001Yeah, >> just because the camera like see the flowering better here in the middle because with Look at the screen. yesterday. >> Oh yeah. because I don't remember. >> Did you have an >> Yes. Hey, have an office. Very sweet. >> Very excited. Yes. >> It's different. Hello. Good to see you. >> Met your old friend of the day. something. >> Yes. >> Feels very different over here. >> Am I in your spot? Oh, I'm in your spot. >> No wonder it felt different. That's >> good. >> We walked around John. Good evening. It is 6:00 and I'm calling to order the Sunnyville School District's regular board meeting on February 5th, 2026. I see that all board members are present so we can begin. This meeting is available in English and Spanish. Would the translator
002please give instructions on translation services available? Everybody, this meeting is happening both English and in Spanish. The Zoom interpretation feature will be used in this meeting for English and Spanish support. All participants on this call must select their language of preference by clicking the language when the host turns on the interpretation feature. This is found in the world icon located on your feature panel. Interpretation for this meeting will be conducted simultaneously. Thank you for your attention and collaboration. Please note that a recording is being made at the direction of the board and the recording the capture sounds of those attending the meeting. We're moving on to uh item three, approval of agenda. If there's any member of the public who would like to speak on this item, which is solely about the agenda, please raise
003um please hand in a blue card or use the raise hand feature online. >> Okay, not seeing any comments. Is there a motion to approve the agenda? I move to open the agenda, series. >> Okay. And do I have a second? >> I'll second. >> Are there any questions or comments? All those in favor I. >> Any opposed? >> Okay. Upon motion by Trusty Hibis. Uh seconded by Trusty Watson. With no opposition or abstensions, the motion passes 5 to zero. Moving on to number four. Uh public comment for close session. If there are any comments pertaining to close session items, please submit a blue card or use the raise hand feature online. Are there any public comments for this item? Seeing now we will be entering seeing seeing no comments, we will be entering into
004close session. The time is now 6:03 p.m. and we will now recess into close session. We expect to return shortly after 6:30 p.m. Thank you. Yes, I did. technology. I know it's not the same. Exactly right. That's okay. What's Good night. Are you ready? Yeah. And then this Good evening. The time is now 6:36 p.m. and I'm calling back to order the Sunnyville School District's regular board meeting. We have this announcement from close session. During its recently concluded close session, the board voted to approve the appointment of Gloria Martan as the interim director of student achievement. The vote was unanimous. We are moving on now to agenda item seven, the flag salute. Tonight's flag salute will be led by Cumberland. Good evening. Um, good evening board president Brewster and our board members and superintendent Dr.
005Crossweight, our cabinet members and our Sunn School District community. I am Shaina Real. I'm the proud principal of Cumberland Elementary School and we're honored to be a part of tonight's board meeting. Joining me today are two of my students. We have Rohan Shiram who is our student council president at Cumberland and we have Kira Lawrence who is our student council vice president that will be joining us today. Rohan will be leading us through our flag salutes. >> Please stand up if you are able to place your right hand over your heart. Ready? Begin. I pledge algiance 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, Rohan. We're moving on to agenda >> item
006I know that's a that's living land acknowledgement. So that's agenda item eight and that will be from Kira. Please >> Sunnyale School District is located on the ancestral and unseated land of the Makma Aloney tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of the Sunnyville community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom and of the Aloney people and to consider how we might work to repair injustices and move forward together in honorable ways. >> Thank you very much for having us this evening. >> Thank you so much. Here we are on agenda item nine, reports. We will start off um student reports from the middle schools. May I invite the Columbia
007Middle School um board representatives to come on up? And we have a new configuration. So you will be sitting over there for your reports, please. Uh we have Carlos, Aaliyah, and Leila. Good evening board members and Sanita community. My name is Aaliyah Fra. I am the eighth grade athletic representative here at Columbia Middle School. A few things that you should know about me is that I am a student athlete and also help organize things in the dog broadcasting calendar as CMS. For example, the sports news. The CMS bulldog broadcast helps students with reminding them about upcoming events or that is if there is a home game at CMS or a Valentine's dance. It also recognizes students who call them and out of the month. I am also part of the AVID elective here at CMS.
008AVID helps prepare students for college and helps them become more neat and organized for their materials. But not just that, AVID also helps students maintain their grades and help them become more successful in the goal they set their minds to. An upcoming event that is happening in CMS are the Valentine grants that the student help set up. And luckily for me, I had the honor to be part of the student cabinet. Our Valentine gram includes this stuff like stuffed animal keychains, snacks, and stickers. Also, speaking of Valentine's, our leadership team has set up a Valentine's dance on Friday. This dance includes many different activities such as photo booths, fun cultural dances such as and games such as Tether. As for the sports news, our last season which was girls volleyball and wrestling and wrestling. For
009wrestling, our team did amazing with Columbia being in second place. Our girls volleyball team also did pretty good with ending off the season. As for the current seasons, we have boys volleyball and girls soccer. Sixth grade boys volleyball did amazingly going off to the playoffs. On the other hand, seventh and eighth are doing the best. Both are in 10th place. In addition, the girls soccer team has faced some tough competition this season, but they continue to work hard and improve. Again, thank you for your time and letting me have this opportunity. Good evening, young members community. My name is Lena and I gra today. I'm going to be telling you about what's happening in my classes so far. Starting with my first period in social studies. In social studies, we learn about different countries and
010what their background used to be like in the past. What we are learning about now about Japan and how it was like for the Japanese citizens before such as the different classes and what the role was activities. Moving on to my second period, science. In science, we learn about matter, energy, chemical bonds, and physical changes. What we are learning about now is and cellular respiration. We are also learning about what photosynthesis produces and why it is important. The same goes for cellular respiration. Moving on to my third period, ELA. In ELA, we learn about the annotations and book clubs. Book clubs are where we pick a book to read and teach you into groups of four and together, answer questions, and even do discussions. But you'll also have to to read independently from home projects
011on it. Moving on to the fourth period, PE. In PE, we learn about how to get a better mile time, running, and different types of dances from different countries. In PE, we also do different activities such as soccer, volleyball, football, and so much more. Moving on to my third period, math. In math, we learn about percentages, proportional relationships, and finding the percent increase on your number line. In math, we are currently learning about how to multiply and divide with negative and positive numbers. Lastly, my last period is avid is where we talk about TRS and how to get a better understanding of the notes you have taken notes. Avid helps us get prepared for college and put things in the future that you'll have to deal with when you get older. In AVID, we take
012focus notes and learn about the different steps during a tutorial discussion. A tutorial discussion is where you get a TR which stands for tutorial request form and that's the opportunity to write about what you are currently stuck on or what you don't understand. And after you are done, the teacher will assign groups with different people and each will take turns talking about your IQ, which stands for initial question. And then you guys will talk about your PLC, which stands for confusion. Focus notes is where you take notes about a video you are watching about tutorial, discussions, etc. And whatever your EQ says, which stands for question, you'll have to answer and write about it. In a we also do quick rides which is where you get to write about and you do have to write
013for three minutes nonstop. Thank you for allowing me to talk to you about my classes so far. Have a good rest of the day. Good evening board members and the Sunny Hill community. My name is Kus Kola and I'm sixth grader in Columbia Middle School. At CMS, I start the day off on a days with PE. In PE, we have recently taken our dance test and I'm currently making up our own dances to showcase to the rest of the class. Dancing helps us get out of our shell and promotes activity at home. On Bdays, I take AVID as my first. A help students taking the task get ready for college and teaches us important skills that we'll need in the future. We commonly do prev something new use focus notes. Focus notes is a way
