001Okay. Good afternoon everybody. Welcome to the San Bad Union School District board meeting. I'd like to call this meeting to order. If we can please start off with the roll call. >> Mr. Neil Patel. >> President Willing. >> Miss Alvariano, >> I am here. >> Miss Sarah Turner >> present. >> Mr. Mr. Jacob Sandal >> here as well. >> Miss Cindy Lopez is not here this evening. >> Okay. Please stand now for the pledge of allegiance. >> Ready? Begin. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, moving on. Title 1.3. Can I get a motion to approve the board agenda? Make a motion to approve the board agenda. >>
002Second. >> All those in favor? >> I captain. >> Motion 40. >> Okay. Today on close session, we have potential uh item 2.1 potential litigation government code section 54956.8. 2.2 public employee performance evaluation. Government code section 54957. 2.3 conference with labor negotiators under government code section 54957.6. Do we have any public comments regarding close session items? do not. >> Okay. And get a motion to adjurnn to close session. >> Motion to adjourn to closed session. Second. All those in favor? >> I I motion 40. >> Okay. Thank you. See you afterwards. >> I know. >> Wow. Are they watching? >> Yes. >> Hold on a second. >> Celebrity. [laughter] Okay, let's get a countdown, please. Okay, good afternoon everybody. Welcome back to the Santaita Union School District board meeting. We're reconvening back into open session.
003During close session, nothing was voted on, so there's nothing to report on. We're going to move on to item 5 point approval of consent agenda items for items 5.1 to 5.3. If I can please get a motion to approve. >> Motion to approve. >> Second. All those in favor? >> I. >> Motion 40. >> Okay. Uh is there any comments submitted from SRTA? >> We do not have any. >> Okay. And how about CSEA? >> Neither for CSA as well. >> We're going to move on to the superintendent's cabinets. >> Okay. We are going to start at the Well, Kisha, do you want to hold off because you have a report or do you have something for your director's report as well? >> I don't have anything for my director's report, so we can wait
004for >> um so we're going to move on to our director of special education and student services, Miss Melanie Grundy. >> Perfect. I just have a few highlights. Um we had a wonderful professional development day on the 13th. Um the sped student services team was able to do um assisted technology um which focused on a lot of new technology that's coming in where we can support special ed students in accessing. We also looked at um augmentative communication devices and kind of practice and learn new um um apps that focus on that. And then the bigger team came together and we did a um Woodcock Johnson 5. So that's the assessment that special education teachers use as well as some of our school psychologists. Um and that's all going um digital. So we were able to
005get a really in-depth training on that. And then we actually came together last week at our all sped plc and did a lot of practice. So, the team is very excited because it's now all um digital and they're going to be doing it with iPads and it's just going to be a lot more um interactive with students and give us really quick results which is also nice because we'll just right when they submit we'll have everything um to look at virtually. Um the last but not least, we're doing um vision and hearing districtwide. So, a huge thank you to our two district nurses. um Elizabeth Settleman actually organized the whole thing. So they're going school to school to conduct those vision and hearing tests. So and that happens every fall. So they're they're busy doing
006that. So that's it for me. >> Okay. And then we're going to go on to our director of >> So is there any questions or comments from the board? >> No. Thank you. >> Um our director of engagement school climate, Dr. Summer Prather Smith. >> Good evening. Um, I just wanted to share with you, uh, on Monday we held our universal mental health screener for our fifth graders across the district. So, as you know, the last couple years we've been able to partner with Project Reach through CSUMB and um, target our middle schoolers for our universal mental health screener. Um, this year we went down to fifth grade, partnering with CSUMB again, but really turned our mental health team out on their own. So, they ran it from their site. We were actually here in
007the boardroom zoomed in to help support and supervise, but eventually we'd like to do that districtwide. So, starting to do that gradual release of responsibility over there and they did an amazing job. Um, I want to share with you just a little bit of those outcomes. Um, my glasses on. Um, so just looking at some of the top rated areas that came forward. So, again, keeping in mind this is all fifth graders. So, 246 fifth graders uh did the universal screener. We had about 20% of our students indicate that they've engaged in self harm. 13% of our students have had a suicidal thought within the past year. 4% of our students noted that they had tried to kill themselves at some point. 2% of our students feel that their safety is at risk right now.
