, thank you for supporting us. And then it's important to know where we've been and where we are in order for the board of education to determine where we need to go. And that leads us right into uh where we will pick up tomorrow on developing um the four goals that will really be the center of the work that we do for the 2627 school year. But but before tomorrow we are set up the goal you know what I'm from the community or from the parent so

245I I I like to mention to to you and I just use a short first of all I think this really you know the parent concern about the student grading issues they they feel the this year to improve you Know I know the hu the student they know they are out because they think the great you know graing they not present you know student you know out of achievement so we are lo the competition with others secondary I think the booster uh issue I think we need to find out how we can sterilize the booster their operation because the last couple year they always have some funding and then the booster they decide they each other well I mean I think enough >> so so these are things that we can you know the board

246of education can determine whether or not that that would fall into one of the goals in the categories um that we talk about tomorrow. So that's something that the board will have to discuss. But that leads us into our discussion for tomorrow as well. Um so if there's nothing else, I turn it up over to President Gil. >> Well, I would also like to echo Mr. Chain's thanks to everybody. I mean, everyone was so well prepared and thorough. Um even Mr. Chain cut his questions to only two. So accurate. So, I mean, obviously you're covering everything. Um, I was very pleased to hear from Pelle today and think that having almost well almost a complete year. I mean, starting kind of late in the school year, but um, under your belt, I think, um, the

247board was very interested to have a more thorough understanding of the role and what's been going on behind the scenes. So, um, thank you for that. Um, and with that, anybody else? I think we can go. Thank you everyone. >> Thank you. 331.