014to take notes that are greatly effective and it helps you remember what you wrote for future use. In a we also kindly participated in philosophical chairs. We start with a prompt and we take sides on whether or not we disagree or disagree with the starting statement. When participating we always evidence from text and most importantly we take time. In social studies we are currently learning about ancient India. We frequently do fun activities related to geography, religion and the way of life. We are also learning about each of the social classes and new vocabulary associated with everything we learned so far. In language arts, we are learning about Greek mythology. Specifically, we are doing activities related to Alicius and Polyus and the concept of this will prepare us for future tests and essays. For math, I
015currently take math 7. We recently took our math test about linear equations, tables, and graphs. The equation of the line is formatted as y = mx + m is the slope and b is the y intercept. We have also learned how to make an equation from just two points. In science, we are learning about types of cells and whether or not an object is alive. Another thing we are learning about is the function of the cell's organ. We are practicing this by comparing the organ to something like such a TV show. I'm very excited for my future years in Colia and my current class high school. Thank you for giving me the chance to share my experiences with Columbia. Hope you all have a great evening. >> And thank you to Aaliyah, Leila, and Carlos
016for the student reports from Columbia Middle School. Now, I'd like to welcome our Sunny Bell Middle School students to come up and give yours as well. Good evening. closer to you. >> Good evening board president trustees superintendent crossway and community. We're grateful to represent Sunnyville Middle School and share about recent events over the past month. Our club fair took place last Friday and was a great opportunity for students to learn about different clubs and get more involved in activities at our school. Many of our students stopped by and show great interest. Students from our drama elective are performing High School Musical today and tomorrow night. We're excited to see students showcase their hard work and creativity throughout this production. Comments is tomorrow night. For season 3 sports, the sixth and eighth grade boys volleyball both
017made the playoffs this season, while seventh grade boys volleyball was just one game short. Our girls 78 soccer team also made the playoffs and girls 67 soccer missed by only one point. We celebrate all the teams for their effort and commitment throughout this season. Lastly, our eighth graders are beginning to prepare for the transition to high school and will be sharing his experience. Hello, my name is at Middle School. I like playing sports and more specifically on high school. And I feel like this school really prepared me for high school both academically and personally. The teachers here help me learn how to manage my time, stay organized, and take responsibility for my actions and work. For me personally, this year it was from the street that helped me do this. We were encouraged to ask
018questions when we had them, participate in class discussions and challenge ourselves, which in turn grew my confidence to speak out and share my ideas. This support began before middle school. In fifth grade, my teacher followed encouraged. I take a southern math class because I was strong in the subject. And then once arrived, I decided to take geometry as my elective because it would allow me to finish my PhD in math earlier and give me more time to focus on my major, which I'm sure will be psychology. Using this accelerated personade academically the school offers me options of discover along with core subjects like math, science and English etc. We had electives such as art, music and geometry. These options make learning more enjoyable for me and the curriculum here challenged me and offer support when
019I needed. As an example, in my geometry class, I initially struggled to write a proof and instead of getting the answer straight up, which guided me to the answer by asking guiding questions and help me think on my own. This approach helped me understand better and experiences like this show me that teachers truly care about student success. Because of this, I can confidently say that I feel prepared to excel in high school and my future endeavors. Building on to G's ideas, I can say with confidence that our school has succeeded in their preparation of incoming questions. Recently, our eighth grade science classes have put together slideshows and exercises to allow students to grasp what we'll be implementing into our studies next year, including grade systems and recommended courses. Along with that, many students and families
020attended high school informational nights with the homestead meeting on January 26th and Fremont on February 3rd. These informational nights were a perfect opportunity for students to visit classes they were interested in and familiarize ourselves with the campus. Moreover, a group of student council members have met with staff and admin in school site council meetings where we discuss potential ways to better the school and your campus culture. These gatherings are pivotal to comprehending our school and its ways of developing. On behalf of all of Sunville Middle School, thank you so much for taking the time and interest to listen to our school's recent events and thank you and Lauren. And I'd like to right now invite all of the 80 students that came up and principles and supporting teachers um to take a picture with us.
021front stand behind you. Go. There's so many of you. This way. Yeah. Thank you. tighter. >> Yeah, definitely got to be tighter. >> As tight as a little bit more. There's a few more steps. Perfect. Now I got everybody. All right. And I can see everybody ready. One, two, three. Do one more. One, two, three. Nice. Got it. >> Great job students. Great job. That was the worst. >> Okay, we are um still on agenda nine reports and we're moving on to 9B, the superintendence report. Um Dr. Crossway, please share. >> Thank you. Good evening everyone and welcome to River City's board meeting. I want to welcome back Dr. Valentine who was in Finland for a couple weeks. She's got a lot to share with us and uh when you get a chance to ask
022her about let's see the uh Romania aside from the AI and everything else she was observing. Um but anyway um let's go to the next slide please. Tonight I have a midyear update regarding LCAP. And I won't read all the eight state priorities, but the LCAP is identified or organized into eight state priorities. Let's go to the next slide. And here are the other four. And so at tonight's presentation, we're giving you an update on some of the student outcomes and then what are we doing with this data so far and making adjustments. Let's go to the next slide, please. And so this is again the midyear data and expenditure some updates in terms of the the players the expenditures as well. So this is u again outcome data and current year expenditures to ensure
023that all planned actions and services are trending toward their year end targets and gives us an opportunity to also make adjustments. The LCAP must describe how districts will address the needs of all students uh specifically identifying students subgroups such as students uh with disabilities, English learners and foster youth. And again in my presentation I'm using a general term of students. Again just as an overview it's not going into the details. The LCAP is a likely document. And then the also the outcome must also include specific action services and expenditures of the budget details aimed at improving outcomes for students again with disabilities, English learners, foster care, unhoused youth. Let's go to the next slide. And so our LCAP is intentionally designed to serve all of our students. And this is a a midyear review. We're
024not in the process of completely updating our LCAP, but we we do want to do some things a little differently. So there you see the baseline data versus year one and two and where we're currently at. We don't necessared as well. Let's go to the next slide. And so I'm going to ask uh Mr. to assist me here with the expenditures. All right. Uh good good evening. So what you have before you is the four LCAP goals um broken out into each action. So what we wanted to show here is the original budget which was what was adopted back in June as opposed to our midyear update. Um the midyear update is a representation of our newest estimate for the for the final cost in these areas. And so the the purpose of doing this
025at the mid year is to show here's what we said we were going to spend in this category on this action um mid year. Here's where we are. If there's any large shifts from what we thought we would do um significant in this uh in this area would be anything over 10%. If there's anything significantly different um we would we would have to explain why. Um we'd also have to look at is this the best use of our resources for our goals. So um at this time there's no large shifts, no significant shifts. Um but the the work in schools to to always really look at how we're investing our our resources and the uh the return on those investments. So some of the adjustments that we have made. Let's go to the next slide.