008And I will tell you all the follow-up that happens. Um we had 8% of our students say that they felt harassed or threatened either in person or online um within the past year, 8% in the last month, and 6% within the last week. Um we had 9% of our students note that they try to control their weight. We had 4% of our students note that they've tried alcohol at least once or twice. We had 2% of our students note that they have tried a vaping device. Um 1% of our students noted that they've tried uh or used marijuana, weed or cannabis. Um and then in the past year, we had 1% of our students note that they had used or tried cigarettes or tobacco. Um so any of our students who indicated who showed up
009with any area of red, meaning any kind of self harm, suicidal thought, uh past activity, or feeling at risk at that time, the mental health team checks in with them immediately. So we have a team of mental health providers at each site. they pull the students in and do an evaluation in the moment. Um during this screening across our sites, we did reach out to mobile crisis team for four of our students to have that advanced um input from them. Uh all in all four cases, they were able to safety plan with the parents and then have the student return home and then our team follows up. any student who comes out in the moderate range, um the team met with them yesterday and today and then they'll kind of determine if that requires a
010cost referral and they want to do greater um evaluations or looking at what services they may need or if they're able to just kind of provide some input at that time. We do know that with this screener sometimes students misinterpret the question and so sometimes they'll come out higher but then when we do that check-in it's not they just misinterpreted what was there. any student who has a high to moderate area, we reach out to the parent that day, share the information with them, um, and provide any supports that were needed. And then for the areas of bullying and harassment, um, we get a list of those students and then those will go over to our bullying prevention team at each site. Uh, you know, we contract with Harmony at home for bullying prevention coaches
011and then they'll check in with those students and provide direct support to them as well. And then for any students who indicated drug, alcohol, or tobacco, we'll do an individual check-in with them and then connect them with community human services, our Daisy, drug, alcohol, and tobacco counselor. Um, so the results very much mirror what we saw at the middle school. Um, not, you know, as a little bit less than what we see when we when we screen at the middle school, but overall we know that a lot of our students have a high need. And so again, I just want to thank this board for approving all of the mental health supports that we have in place. Um, we have a lot. It's not enough. I don't know that there would ever be enough, but
012I was grateful on that day to have a big team that could intervene and support our students. >> Yeah, thank you. It's It's definitely really alarming, but at least it's good to know that information to kind of figure out the resources. Um, when those students or parents that you reach out to either for different types of support, how is the students reaction or parents reaction when the school district uh reaches out? I guess I'm like understand how that kind of >> So we messaged did a lot of messaging before the screeners. So parents had the option to opt out. We did have optouts. Uh very low percentage. I think it was about 2% of our students opted out. So the parents who um students took it knew that we were doing the screener that day.
013Um it's kind of mixed. Um we had some parents who had a lot of questions, right? They wanted a copy of the survey, for example, which we don't provide them. That's part of what's on that reverse consent that you know we can give them information related to it but we won't provide it. Um so a lot of questions some parents um you know asked for resources that would support their student or what the next steps were but overall we got a lot of thank yous. Thank you for identifying this. Thank you for providing that support to my student. Similar to what you said like we have the knowledge and now we can do do more. Um, we saw this a little bit at the middle school before, but we did have several students that were
014on nobody's radar, right? Like when we looked back, several students who we knew we had been working with them wasn't a surprise, but a couple of students, more than a couple of students where there was nothing, no counseling background, no discipline background, no real notes that we had. And those ones are always the ones that worry me more. So, the students who we know a lot about, you know, we're getting the supports. And it just reiterates why these screeners are so important because it brings those students to the forefront also. But overall very supportive from our parents. >> And after the screening gets done and the students that identified you're going to reach out to, how does that happen? Like are they in the class and they get pulled out or how does that kind
015of place? >> So it depends. It depends like each case is very individual. Um, I'm not going to show you, but on the form, um, I brought you the kind of the top areas of concern, but there's also a big strength space in there. And one of the questions around in there is, is there a meaningful adult in your campus that you connect with or that you can talk to? If they've indicated that, we oftentimes will reach out to that adult and ask them to check in with the student. Um, for any student in the red, they're pulled out of class. So, we pull them out and do those screeners with them right away. um students who are in the moderate to low range, but there's areas of concern. We kind of meet as a
016team or that site team meets and we kind of determine what's the best approach. Sometimes it's just a call to the parent. So, sometimes it's, you know, it was indicated that your student may be experimenting with drug, alcohol, and tobacco. Are you aware? What can we do to support you? And then we talk through it in that way. Um sometimes they're already in counseling and so that counselor will address it with that student during the counseling time. So, it's really a case-byase basis based on what the students survey tells us and what background we have on them as well. >> Yeah. I'm just trying to think to make sure students moving forward are as honest as they can so they get help. >> Yeah. >> Without them feeling >> and I'm just thinking out loud
017as far as them feeling like >> they'll be singled out or what because we want it to be obviously a safe space and students to feel comfortable like hey or a friend saying hey you should fill it out. I feel like you need you know support. what we've gotten I mean in our this is now our third year is from our students who have participated and who have been pulled or who have gotten the supports we we haven't yet had a student who was not grateful most of the time students are an like we know that with suicide most people want them to ask I mean not most people statistically people want to be asked so if they are asked they will tell the truth it's very very rare that somebody won't disclose if they're
018having suicidal thoughts especially in youth it's more frequently that we don't ask so um In these situations, what we've seen is students grateful for the response. Um, we haven't experienced a time yet where a student has been hesitant once we've pulled them. Um, I mean, I guess we wouldn't necessarily know if a student chose to not answer truthfully. >> Um, but overall, when we meet with the students after and we come back, it's been positive. >> Yeah. And >> the support, >> we might not have that situation on our campus. I'm just thinking out loud a little bit as far as like >> you know if there's and you probably already doing this which is I mean is like campaigns where it makes it more acceptable >> to reach out for help and students to
019know >> you know like >> yeah and we have a lot of that with our counseling team now I think that this generation it's a little bit more so it's oftent times the parents so yeah for any no form that we receive back that's what I did this weekend um for any no form we we receive back I contact all of those parents I call them. I make sure they understand what the screener is. I work to understand why they said no. 90% of the time they didn't know that they were saying no to the screener. So, their students said like, "Sign this form, like mark this," and there wasn't an understanding about what it was. Um, I would say of the 10% that are left that really marked no, once we have a conversation
020and we get clarification with them, half of those consent to the to the screener. The other 5% vary between families who just don't feel comfortable having that happen at school or those that are already um their students already receiving some kind of therapeutic support and they don't want to re-trigger them by having them take the assessment. So, um yeah, mostly our parents I mean a lot of it I think is those personalized calls to families to help them understand what the screener is, what the response will look like um and what supports we have in place. um more so than kind of I mean we do kind of a general campaign as we send out the information but I think those personalized contacts with parents have the biggest impact okay for them. >> Thank you.