026And again this is just an overview. It's not going into the details but we are going through a pilot for our ELA materials. We're um revisiting the support for our English learners and we conducted a study at our middle schools to better help us understand the services and the programs we're offering our English learners but also other students as well. family engagement on priority three. Uh priority three is also revisiting how we can increase our impact and support and collaboration with our families and student achievement. This is again we're looking at tutoring uh revamping our summer school programs and and looking at ways where we can bring students to school six days a week and uh also exploring opportunities for students to engage in school during intersection which means like let's say the November break
027this we call your ski week I don't know but during the February break December break and so that we can maximize izing opportunities for students to be here in school. And then for priority five is again looking at our attendance. How do we continue engaging students, supporting students and better understanding the challenges that they may have as well. Um again mentioned course access already with the study and I'll share a little bit more about that in in a moment. And then other student outcomes are visiting our districtwide arts programs. And uh I just recently had a conversation with the county office about an opportunity to develop a strategic plan for the arts. And yesterday also had a brief meeting with some of our parents who with of of students with disabilities and talking about the
028possibility of a parent center, but also of developing a committee specializing specifically for families who have children with disabilities as another opportunity for us to collaborate and engage in with each other to better support all of our families and students. Of course, uh let's go to the next slide. One of the things that we'll be doing differently starting this year is putting together a committee. uh we are required to do a presentation at the DAC but aside from the DAC presentation we have some tenative dates and we're working with CSEA SCA want to include our parents parents of English learners parents of students uh with disabilities and also staff throughout the district are getting classified certificated as well as um our management staff and one of the things that we also want to start doing
029is we know our students have a lot to offer. They have a lot of great ideas and you saw them earlier today. But we also want to include seventh and eighth grade students in this cap committee. So we're using this as a base so that next year we have a more robust process where a committee that's comprised of community members, parents, students, and our employees are engaged in these conversations throughout the year. And that means that they're looking at these data. They're looking at the expenditures and then they're coming up with ideas of what else can we do to get input from our community, whether it be students, families, or our staff. So, that's something that we're working on as well. And um I'll I'll pause there for any questions because I have a few
030presentations here. >> All right. We can So, I'm going to continue then. One of the other things that is on the agenda for your consideration tonight is uh Sunnyville School District priorities for the next two and a half years. Basically, uh this is a roadmap for student success and it's inclusive and under the umbrella of our strategic plan, but again, here are the the areas of focus. It's on students belonging and well-being. And I'm not going to read the whole things to you, right? But it's also being um having clear metrics of what our expectations are so that it's gear from every school site all the way to the district office and transparent to our staff as well as to with our our families and and the community. Let's go to the next slide. So
031it's broken down into five priority areas. The first one is uh focusing in on literacy and math. And you know when I talk about students I mean including all of our students including English learners, students with disabilities etc. Um and here it is some of the key uh actions right is adopting um updated ELA materials strengthening our EL and Spanish language arts uh programs identifying the essential standards. So what should every third grader be able to do before they leave to fourth grade etc. And then developing uh formative assessments and ultimately building the capacity across the organization in terms of what this looks like. And then going to priority two, belonging and engagement. And again, making sure that students have the supports for their attendance with their well-being. Expanding opportunities to collaborate with their families
032and understanding that we need to address the language access as well. Expanding community partnerships with other partners who are committed to the work that we're doing, share our values because we recognize that we cannot do this work alone. And again making sure that we provide additional opportunities for our families. We know that the after school is a huge need here in the community as well. Let's go to the next slide. Um multilingual learners again we need to focus and accelerate the growth not just uh you know going to regular progress and that includes professional development making sure that teachers have the materials that they need to be successful. Uh let's go to the next slide. Priority four uh belonging and engagement. So again, clear expectations for instruction. I'm going to have a brief presentation on
033MTSS for you tonight. U talking a little bit about what we're going to be doing in the classroom, what the the goals are, and leadership development for certificated and classified employees so we can have a strong bench and build capacity so that all students have an excellent education. And then improving our communication channels. And uh you know, we just announced last month that now all of our schools have social media, but we want to continue not just pushing out information and content, but also being able doing a better job of uh listening to our students, families, and our staff. And let's go to the next slide. And then we cannot do any of this unless we're fiscally solve it. So making sure, you know, and I've shared multiple times that we are in a budget
034deficit and we're working really hard and being really creative in terms of addressing that gap. And so we need to make sure that our funding is prioritized in terms of our staff, our classroom. And right now, one of the things that we're exploring is an early retirement incentive, which could bring us an additional cost savings about 2 and a.5 million or more. And we should have that information at the next board meeting as well. Any questions here on the priorities? This is basically my evaluation and that will be the evaluation of all of our site leadership as well so that we have alignment across the organization. It's a little different from maybe what's been done in the past. Okay. So I am now going on to the equity analysis and we do not have I
035want to make sure that people are clear. We do not have the full report. We're anticipating that the report will be available at the end of February, early March. However, we got some preliminary information. I've had a chance to meet with our uh middle school principles and again Arinda came in and we trying to better understand the course access, what opportunities were identified and are there do we have any systemic issues or challenges in terms of supporting our students and and I want to be very clear with this is before I I go into some of these preliminary findings is that these findings are not a reflection of our teachers. They're not a reflection of our staff. It's the patterns that were identified by Orenda in these preliminary reports. They really reflect long-standing inherited systems.
036These are legacy systems that our staff have inherited and it addresses placement practices, structures, and really barriers um that prevent some of our students from thriving and being more successful. And I want to make clear again our our educators are working really really hard and we want to continue using information like this so that we can do a better job to support all of our students. So let's go to the next slide. So again this is uh just again preliminary information on the two middle schools. So what the report is coming through with is that we found gaps um o over 100 courses at each of our schools where there were gaps of over 20%. And what does that mean? It means that we had students who were over represented in some courses and almost
037non-existent in in other courses. And so, for example, math show the largest gaps. And and what the report does is it looks at all the courses that we offer at our middle schools and then it looks at it by gender. Do we have a balance by gender? Do we have um what does it look like in terms of language proficiency? Then we broke it down by subgroups. We broke it down by students who are English only or students who come from a low-inccome background. And what we found the patterns were basically that students from lowinccome and students who are English learners were almost non-existent in advanced math courses, in band programs, in leadership opportunities. And so really for us it's an opportunity to look in the mirror and ask ourselves so now that we know
038this what will we do differently because if we really believe in kids then we should have a better representation of students in all of our courses including advanced math and leadership opportunities as well. And so going to the next slide. So again this is just a little bit what I mentioned. You see this here with algebra and geometry and um so again it's it's early placement decisions are impacting mobility at a later time and and although this is highlighting or drawing out the numbers from the middle schools the work really begins in elementary and so we also have to look in the mirror in terms of what are we doing at the elementary level? what do we need to do excuse me differently as well and let's go to the next slide. So again, sometimes
039we're focused more on the compliance, but unfortunately we may unintentionally also be limiting access and so we have some gaps and I know that here in Sunnyville we really believe in supporting all of our students, addressing equity gaps and um so we're going to be reviewing placement advanced um course criteria um especially in those advanced math classes and then looking at what are the barriers that we have in place and revisiting the entire process of how students are identified, labeled, and sorted so that we really have a more open access for all students into these courses. Questions? So, um I think when sometimes you talk, you know, you you were talking about uh increasing representation, you're not talking about taking spots away. You're talking about opening up new sections of math classes. Is that correct?
040>> Yes. Thank you for clarifying. Thank you for that question. This is for for us it's about setting minimum expectations. And sometimes we have this belief that it's us versus them. We don't have to just have one algebra section. We can have multiple algebra sections. And so we want to develop a a master schedule that's student driven based on our expectations. And the other thing I want to make here is that we we can set our expectations in terms of all students will be A through G writing before they leave Sunnyville Middle School. Mhm. >> We can set it up where students are able to take algebra while they're here, but why not geometry or other more accelerated courses as well? So, yeah, it's opening up the access for more students. >> Um, so it's
041pretty sobering to look at some of this preliminary data and um to also understand that these are the is the legacy system that we're inheriting right now. But I'm wondering in what ways we can um support the people in these systems cuz um in making those changes that are necessary like I feel like that's a a very challenging thing. It's very uncomfortable to look and see that you're part of a system that is not serving students as well. >> Yeah. So I want to commend you for your leadership and your courageous leadership really because it's not easy to do something like this, right? Um, and I also want to commend uh Mr. Poe and and Vince uh principles at our middle schools because they they want to do right by kids. Getting this information is
042not easy, but they really are charged and fired up about turning this around and telling a different story where Sunny Bell is going to support truly support all of our students. And so to your question is there's going to be a lot of professional development but also revisiting our structures and asking ourselves you know are we about compliance or are we really about supporting kids and so one of the first things that they asked was they want to revisit the ELD framework because some things have changed and if we maintain the system that we inherited we it was really restrictive in terms of the course access available for English learning. learners and schools today have a lot more flexibility in how we support our English learners. But the important thing is this is we have
043English learners who were born here and they're still labeled as English learners and we have them in courses that not they don't always have access to the core curriculum. So it's not standardsbased. It might be two grade levels below. And so it's an opportunity for us to really ensure that they have access to the standards for their grade levels. >> Sorry. And that is going to happen like changing the curriculum or having a new pilot for middle school or is part of this year pilot? >> Yeah. So the part I mean the middle schools have the materials at at the middle schools. So they have the materials. The pilot right now that we're going through is at the elementary level. But this is really revisiting the courses that are made available for students. So the
044question is if your child attended one of our middle schools, what would be their expectations of that? Right? And what if your child was coming to school with and had an IEP? What if they had a 504? What would you want for them? If your child was a main sterner, what would you want for them? And so those are the questions that we're attacking right now. And again, we're going to set minimum expectations of what do we want and believe that students can accomplish. And so it's an opportunity for us to address, you know, again, what should all seventh graders know before they go to eighth grade, etc. before they go to high school. >> And you say that we already have that curriculum. It's just not been applied. it hasn't been made available and
045accessible to our students. >> Okay. Okay. Thank you. Uh so I had like three thoughts on this. Um one um I've volunteered quite a bit at Sunnyville Middle School and and at Columbia Middle School, but this year I'm back at Sunnyville Middle School. Um it and I noticed in the preliminary findings that special education students are overidentified for teaching assistance and um office aids. And um I sort of remember when my oldest son who had an IEP was at Sunnyville Middle School. He definitely was a TA and some of that was just to make his schedule work out right. But when I see the TAs, some of them are engaged and some are less engaged, you know, um, some are just kind of like waiting to be asked to do something in the office and
046some are making use of it as a study hall and some are not. So, I'm just wondering um what the thought is around uh like redefining what a TA is and like these kind of filler spaces in a schedule that have been utilized for so long. Yes, it's it's a conversation that's ongoing in terms of what are the expectations for students and what course offerings do we have available and who has access to those courses and and my belief is strongly that students should be in academic environments enrichment opportunities as much as possible. I don't believe that students should be out of class. They should be with caring adults in a structured environment um all the time. Then my other thought was um so will students and um families be part of the reimagining process
047of of middle school of I know right now you're talking about like logistics and staffing ideas of electives and things like that. So we're going to get a core expectation but you're saying like what what do families expect of their kids? Like how does that how do they get in the conversation? Yeah, there's a there's great opportunities moving forward to engage with families and students and our staff as well in terms of what those course offers may be. For example, we're here in the heart of the Silicon Valley. Do we have additional opportunities to provide innovative courses, engineering, robotics, things that will inspire and also connect us with the local industry as well? >> Okay. And then last one I have written down was um for uh like the huntos program and like the reinvisioning
048that's happening with both community between the elementary and the middle school and then also the interest in um like the braiding of internal money uh ed foundation money PTA money and prop 25 money for music and the arts. Like could that would that also be part of the reimagining of middle school here or >> Yes. And and we want to you know we want to put together a committee and we also want to invite parents who would be instance supporting and engaging these conversations because we want to minimize duplication of efforts and maximize the resources that we have available. And again, but we want to have alignment as well so that our strategic plan is aligned with the goals and the expectations for the arts for example, but great opportunities to do so many different
049things with that. So I would just make a suggestion note when you reach out to families like I know that in the huntos uh now there's open family committee which is um both schools but when you're doing when you're thinking about the middle school interest I think that people in elementary school whose kids will be going to our middle schools are also very interested so I would encourage us to like please also invite them and not just invite the middle school parents you know >> because that's we we've had we've received that comment before. Yes. And I was at Fairway last night for their open house and uh engaged in some really good conversations with staff and families. The artwork that are TK and kinder students u put together and displayed was amazing and so
050I got really excited like you got to turn this. >> Yeah. >> Thanks. Oh, last question. Will the window report have elementary school in it or is it do we just contract with them for just middle school? is for um elementary and middle school. >> Thank you. >> Um I have a question about um the master schedule at the middle school level. Um we went to visit the um two-way bilingual immersion program and in San Jose Unified and saw at Hoover that they had so many different electives. Um and also they're really um like leaning into that zero period that was like very much um desired by students whereas right now it seems like at um CMS it's kind of seen almost like as a punishment. It's only for Hudos cuz you have to do
051this extra. wondering in what ways we can make sure that there's that um that the extended time is is like seen as a positive thing and also um just considering what kinds of like the co coherence and consistency um between middle schools as well. What what things do you keep in mind there? >> Yeah. So I think when it comes to the zero period, it it should be open and accessible to other students as well because otherwise it it does give the impression that if you're in the home program now, you have to or forced to attend a zero period. If if you open up the quote unquote what we call singletons and and open them up to zero period or even a seventh period, you're going to get more excitement and energy around that.