021If there's any other questions or comments for the board go ahead and just how often do they take this assessment? Is it once a year? >> Once a year. So at the at the middle schools we do it twice. So we do um well we started doing it twice. Once at the beginning and once at the end at elementary this is the first time we've done it. Um, so we usually do it at the end and the goal would be that we give it to these guys. For example, they're taking it as fifth graders, then they would take it again as sixth graders, >> okay? >> So that they're getting it each year, but they're getting it in the next grade level. >> I think I'm really Well, I'm concerned about all of the the
022kids that need help and answered the assessment, but the the suicide one is the one that I'm just >> Yeah. >> That's that just >> Yeah. >> you know. >> Yeah. needs to really be addressed. >> Yes. And I mean, as you guys know, that is definitely one that's close to me. My sister died of suicide three years ago. And so for us, that's like that's part of why this screener has personal meaning for me as well. It's really important to me that we identify students early and provide that support. Um, and our team is very committed to that. All of our, um, all of our staff, including our afterchool staff, uh, were trained in the Colombia Lighthouse Suicide Risk Assessment. So, you know, our goal is that anybody on a school campus can be
023somebody that a student could go to and get that screening as well. Yeah. >> Yeah. That's that's good. But thank you. Thank you for all that you do, >> Mr. Patel. Um, you know, the the percentages were were were very high. I mean, they were shocking. But here's the thing. Suicide, drug abuse, that has always been part of this society. What I appreciate is that we're finally turning the corner in terms of making mental wellness and the addressing it and the familiarity with it and the acceptance of it as much as we do physical health. >> And I've noticed that change in the last 5 to 10 years with additional services, additional support and you know we cannot provide services until we identify. We can't identify until people feel more comfortable in being identified. >>
024Yeah. >> And having the the norms of the social culture of the school setting and having other students talk about it and encouraging it just as much as physical wellness. So I'm so glad that the corner is turning. I think our eyes are finally opening uh to what's always been there. I do feel that the numbers have increased due to various technology and other issues that are pressures are placed upon our students. But I'm glad to see that as a society and especially at the school environment, you know, we're more open to this idea of open dialogue and not feeling ashamed of it. It's not a stigma. And so whatever we can continue to do to work on those fronts, you know, uh, make it more acceptable to talk about, make it more acceptable to
025deal with, make it more acceptable for people to identify and get the help that they need. So I I I agree with you, Alba and Jacob, the numbers are staggeringly high. But for me, it's a sense of, okay, we're finally seeing what was always there, and now we can finally deal with it, you know? So whatever we can do to encourage parents to uh have more of them allow this type of screeners to come forward with with more parental education as well as providing opportunities for students with various programs and you know information items that we can spread through our individual schools you know posters talk about it class discussions you know I think we can go a long way into addressing it and getting those screened to get the service to get the help
026that they need. So, thank you for all you're doing, you know, but the the the numbers are soberingly high. >> And I'll just close by saying a huge huge thank you to our mental health team. This this is a toll on them on this day. That is a lot. I mean, they're committed to making sure that every student is seen and evaluated. Um I give them lots of good treats and snacks um to get them through it, but it's it's a toll. So, um you know, a huge thank you to them for being committed to this work as well. um and to the sites who support them in that. So, thank you. Thank you. >> All right. And next is our assistant superintendent of educational services, Miss Becky Moore. Thank you. The last couple of
027weeks, I have spent a lot of time with teachers and with students. Um we had our professional development day last Monday, as Melanie mentioned, for our K6 teachers. we were able to do the second part of our training for our reading difficulty screener. Um, now that they have student data, they were able to access reports and talk about what to do next. And so we received really strong reviews for that. Um for middle school teachers, Kisha provided some training um either in Gemini for our cohort um or near pod. And teachers received um some updates and refreshers with Elevation, which is our platform for English learner strategies and English learner data. Um yesterday Melanie and her team hosted the new teacher professional development talking about special education with them. You did that um last week
028and this week I was with our math um curriculum partner from Great Minds doing guided observations for leaders at McKinnon and La Hoya. So, we've now visited all six of our school sites and have some trends um districtwide for focus um and next steps for teaching the curriculum with more fidelity and intention in order to get better outcomes for our students. Um and then today was really a highlight. We had um dis not district, we had county office administrators from our county and also from around the state of California visiting Santaorita to see the great work that they've done with the literacy coach grant. So Santaita the Sanorita team was able to show off the data from last year for their first year of implementation and the growth that students u made in literacy in
029grades kindergarten through third grade. We visited classrooms and had a wonderful presentation from the team including um Leonel from CBDIO and showing off that student who read the poem in MXCO at the board meeting. Um just smiles all around. We're so proud of what the team has done there at Sanorita. >> Thank you. >> Okay, moving on to uh the board and the superintendent. Starting off with Mr. Neil Patel. Um just some observations really quick. You know, I've always been a proponent of technology. Always have, always will be. However, you know, for the last few years, I've been really focusing with my students in particular is to incorporate more reading, free reading, book reading, something where they have to hold and turn the pages and create the creativity of, as I tell them, make their
030own movies in their head as they're reading. And the other thing I've been pushing a lot is actual handwriting. You know, not keyboarding, but handwriting. And you know, most recent studies are showing that those two components have probably the most direct effect on increasing reading and comprehension levels than almost any other technology out there. I know it's like back to the future type of mentality, but I I really think we need to maybe think about how we incorporate more of that, you know, going back to the basics where everyone goes back to reading actual books, actually taking a pencil, learning to write in cursive, you know, if we're, you know, if if if that means we're going going oldfashioned, that means we're going back, then so be it. But I personally have noticed major changes