052And there's also opportunities to engage with the local community colleges and explore additional opportunities as well as with our high school district to explore zero and seventh period or a sixth and first period as well so that students can accelerate and be able to take college or high school courses while they're in middle school as well. >> Any other comments before we continue or questions? Okay, I think I got two more. So, let's go to the next slide. Um, the comprehensive coordinated early intervening services also known as Cay since uh basically an overview is Sunny B has been overidentifying students, Latino students for special education services. So, that basically means that it's disproportionate to the number of students that we serve. We've been in this for about 10 years and in the last seven years
053we've had to develop a plan and then set aside funds for that plan to address this need. And so this year the plan is a little different and we really want to address our a foundational look at it as a foundational approach in terms of what do we need to do differently to ramp up again the instruction inside the classroom but have clear additional supports for students who may need that. And when we talk about MTSS let me go to the next slide. So this is I know there's a lot of acronyms and I apologize in education. So the multi-ter systems of support. So think of this triangle as the bottom layer. That's what all students should receive regardless of English proficiency. You have an IEP. You identify as foster. This is basically saying that
054all students should have access to quality instruction. We understand that some students may have different challenges, different needs, different strengths. So that second level there in terms of that triangle, what differentiated supports, personalized instruction, how are we going to retach some of those standards and provide additional um iteration supports for some of our students? And then the tip of the triangle is now a smaller percentage of students who may need more intensive support. That can come in different ways. again tutoring after school uh summer uh throughout the day etc. And again, so this is not about English learners, students with disabilities again for for all of our students. And so what MTSS is is designed is to support all students um including students with disabilities, English learners to ensure that they receive timely, targeted, and
055coordinated academic, behavioral, and social emotional supports. Let's go to the next slide. So again, that's aligned to our promise, right? And let's go to the next slide. And so again, when I use the term students, it's a general term, but I'm not trying to exclude any students. Again, I'm trying to be inclusive. And again, if you think about all the subgroups that we've identified is understanding that, but the ultimate goal that students achieve the mastery core content areas, whatever we define those to be. But the state has already clarified that these are the standards and the expectations by grade level by content etc. So again if you look at it in in a different way in the next slide again looking at instructional practices um we're all responsible. This is not somebody else's job. It's
056not like the par professional's job. It's not the teacher's job but collectively it's our responsibility. Let's go next slide. So our goal here is and and we have elements of this and I don't want to give the impression that we do not have MTSS but it's not coherent across our 10 schools and there's some gaps here and there and and schools have been doing this on their own doing amazing things and so our goal is to develop a coherent system across the 10 schools that we can support that we can monitor and we also want to make sure that the schools have what they need including the formative assessments, other assessments, subtime tools, interventions. We got to make sure that we have more resources going out to the schools. >> Question. >> Yes. >> So,
057um you had said before that a lot of the MTSS was more focused on work that we have been doing district-wise, more focused on behavior than academics. Is that correct? >> Yes. Yes. So this would bring it this would bring in that academic piece. And when you say like not just assessments but also progress monitoring we should be seeing that. >> Correct. Yeah. We shouldn't be relying on three assessments a year which is what we currently have with NWA or the um the material assessments which are dated here right at the elementary es especially or end of the year uh test data from the state. We should have regular assessments throughout the year about every five to six weeks that help inform our practices and identify students who have additional needs. Again, we think about
058every kid by name strength to me, right? It's it's regular data coming our way using the teachers and their expertise as well. And then separately, what will be those tier 2 supports? What will be the tier three supports? Do we have tutoring? Do we have the clear expectations in terms of like small group instructions? Do we have the re data review cycles, the universal screening? So, there's a number of different things that we need to put in place that the schools have not had and it's not their fault, but we want to make sure that we develop those in collaboration with our our staff as well. And so, let's go to the next slide. Again, just a general brief overview because this can go on and on in terms of the presentation. Uh but again
059it's a proactive um preventative uh for all students and um it's again focusing in on strong what we call tier one instruction and it's data informed as well. Next slide. So it's it's not a special every referral process. It shouldn't be a checklist where we like we did this. It's not to fix kids. Um, and it's not fragmented. It's it's comprehensive and it's focused on the instruction and it's also documented, right? But it's not just a a compliance item as well. So, let's go to the next slide. Again, I'm not going to read through the whole thing, but just to give everybody an overview again, the screening, the preventative system, the monitoring, and again, databased decision making and and there's so much data that's out there, but how do we capture and support it in
060a way that's truly focused on students? And then to your previous question on, let's go to the next slide. And it's not behavior, right? It's uh not that we're ignoring behavior, but it can't just be based on behavior. And let's go next slide. And so here's what we're concerned about. If we use it solely and strictly on behavior and then so let's go to the next slide. So again, this is something that I've already shared, but this is what it would look like. For example, what is tier one, right? All students receive high quality instruction, universal screening, you have the formative assessments and again this is for all students, right? Let's go to the next slide. So the tier 2 and I'll be honest with you right now in Sunnyville may be more than 10
061to 15% in the tier 2 just because of some systems issues. Um but in an ideal world this is kind of like an example of what it could look like. And then tier three, the next slide. So in addition to the instructional day, what does it look like beyond and where the personalized individualized supports that students need? And so the next slide, see it all comes together there. And let's go to the next one. So here just you know when we talk about equity it's again aligning our resources and and the work to support those students who need it when they need it as often as they need that additional support and over identification right now is a reflection of inconsistent or inongruent structures or missing systems that we may have in place and um
062we don't have the a robust progress monitor monitoring and it's not on the teachers, it's not on our leadership, but it's our responsibility to develop these systems and this is going to take some time and it's going to take time to continue refining and making those improvements. And one of the things that we've already done um is going out to all the school sites. Let's go to the next slide. and engaging in conversations, revisiting the documents and the practices that they currently have because we have strengths throughout the district and each of our school sites. But we also have some gaps and we need to again look in the mirror, address those gaps so that we can can really develop a plan moving forward to make these changes. Questions? >> I know it's a lot,
063but we're gonna keep talking about this all the time. Um I have a question about um instruction and behavioral. So MTSS has often in the past here been used for behavioral support. Um what does tier one um not behavioral but what does tier one support look like for nonacademic like being a person seal type of thing? What does that look like and how to do that as well? >> Yeah. Well, we have good systems in terms of the the behavior and and and the professional development that's already taking place and we see a lot of that in place. One of the things that we also have to address is when we have new teachers coming in is whether they're from another district or they're new to the profession is having a clear induction program so
064that they're aligned to the work that's been done before. But teachers have done amazing things here in terms of addressing different needs and uh you know this week I was in some classrooms and and teachers are able to address those behaviors immediately in a way that's um dignified but also sets clear expectations and standards for our students in terms of what those expectations are and and and they do it in a way that's you know focused on the kids and is caring as well. Any other comments, discussion, questions? >> Thank you. >> Okay, we are on um agenda item nine. Still moving on to board member reports. Um I'll start with trusty West. Okay. Um great. So um I'm gonna get sent. I actually just sent my uh activities in. I've been super good. It's
065been like a really crazy busy couple weeks. Um a lot of anxiety and a lot of discussions about preparing for a Super Bowl weekend, not the football way. Just worry about our families and um ice presence, the threat of that. um in general for families. It's a tremendous amount of stress um for everyone especially people who are just going through all the emotions and stressors. So I'm we've got attended a couple IP meetings about that. Um had discussions with other school board trustees. Uh, I did want to talk about um a couple things as well that were from today. A number of us went to the Certino Union School District's um state of the district today and I toured two different schools than my colleagues. Um, so one thing I saw at uh this school
066called Eton Elementary that I thought was super interesting was um the principal said that they normally would have four um four officers for student leadership, like a student council sort of thing. But this year they did something different and they decided to open it up. They had uh 20 or 30 applicants for student council that were like considering running and they put all those kids through a leadership program and then after that then they um took those kids and they opened it up to everybody after those kids went through the training and they said we're all leaders. Would would anyone else like to become a leader? and they ended up with eight or nine teams of 10 or 12 kids and the kids designed their own teams of in areas of interest. So that the
067the Dawson for our day were from the student ambassadors uh the school ambassadors who would like be in charge of um not only guiding people around but like messaging about the campus, the sustainability group and um you know just a playground group and activities group and the arts group. So they had all these different kids with like different interests in like taking leadership and ownership of their school. So they only had like 400 400 something five 400 something kids in the school. So it was just like this really high percentage of kids who really felt like leaders and really were taking leadership and getting that training. So I thought that was really like a distributed leadership thing with the with the students. I thought that was pretty cool. And then um the other school we
068toured was um that I with my group was a year-round elementary school and I can't remember the name of it but it's the one that just won the US News and World Report um number one school in America or something. So but had so many elements of things that I've seen at our campuses. So it was it was like very like you know the the one play a year per grade level reminded me of Fairwood. um and uh you know just the collaboration but it was a year-round school so it was out of their 20 schools or ish 20some schools they it was one school they had their own schedule their own like um you know vacation schedule and work schedule and separate everything like wow so it was it was pretty intense but they
069were talking about the benefits of your own school and Then also everyone in that school did what what Fairwood did when they started which was um multi multi-grade classrooms. So every classroom was uh you looped with your teacher for two years in pods. And so it was sort of interesting because between that and between uh Devarus Elementary School, which I saw last year, which is a title one school, like over 40 40 45% um uh socioeconomically disadvantaged students um at Devargus, this school did not have that demographic, but you could kind of see what Fairwood could evolve into over time with like support and time in terms of um the other school was like very project based learning and steam and engineering and this school was um just lots and lots of collaboration and the
070arts and so it's just very it was very interesting uh creative uh space. So um that was today. But then a couple other things I wanted to mention. I'm on the committee to put together Ledge Brunch for the um the Santa Clair County Schoolboards Association. I'm super busy with that. But um it's March 14th, I think. Um Jesus sent out the invitations to everybody. If you haven't signed up, it's going to be awesome because we have all of the legislators there except for Josh Becker and Patrick Erenss um who have not confirmed or denied that they will be there. Um, but it's it's really a great opportunity uh to have them think about the education space and um to hear their conversation with John Fsterwald. And if you have any burning questions for them or
071think topics that you think we absolutely must cover for them, um please like send to me or John her. Uh you can send us the um or to Bonnie Mace, the executive director of SECSBA. you send us what those ideas are because if you really want to talk about student mental health, you think that's just that they need to like prioritize that in the budget or like with our wellness centers or um special education or things like that, like we have to get that in front of them. That's a perfect time to do it. Um so that's my little plea to you guys. Thank you. Um the main thing that I wanted to share um was uh just the update on the citizen bond oversight committee and I actually like planned to chat about this
072but then I saw stuff that came in today that's related to it as well. Um, so one we got to briefly see the construction if you haven't been over to SMS and like the huge well I don't know if there's currently hole in the ground now been a while but like the huge hole in the ground um where there had been buildings those uh I was going to say fun but also just like just it's different right um but then we had a really great discussion one we got to introduce um Evelyn to the group because that was um her first meeting there with them but then we were able to at the end of the meeting share with um um because there's a couple vacancies and she'll share with them that the board's interest,
073right, to be able to get a more diverse group. And it was like so cool like like we really do have a very actionoriented group who's on that committee right now. And so they all just from their different like realms. So um Shane was because I think one of the people we need is a business one and we're like if we could get someone a business from like North Sunnyville that would be awesome. So Shane was like, I'll reach out to Chamber of Commerce, see what we can find. Um Reed, who's part of the neighborhood association stuff, right? She's like, I can send out to them to get information that Evelyn too like because you know she's new and know about knowing about the committee and stuff and Evelyn's like I know some people who
074might be able to too who are from North Sunnyville. So anyways, it was just a very cool I shared the interest of the board, right? And they just were like, okay, we're on it. Um, and then also since I saw this stuff today connected to it also, it had been what brought that up was they were talking about the meeting time change potentially changing. All of them were open to if the time needs to change for new new committee members. They're open to that because there are currently no committee members. Friday at lunch is the best time for the current members. So, they're keeping it for the next meeting, but they all were open to we can be accommodating to have a more diverse group. Anyway, so just wanted to share that with you guys.