031in my students and their reading levels jumping, you know, when we can push that as much as possible. So I I like I said, I I'm all for technology. I use Google Classroom, you know, Red Ink, you name it, you know, Edpuzzle, but at the same time, I'm thinking we're losing something. The basic nature of learning which is getting back to that original point of reh holding a book turning the pages physically actually having to create new synapses in the brain by forcing you to have the hand and eye coordination to write out a meaningful paragraph meaning meaningful sentence. Um you know I I don't know I just thought I'd share that a little bit today but I personally have seen it. I've been using it for the last four or five years and um
032you know the growth is there but it has to be systematic. It has to be daily you know so I don't know how the rest of the board feels. I'm just throwing that out there um as well as to our admin but I don't know maybe I'm wrong as I often am but with this I feel very strongly about that's it. Okay, Miss Alvariano. >> Well, I wasn't here for the last board meeting, but I do want and I know that you talked about the town hall t town hall meeting, but I just wanted to reiterate how impressed I was with that town hall. And um it was just phenomenal for me to see all these teachers, district, the district uh helping out and the board and teachers. It was just really a a great
033thing. And I just needed to say as I know that you talked about it the last time, but I just needed to reiterate how how impressed I was with everybody that uh participated and who got this town hall meeting going. I think summer had a lot to do with it. So just kudos to you and the rest of the people who were involved. So thank you. But that's it. That's all I have to say. Miss >> Sarah Turner. Um, so Jacob and I and Superintendent Melissa had our first uh president, vice president, superintendent just kind of agenda setting meeting. Um, it was a fabulous meeting and I just think that the extra time gave us things to to just sort of brainstorm like what are the problems in in our area? How does that impact
034the schools? How do we agendaize that to talk about it? you know, it just we do have a little piece here of, you know, future agenda items, but this gave us time to really talk about things and think about things and um one of the things that I brought up was, you know, the rainy season is coming and there's going to be flooding in this area. How can we be proactive to help people? Who can we reach out to? And it was just the kind of thing um just the gift of time for that. So, those are going to be agendaized meetings that the public can see what we're what we're talking about. It's it's not super exciting, but it just is a process of being able to get to some smaller things that later
035become bigger things and try to be proactive about them. >> Perfect. Thank you. Um I don't have anything else to report besides what was said. Dr. um last week and um I want to thank New Republic Elementary School um administration and staff for hosting. Uh Dr. Denine Gus and uh Deputy Superintendent Poras and um Trustee Mendoza came for their annual visit. So the um county superintendent likes to visit each school district in the fall. Um and so we are tasked with selecting a school for um them to visit. And so this year we highlighted um newer public really focused um on a lot of and I I want to thank the team here um about what does true inclusivity of special education students with gened students look like? And so Newer Public is, you know,
036took a big leap leaning into that especially for their um their RTI time. So they have RTI for reading and for math. Um and so we were able to talk about that in particularly as we walked around. So the idea being that it's not just inclusion for like PE and music, but it's truly like students going in for inclusion and intervention. and that sometimes that looks like our gened students are receiving their intervention in the um special education room because some of those students are out with one of the general education teachers. And so it was really nice to see the systems approach that they've put into place and to be able to share that which is part of the um school sites work this year. But um Heather u was really able to speak
037to that as it as we saw those um happening live and and what the different groups were focused on and looking like and which students were being served where and and the importance of true inclusivity. Um Dr. Dr. Prather Smith has been working with our principles on our belonging um our belonging book and that was one of our last topics in a principal meeting was um what does real inclusivity look like and going through that and so it was nice to then in my role see that in action at our visit with New Republic. But I want to thank the teachers and the staff for taking that on. They knew that we were going to have some visitors and it was great. Miss uh Miss Mendoza, Trusty Mendoza and MCOE, she's part of our area
038as our county um trustee. So, it was great to have her on the walkthrough as well. >> Perfect. Thank you for the update. Uh moving on. Any questions or comments to the board? >> Ju just one. What is belonging book? So um if you remember when we first when I first came on board we started working around restorative practices and then so we did our restorative practice is kind of the foundation and belonging is the next space um it's actually the initial space so it's going backwards it's like the prequel right so this idea of what do our schools do to make sure we know that we can prevent mental health crisis bullying we can prevent um absenteeism when schools have created this sense of belonging for our students and so we're really been focusing
039in um in our book and I can share one with you around like what what does that look like? Like what are we actually doing? So each week at our principal meeting we take a section of that. Um so last week was inclusion. So what does it really look like to have an inclusive environment? Um and then we talk through what those strategies are and then everybody sets a goal for the following week and then they go out and implement that. Um and then our team goes around and does the these tallies. So, we show up at random times in random spaces and we just look at how many meaningful connections do do students have with an adult. So, that's like an adult adult walks by and they smile at them, they look at them,
040they say hello, um they ask them if they're okay, they engage them in a conversation, they um we have all kinds of different categories. And so, um I didn't share during my time, but um I hosted the classified professional development on October 13th. So we had 250 classified staff members and contracted providers um at the Rodeo grounds and that was the foundation of the the um morning session was around belonging trauma-informed schools and really that every adult in a campus has an impact. You can't just rely on the classroom teacher like it takes all of us. You've seen the need. Um it's not any one person's responsibility. It's all of our responsibilities. So that's a long story to say that belonging is about really bringing forward to our sites like we all make an impact
041and so what are we committing to each day? >> Fantastic. Okay. >> Yeah, good question. >> Okay. Uh is there any 7.1 any public comments regarding non-aggenda items? >> We do not have any. >> Okay. And 7.2 public comments regarding agenda items. >> No public comments at all. Thank you. >> Okay. Next is a information discussion items 8.1 SRUSD technology department presentation. >> Thank you. It's that time of year again. Um our uh IT department is going to do some presentation on our overview of services and supports and then some projects and new technologies that they are bringing in. >> I wasn't [laughter] I asked her I that's my fault. I'm like, uh, maybe a handout, too. And the irony of that wasn't lost on me. I was like, >> "Yes." And away we go.
042Make sure I've got There we are. And we're on. All right. First, I'd really like to thank our department overall. Um, we are basically a basketball team. We got five on the court um [laughter] out there. uh super strong and they have done so much work in the efforts um you know making sure everything is staying ship shape upright um and I can't commend them enough for just all the efforts and everything that um they've put in um especially you know since I've been here as well just super awesome team um so to and you'll notice this was a little AI generated cartoon image that took from our things fun next for me. It's not. Thank you. All right. So, um just some updates in terms of our network and security. I know we reported
043on this um at the end of our year. So, we have been doing a lot of work scaling our department organization, especially with the five on the team. um with deployment and training on all of our network security infrastructure, we've really built in um not only our filtering systems but also managed methods um for monitoring um behaviors online as well as our network. Our district WAN has gone through um with the upgrade for our rate. We are just getting ready to conduct an audit on our Google Workspace so that way we can make sure that it's falling in alignment with some of the changes that Google's been making in their infrastructure and making sure that um that Google workspace is really what is driving our entire district in terms of our domain. So making sure
044everything is um organized in there. Um our rate replacement of our switches and UPS's are coming up. Um that'll be our next rate that we'll be bringing to you. Um those switches are going to build our capacity for our network. And we also are working um over with JG to get the cameras um they're we're going to be working with Quovo again to get the cameras installed on the new construction. And once uh GV goes in, we'll be working on that as well. And we're just doing a lot to um produce a lot of system integrations, making sure that we don't have things all segmented out, different things to monitor and adjust all the We're trying to bring everything into smaller areas to where we can monitor them more easily. Um we've set some procurement
045standards especially with all our new construction um for things that we'll be using as well as our network mapping and we have a full replacement schedule now that's really streamlining our technology management and our services. So we're able to stay up to date as things are starting to age out. We are already thinking about what's coming in into the next to replace it. And this is our our guideline. This is what we have on our tech page is how can we help? That's really what we're here for, especially for our students and our community. So, and who's on? >> Yes. >> Good evening. Um, I just want to repeat the same thing again. Uh, I really u so grateful, you know, to work with uh with such a great team actually. Uh Krisha with her
046smile on her face all the time. um with uh of course under the leadership of Meliss Dr. Melissa Alderman and also a great team. Um we have uh Robert and Sam and Gilbert. Those are really so so great actually. They are great. Yeah. So um and uh first I I would like to say about uh what we have done so far. Um so we installed this year about 1,000 devices uh like any kind of devices. We have student devices, we have staff devices, we have uh network devices, um security devices. So in total like around uh about 1,000 devices um and for the tickets um we completed thousand about thousand uh tickets as well. Um so those tickets we when we respond to the ticket we respond to the ticket within a day or two
047maximum. Uh sometimes we respond right away if it's something like urgent or an emergency. So sometimes it takes longer to be honest if there is like a piece of hardware we need to purchase. So sometimes it takes longer than that but usually between a day or two maximum. Um for the um in total we have about 7 7500 devices in total. Um like the same thing we have like students devices and uh Chromebooks we have teachers devices, laptops and document cameras um you know all kind of things. And for the security also we have the cameras uh network we have access points we have switches um yeah a a lot of things uh even uh I mean uh even we have the marquee we're maintaining the marquee with paging system uh everything takes time and
048you know that's that's a lot of lot of devices we're maintaining and and securing as well. Thank you. So yes, we've been busy in our department if you wouldn't mind. It's not all right. And so as far as the supports and services that go in with that. So we do a lot as Husam had said a lot of the replacement installation for all the technology and equipment that we have at the sites. Um our server and communications for our monitoring and maintenance as well as our filters. And when it comes to our device orders, we do a lot of supports with purchasing not only you know within our infrastructure but in all the departments as well. And um we also support th the use of those tools um with trainings um making sure that we
049have a proper onboarding especially when it comes to our um uh curriculum applications and all of that. We have clever system. We have um integrations with Aries. So, we're always constantly making sure everything's connecting correctly. I know with the AWS thing the other day, that's really what that infrastructure is. And so, when that went down, connections went down. So, um just making sure that all that's up to date as well as um obtaining student data privacy agreements for all those applications to make sure our student data is is kept private and secure. Um our team does a really nice job too with the setup and support of all of our district meetings and trainings that we have. And um as as Susan was also mentioning, our response to our daily technical issues and um really
050just making sure again that everything's integrated, that it's it's running smoothly and that that goes on in a day-to-day basis. And in terms of the edtech um components within that, um one of the pieces that we're implementing right now is the integration of AI tools. Um so Gemini, Notebook, LM, Adobe Express, and Canva are some that we we have access to at this point. Um there's a lot of AI awareness and responsible use um through staff trainings that we're integrating as well as digital citizenship lessons with Near Pod. This month is digital citizenship month. In my uh weekly tech or my monthly tech bites, I put out um the Near Pod lessons that people could attach to and we're going to start integrating more of those throughout. Um, we are doing our pilot group for