075>> Um, so what Michelle said about this, it was really fun. It was my first time. Um, I got to meet new people and um, and I didn't know that my ring was Dr. So, that was pretty cool. Um, and I got to see the site and the big um the big hole, which I'm excited to go see what the how it looks now. Um, and I was excited that I might know a potential new member and I reached out to that person and um they're um interested. So, um we'll be keeping in touch about that. Um, next I um I I set in my um activities, but in um my daughter's um uh book club that I I coach um I was finally able to um catch up to the reading. Um but while
076I was in there, I noticed that, you know, they didn't have enough postits and um and also that like tissue, you know, tissue. Um and so I went to go reach for a tissue and there wasn't any. And so they were like, you know, using the paper towels and stuff. And so that just made me wonder, um, what can, you know, teachers ask parents for as far as donations? And what is the district giving, you know, to classrooms as far as, um, you know, sanitizer, postits, tissues, um, it's, you know, um, cold season, you know, runny noses and stuff. Um, and when there's no tissue on, it's kind of hard. And the paper towels are are pretty, um, stiff. um you know and and and postits are like gold for teachers, right? Um especially when
077you hear the teachers say, "Oh, make sure you know um those I I bought those, you know, my own money and you know, we need to share." So, I just felt like, "Oh my gosh, I'm going to go buy postage to come and give it, but can we give, you know, things?" So, I I just wondered about that. Um and then and then after book club it was project cornerstone time and it was my turn to um to read the next book and we did um and it's it's um I you know I love project cornerstone and I love the lessons that um that we do in class about the books and I'm just wondering about um after elementary school um does it go into middle school because um you know kids um they need
078ongoing social emotional support right and sometimes I feel like they get lost when they're in middle school hormones change you know things change just everything changes and they learn about it in elementary school but sometimes when they go to middle school you know they find different friends or they you know they grow and they just you know wonder and you know I just remember my kids saying oh yeah um that person yeah she looks really nice, but yeah, no, now she's mean, you know. And so I just feel like if project person was growing in middle school, it would just give them a reminder. Um, you know, maybe they're afraid to talk to someone. they don't know who to talk to, but if they remember that they have, you know, caring adults that's there like
079uh Patrick Carter Stone um teaches um that maybe you know um their mental health, you know, like not knowing who to talk to or or whatever that you know that they could go talk to their, you know, science teacher or whatever. Um so I was just wondering about um Project Cornerstone in middle school. Um last year I went to the project cornerstone champion asset breakfast and that was really good because you get to see um and you hear you know students from different grades talking about how project cornerstone had made them you know have um confidence and self-esteem and and I just thought that was great. Um I'm going to miss it this year um because we have our our special board meeting I think that day. Um so yeah um but um anyway so
080just my thoughts about Project Cornstone about that um my daughter's busy with Girl Scouts. Um it's cookie season so we have two booths coming up trying to sell some for football um Super Bowl but she's doing good in that. Um and then I also attended the um with um Peggy the SCC SBA event building strong governance teams in challenging times and Dr. Possum was there with um three former superintendent um and they were there sharing their experiences and um one thing that I like that I remembered one of them said was um that they have goals all in one place like in the board room um on the wall somewhere they have like district goals and board goals and I thought that would be nice to have so we could have something to you know
081look at reflect remind um and just remember what we're year of what our goals are um for. And then um the other thing was um kind of funny, but one of them I think his name was Manny. He said, "No more than three hour board meetings." And I thought, "Oh yeah, that that would be good." You know, I know we have a lot to talk about and all the time it gets late, but um I I you know, with their experience of, you know, 20 plus years or whatever, I thought, "Oh, hey, that's a good um that's good advice if we can do that." Um and then oh um one of them also said something about um having like a listening committee and um where they just go out to different groups and they just
082you know listen and um how you know there's uh groups of people have different interests and um just going there and just listening to them. Is that something like um office hours that we have or I don't you know I was wondering about that. Um and I attended the Apisma Zoom meeting and they were talking about ethnic studies and I liked how I heard um one of the um students um earlier talk about in social studies that they were you know learning about Japan. Um and so um you know I was okay good. You know they're they're learning that. They do that in elementary school as well. I mean I know is it Black History Month this month, right? Um and so um I I think I remember my daughter saying that you know they
083learn about um like they've had like pictures of you know Martin Luther King and um just you know different things. So, um the the the meeting that they had um they were talking about they have online textbooks um that's available to anyone um and yeah that they have available to anyone and I I was interested in um um getting the newsletter. So that was that. Um, and then I have a few other things, but um that's about it. Um, oh, I went to the um is it the the county superintendent meeting and um how he talked about um strategic coal goals, cradle to career, community partnerships and the whole child just supporting strengthening the whole child where in every social when where in every school has access to the physical, emotional, social and academic supports
084they need and deserve in order to be successful in and outside of school. and I feel like our goals is aligned to that and I thought, you know, that's that's really great. Um, and then he talked about the swearing in of our new assessor and then the lunch brunch um and um the Hoffman awards and then talking about um the election timeline for the delegate assembly and then last night, was it last night that we um went to the um the board um dinner? Yeah. So that was fun. Um Peggy and um Bridget was there and that was great. That was at um in Militus. It was really traffic getting there um because of all the helicopters I guess for the Super Bowl and the Levi. >> Yeah. But um there was like five helicopters,
085>> so people were late. But um you know, we we got our dinners and we were able to um meet um people from different districts and that was nice um to meet um I got to meet um Vicki and Rachel from the um C. That was great. Thank you. Sorry it was so long. It was great. has been very busy few weeks. We started working very hard with the CLSBA and we've been very busy with the legislation action committee meeting with very with a lot of different legislators and working hard in our four priorities for the county and our children. Erh, we've been we did a great meeting with the facilities team and we start talking about well we work more with the next update for Sunnyville Middle School and touch a little bit into
086churches but that's going to be in the next meeting did the visit site visit at Fairwood and Legwood but Today was the Certino state of the city. It was a very interesting day. I got the opportunity to visit a bilingual school with Mandarin immersion and another of their great schools and their the kids were the ambassadors. was very interesting to go to their classroom, see a lot of things that we are regularly using, but another another kind set of new things that we're not. I think Briette got the opportunity. She was telling me about a great reminder for when we used to have PBL parent sorry project based learning in schools. one of the best schools with a lot of awards in California from Certino is one of the third PBL school and you know
087reminded me of long time ago with Fairwood so that would be lovely to have again we one thing that impressed me a lot was the meals the food was the same food that the kids eat And they had other than this very healthy salad with chicken that you could put your own things on it, they have this paneer puri that it was very good. And I saw the quality of the food for for that we all adults ate that was the same that the kids were having that day was amazing and something to you know keep looking forward to improve our our food services >> still recipe that mango curry was good. Yes, was very very good and I don't think that's what you normally see on on the kids menu all made from scratch
088and reminder that they have been in a lot of budgetary problems over the last few years. So with that even though they have been and they had school closures they still have great meals for the children. So something to keep an eye on and try to study. We we're preparing for our SCF annual showcase. I think it's going to be March 13. So look for that. I hope to have a lot of visit from the whole district to that day. is going to be at Ellis Elementary and we did a whole visit of a whole day of visits San Jose Unifi say looking at their very good bilingual schools and we took a a set of our bilingual representatives and our teachers and principles and talk with them in an exchange and learning from both