051Gemini. So, in our PDDA, as Becky mentioned, um, we're really working on the Google suite for staff, seeing how those integrations can help streamline. Um, and we also, all of our staff have access to Notebook LM, the Gemini chat, and um, the Google Gemini in our Google Classroom, which is really nice. And so, we're starting to see some of the integration and feedback with those tools. Um, we're also reviewing the integration of AI literacy via use of some of the tools for students as well. So, right now those aren't open to students yet, but Notebook LM actually has a really nice component that has flashcards and some other things that we can um start working on for um for student use. Um, for our onboarding and trainings for new programs and applications, um was able
052to work with Melanie. We have our parent square um voice calling. Um, so we're able to do some trainings with that as well as some of the other onboardings as Becky had mentioned with the Dibbles and and all of that. Um, and then one of the fun things that uh Becky and I got to do today is we were able to have our final interview with the Verizon Innovative Schools grant for our middle schools. And um they were asking us about um how we're able to integrate um our our technology as well as trainings and things for staff with that and have that real good balance um for our staff to understand the uses and the integrations within the classrooms to help support our initiatives that we have for literacy. And so that's the picture
053up there. We had um our representative from VILS come in to our two middle schools and interview our staff, interview our students and um it was just a really nice meeting with them. So, we're hoping to continue to move forward that we'll find out about that in November. So, yeah, and that is what we have for you today as far as our technology pieces. >> Uh questions from the board? >> You go first. We'll give you first. >> [laughter] >> First of all, great presentation. Thank you. I I think you hit all the major points I wanted to learn about today. Um, last time we talked about we're are we switching internet providers. >> Our backbone. >> Yeah. >> The internet provider is uh through MCE >> and there is Synic. >> Okay. >> That's
054who we've had. >> We've always had Okay. Um, question on that. If the internet goes down through MCOE, are we completely out of it or do we have a backup internet provider that we can look look into? Because for me it's like the internet is so needed in the classroom depending on what teacher uses it that that goes down then instruction goes down you know and for me as a teacher when I when the internet goes down it's like oh what am I going to do now you know I you know everything was on there you know and so I'm just wondering is that something possibly in the future of having a some type of backup backup back >> yeah that's possible we can think about that and uh at the same time we have
055hotspots also >> for yeah that's what I Yes, >> that's also we can use. We have also >> like a a router. It's a it's a it's a Wi-Fi >> and you can put in a classroom it serves I mean like 20 25 students. >> Perfect. I mean for me that that as a teacher if I have a backup where if the internet does go down for whatever reason you know I can switch to something else might be slower a little bit but at least I get the instruction out you know for that day. So whatever we can do to develop that, you know, or expand upon it, you know, I think maybe the board might want to consider. Um the second thing was um the the daily technical issues. Um when a teacher something
056happens in their system, computer's not booting, um software is not accessing, their lo on's not right. How do they contact you guys? Is it I I understand the daily ticket you mean the the the the individual tickets, but if they need to get on the phone and say, "Hey, this is going on right now." Is that is that available or how do >> Yes. >> Okay. >> Yeah. We prefer the of of course the tech. >> Oh, yeah. No, that I get. Yeah. >> But if of course if they call Yeah. We have to respond and Yeah. >> Well, you'll be surprised because when I call our district, it just rings and rings and then it goes to a recording. So, you know, I just want to make sure that You know, we usually have
057to respond. >> Yes. Yes. >> Of course. If we're available. Yeah. Of course, we'll respond. >> And [clears throat] I'm sure most of them happen in the morning. So, right. Even before you get started. Yeah. Right before >> devices. Yeah. Yeah. >> Um, can you talk a little bit more about the Verizon Innovative Grants? >> That's what I was going to ask. >> Yes. >> Sorry. Sorry. >> Oh, um, what the purpose? Uh, what are they going to provide? Um, what are their criteria? uh their criteria is um they actually are it's a four-year grant. >> Um they outside of the provision of devices for our students, that's really kind of not the main component. They're actually serving our needs in terms of our um progress for literacy for our students. And what they will
058provide are LTE >> integrated um Chromebooks. We talked with them today about that in the provision for all of our middle school students and teachers. And um so it allows access and equity >> and they will provide training for our um instructional coaches that we have at the sites. So that way they can be in the classrooms as part of that provision. It's already part of their coaching model that we have. Um we'll get additional training for those integrations. So things around design thinking for our students and really billetting in the the use of technology to um allow our students to progress with again our goals for literacy and um numeracy. >> Okay. But they are going to provide hardware basically. They providing hardware. >> No, we actually get a lot of training through them.
059They will provide a coach that will come in and work with our district um all of our leadership team that we have. Becky and I are the the leadership team with that as well as our principles. Um they will check in um three times a year with us and provide training. We'll actually once um we're receiving the grant um we will go out for a training with them as well. >> How much is the grant? >> Um it's dependent on it has some different components with it. They're actually um providing up to $25,000 per salary base for our coaches. It has a model for um a tech assistant at the each of the schools as well, which would also allow us to provide technology clubs at our our lunches and things as well. >> Nice.
060>> Yeah. >> Nice. They're pretty robust. >> Two more. This is really um the one thing that fascinates me and I love it is my is my big bonic, you know, in my room, you know. How is that deployment going? How is that training going for teachers? um just some you know numbers or >> Yeah, it's it's going well. We um just installed 10 more into our classrooms. So, we're on that replacement schedule. Um we're bringing down televisions. The cool thing is is that we also some of the videos that we are, you know, going to be releasing, we were able to donate um to some of our local churches in the area, which is really nice. Um in terms of the training, um when we install, we give them guides with that. I also
061have a Google classroom that's created that um teachers can log into to get different trainings and uh Vonics billeted into that as well. Um so the use is going really well with that. We've gotten some really nice feedback with our teachers. >> Yeah, I would just love to see it because I I know some teachers don't use it as much as others, you know, and I think the the issue is lack of training on a one-on-one basis, you know. I very much agree and that's one of one of our huge proponents is to to make sure that we do have it's not just plunked in the classroom that it's something that that they're trained on and and are utilizing. >> Perfect. Um my last thing is about AI. Um Gemini is a great AI program
062from Google. I I appreciate it. Um where is the district in terms of creating that line between learning and having AI not be detrimental to learning? You know, I I hope we're creating that buffer zone where and so it it h it has to start with the teachers and them they themselves learning the applications of AI and also at the same time knowing the limits of when to say no, >> you know, so our students aren't engaging in in what I call pseudo learning. >> Yeah. you know, uh they create passages here and there, but they're not really original work, you know, and so um you know, I I would love to see the development of some type of um a policy from the board um or from the admin regarding where's that line, where's
063that buffer zone, and how are we going to make sure that it's used in the best intentional purposes, but not at a disadvantage of the overall learning process because um that is my fear with AI. I love AI, you know, I do um and I do implement it in my class, especially with creating lessons and stuff like that, but I worry about students over reliance on it. Um especially when it comes to creating original uh uh thought process, original writing, original uh products, you know. So, I just be a little bit careful with that. And but I I think we should move forward obviously, you know, I think it's a great tool, but that's all it is, you know. So whatever the board and the and the >> what I can say is Krisha and
064her team even at the latest PD day running Gemini sessions having a pilot group you hit the nail on the head with it's got to start with the teachers right and then building out what do those parameters and action really look like and I would say that's where we're at right now. >> Um and so she's had her pilot group and they come in for the trainings and commit to those things. um to have that level of access um in the system for those tools. And it's not just for having teachers and their students engage with it. like Kish's and I'm just trying to give her a shout out for being like forward thinking and the trainings and conferences that she and Husam and the team have gone to and focused on that instructional piece
065also and how to be innovative without creating uh some serious muddy waters for our students and academics moving forward. And so they've put a lot of energy into that. And I think as we progress and we bring those things together in our tech plan for the board, I think you'll be really pleased with how conscious they are about that process and our teachers who are engaged in it early and the feedback that they're going to be able to give as we move forward. That was my saying. That's where they're at and they're really focused on that. And >> I I just wanted to add really quickly too, this is a great opportunity um to do a quick little plug. I was talking to Trisha today because um migrant ed speech and debate is coming up
066and I know I'm going to make a connection for you right now. The topics for speech and debate this year in migrant ed are I had to pull it up so I got it right because I was watching videos telling Kisha does artificial intelligence have the potential to solve some of humanity's greatest challenges and should I be used to enhance human creativity? Um and then the other one is artificial intelligence poses a greater benefit than threat to society. So those are the topics that our students are going to be arguing this year in migrant ed speech and debate. So um Mr. Vatel, those high school students at Alisal are going to be researching that. So >> I I I thank you. And um last but not least, I I just want to say thank you.
067I've I you know, for many many years, you know, one of the main reasons I joined this board was because of technology issues. And I'm so proud of the of the team that we have at this school district. I I I think we're the best above par, you know, in in in in this area. And so continue the great work you're doing. You know, we went from a small fledgling district to now the leading edge, you know, and so I just want to say thank you. You you have my confidence. I you have my support, you know, and just continue the great work you guys are doing, you know. I'm just so proud of how far we've come. And right now when I'm looking at this information, it just lets me know that you guys
068doing a phenomenal job, you know, and for our students, our community and this district. So, uh, please, um, I just want to say thank you. You know, you are very well respected and very well appreciated. And, you know, um, this is the future. Thank you. >> Thank, I'm so sorry and some of your questions. >> No, that's okay. Um I Neil asked the questions that I was going to ask and that was the Verizon and the AI but thank you veryformational. Um that's it other than it was a very informative technology report. It was um good to see you Krisha and Nam. I haven't seen you in a long time but it was good seeing you. I it's been a while, but you guys are really doing a great job and the handsome men back
069there also. Thank you very very much for for all that you guys do. It's it's a great team. A great team. >> Thank you. >> So, but come and visit us more Hassan. [laughter] >> Mr. Turner, did you have questions or >> I just want to add my thanks for all you do. it's noticed and appreciated. >> Yeah, just to echo, I mean, thank you guys always being so helpful and flexible and professional and friendly for everything you guys do. So, and it looks like we're moving in the right direction, too. Uh, the rising grant, when would we know as a district if that is uh received potentially >> Mid November. Okay. um if we are blessed enough to receive the grant if we can maybe do some type of press release and press conference
070because that'll be good news coverage as well. >> Yeah. Yeah. Thank you. >> Okay. >> Board President, just a quick comment. You know, I switched over to Verizon >> years ago because the coverage with the alternative is very poor in this area. So Verizon is very well respected in this area. The signal is strong. The antennas are good. It is >> I don't have dead spots. >> [laughter] >> I hope you're listening. Verizon, >> they do give educator discounts. >> Good job. [laughter] >> Good plug. >> Plug. Yeah. >> Okay. Thank you for presentation and thank you guys. >> Thank you. >> Yes. [laughter] >> Okay. Moving on to action item 9.1. Approval of annual report for Proposition 28, Arts and Music and Schools. >> Thank you. As part of our arts and music and
071schools um aotment from Proposition 28, we are required to provide an annual report on how those funds are being expended. Um and so you can see the full report attached to this item, but um primarily it's used for our two elementary BAPA teachers um that not the music teachers because they were already in existence but the movement dance teachers. um contracted personnel to provide direct instruction services to students, the mural projects at New Republic and Gavlin View, um instrument repair, which is an ongoing need, and materials and supplies to support arts and music. >> Um I I just want to thank the voters of California for passing this proposition. Proposition 28 is vitally needed. Um, and unless anybody else wants to speak, I want a motion to approve. >> Okay. Can I get a second,
072please? >> Second, all those in favor? >> I motion. >> Motion 40. >> Okay. Item 9.2 is approval of a merges contract for behavior aid. >> That's me. Um, this is just a behavior aid to support one of our students um that just started with us. They came in with this on their IEP. >> Okay. Okay. Can I get a motion to approve? >> Motion to approve 9.2. >> Second. All those in favor? >> I Kevin. >> Motion 40. >> Okay. Item 9.3, approval of CSBA manual maintenance August to September 2025. >> Thank you. Um, I want to thank Miss Turner for this one because they came with some backtoback. We had an August and a September packet. Um, and we had some changes in law where we needed to shore up our optout out
073provisions for different areas for parents. And so those policies went in in the August packet. And then we had our normal um quarterly packet for September. So what we did this time with some feedback from uh Miss Turner was to add a um an more notes uh with it. So, a summary uh attachment. So, we're giving just a little more information. It's fun to read all the board policies and then you have a slightly shorter version for the guide sheet. But if you want the real cliff notes, we're going to start doing some summary notes for people to know what were those changes in it. And it's just a one sentence about what was the most significant change. Yeah, I I requested this and I appreciate the response. It I I did read all the
074stuff, guys, and and think about it and how we would best implement it. And um it it was really a lot this time. And it it a lot of it is in the implementation and nuance like what does an opt out mean? What do we need to allow parents to opt out of? How do we, as Summer mentioned before, if you're, for instance, opting out of a of of a screening, can we then call people and say, "Can we give you some more information about what you're opting out of?" So, um, appreciations for new law and appreciation for all the >> um, legal guidelines that we get. just I did ask for a summary because it I was I was I just thought to myself I put in I I felt like you guys needed
075a a more condensed version because it was just really a lot. >> No, I did appreciate that. So, thank you for for doing that. >> Thank you Sarah for your due diligence. I really appreciate it. And staff >> with that motion to approve. >> Sorry, that was a second then. Okay. >> Right. >> That was >> No, that was a comment. So I Neil that comm I will do the second. >> Okay. All those in favor >> I captain >> motion 40. >> Approval ofou between SRUSD and CSEA for reduction of work year for two positions. >> Thank you. Um the district and CSEA met to discuss the needs to reduce the work year for two vacant central kitchen food service assistant positions. Um because of the elimination of the 12month preschool program within our
076district, there's no longer a need to have staff services for the 11 months. So they would go back to 10 months like the other um employees in that classification. >> Okay, pretty straightforward. Can I get a motion to approve? >> So motioned. >> I got a second. >> Second. >> All those [clears throat] in favor? >> I motion 40. A approval ofou between SRUSD and CSA for the special ed interpretation translation services stipened. >> Thank you. Um similarly um an ongoing conversation between the district and CSEA has been the need to provide specialized training to unit members who provide translation or interpretation of IEPs and other special education um services. And so, um, an agreement that we have come to is that unit members who successfully complete the district approved training for, um, the interpretation
077and translation of sped services will receive a $2,500 one-time stipend. The training is extensive and after work hours. Um 70% of the stipen will be paid in December of the year of completion and the remaining 30% in the second year as long as the employee is still employed with us providing those services. The number of available stipens per fiscal year is limited to up to 12 participants. We thought two per school site would be good to develop um this capacity. Um the district pays the tuition directly to the institution providing the training. currently that's through University of Georgia Center for Continuing Education. Um and then when um an employee is doing that high level interpretation such as for an IEP, they will be eligible to receive outofclass pay at the range of 34, which is
078the interpreter translator um range for that service that they provide. >> Perfect. Can I get a motion to approve? >> So motion. Can I get a second, please? >> Second. All those in favor? >> I I motion 40. >> Okay. On advanced planning 10.1, our next regular board meeting will be November 12, 2025. Is there any suggested future board items? >> If not, can I please get a motion to adjourn at 7:09? >> So motion. >> Second. All those in favor? I I motion 40. Okay. >> Have a nice evening everyone.