089sides. It was a a great day, a great opportunity. They have an amazing school, an amazing set of schools there. They have a middle school and elementary school. Just have a question. So, you said that March 13th is that Foundation? >> Yes. >> We could get that on the board calendar. >> We could put that on the board calendar. >> We should That would be great. >> Sorry. And that's yeah that's it for now. >> Awesome. And I know that many of us are submitting our um reports and I will make sure I support it I send it to the right person this time. Um and so we can get those in the minutes. I wanted to report back about challenge team which I attended a week ago or so. Um that is the con
090convening at the um at the public safety department and a lot of different community partners to support students. We had um Jocelyn Vidales from um the city um is she's a housing specialist. Was really interesting to hear about the support that they're providing for our unhoused residents and um how very compassionate and um and responsive it is. Um but also how um severe the the issues are for for affordability here. And that's um very sobering. Um something I've really been um kind of swimming in is uh civic engagement in general. Um and that stems out of my own anxiety around um safety. And so um so for me that means that we we we get together and we organize. And so, um, been working with some community partners and, um, got Reed involved to, um,
091get some people, um, to volunteer to support our school sites, um, as needed. And, um, we connected with, um, another organizer who gave some online, um, family preparedness support, um, webinars yesterday. But um you know it's just it's it's a very um I think challenging time and um especially now that we're looking at African-American history month and then we also at the same time see in DC that all the signs that are telling the story of slavery torn down. There's just so much um there's so much paradox like right now for me to be a parent who's very supportive and present for my kids and loving and also to be just kind of freaking out, you know, and attending all these um meetings about how to support our students. We have the right policies in
092place. Do we know what to do if something happens while also not wanting to cause terror and um you know incite fear. So um so I I got my rapid response network training. Um finally um and also amongst it all the other thing that I really wanted to kind of celebrate going back to a positive note is that um yesterday I attended a uh a webinar and it was on um multilingual education. It was a campaign um it was the launch campaign for multilingual education for all. And so that kind of aligns with um the two-way bilingual visit that we had at San Jose Unified. I also attended um the same tour with Isabelle and we saw the John Mir School which has the Chinese language immersion program and to really have that hope for
093us to be able to have um multi to celebrate multilingualism and not to see learning English a sec as a second language as a deficit, but to really celebrate that um within ourselves and for us to be a district that might be able to um to promote out students that are actually world leaders, world like multilingual. Um that is exciting for me and I like that. And then the last thing that I want to mention is that there was a great protest, a great show of civic demonstration by um Fremont High School, Sunnyville Sunnyville Middle School, Homestead High School, and a few students from CMS who exited a classroom and went back in. And there was about 1,250 students from those two high schools and one middle school. And first of all, it's so heartened
094to see the students um marching and with their signs and showing um that our future is okay. If we have this this kind of if we have our youth that are standing up and um for what's right, for our democracy, for education, for our shared um for the plurality of of who we are, but then also it kind of um reexposed this wound for me of of the closure of Sunnyville High School 25 years ago and seeing that there wasn't really that same kind of access for our kids at CMS to also be marching out with their neighbor neighborhood high school students and to think about the access there in terms of civic engagement and to wonder what we can do in terms of equity and to make things right because every student needs to
095be able to have that voice and be encouraged to have that and to not have that access or maybe even like the culture of inviting that to happen um is problematic to me. So multilingual is and for all. Let's all uni unify as well. Um okay, we're going to move on to um we're still in reports um 9D. We're at the Senagal Education Association. We now move to reports from SEA. Are there any representatives of SEA would speak? >> All right, moving on. We're going to 9E, California School Employees Association. Are there any representatives of CSEA wishing to speak? No. Okay. Sunnyville Education Foundation. Are there any representatives of SCF wishing to speak? Good evening everyone. My name is Katie Roland and I'm speaking in my capacity as the vice president of the Sunny Bell
096Education Foundation. Um, this time of year is kind of awesome for us at the education foundation because it's the time when all of the programs that we've funded and all of these collaborations and partnership that we've laid the groundwork for are starting to come to fruition and we're starting to get the stories and the impact. >> So, it's really inspiring to me. So, tonight for example, the students at SMS how to play using new microphones which it seems like might need to be a recurring trend listening to everybody tap tonight. They're using new microphones and a new sound system that SCF provided. And there's some Vargas dolphins and Ellis Eagles tonight that are cozying up and stuff provided sleeping bags at Walden West. And I imagine there's probably some Bishop students that might be reading
097Goodn Night Moon and thinking of the field trip that they took earlier this week, again funded by SCF. And I think there's more than 100 books in every single one of our school libraries that have been added just so far this year waiting for students to take them home and learn and be inspired and feel affirmed. And this is possible because of the community support. So I wanted to acknowledge that tonight and to share how something positive because I think it's been a heavy week for a lot of us that our students are getting awesome experiences and having meaningful moments here at school where they feel safe and affirmed and loved. A big thank you to SSD for letting us take over this room over here for Jeremy for cleaning out this room. And some
098of you have heard this, but we've essentially filled it with sleeping bags, shower shoes, toothpaste, duffel bags, making sure our kids have warm coats when they go to science camp. Every single one of the sleeping bags are in use this week. So, the need is huge. And we appreciate everyone at the school sites that helped find families who needed these resources to have a successful and safe, enjoyable week at science camp. Big thank you also to our district librarian, Julie Griffin, and the LRS team who have been so systematically going through what our libraries need to become great places for our students and even better places for our students. And finally, I want to make sure people know if you're a SSD employee, we have $25,000 that we would like to give you. You just
099have to tell us how you'd like to take learning beyond the classroom. And we've got our first round of applications in and they are so exciting. And we have people who want to take TK out in all weather, cute little rainboats and raincoats. We have someone who wants to create an outdoor learning studio. We have teachers who'd like to take their students out to test water quality in our area. We've got some amazing educators and just so excited about what we can do together. Thank you so much for your partnership. >> Thank you so much. We are in agenda item 10, public comments. Um if there are any members of the public wishing to make public comment, please submit a blue card in the room or raise your online hand. This portion of the agenda
100provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. Um, however, provisions of the Brown Act Government Code 549,54.2A and.3 preclude any action being taken on any item not appearing on the posted agenda. Time limits allocated to public testimony are 3 minutes per person and 20 minutes for public comments. Speakers are asked to give their name and affiliation so that an accurate record is reflected in the minutes. Are there any public comments today? >> Great. We're moving on to item 11, consent agenda items. Any item on the consent agenda is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate action. The public may address the board regarding any items on the
101consent agenda. If there are any comments pertaining to consent agenda items, um please raise uh please hand in a blue card or use your raise hand feature online. Are there any public comments on consent agenda items? Okay. Um board, since there's so many items on the consent agenda, I'd like to take um separate votes for each category um if you are willing to do that. Um so starting with category um 11A administration there are um six different um items there. Do I have a motion to approve um consent items 11A? >> I move to uh approve consent items 11A. >> Second. Okay. And um Dr. Crossway, could you speak a little bit to um the policies numbers 2 through six? >> Yes. So, these policies were recently updated and and became in into law and
102school districts are required to adopt them by the end of this month, so by March 1st. And so, they're related to immigration enforcement on schools or campuses. These updates clarify access to protocols, protect student records, and ensure that staff are trained and uh to respond appropriately. And most importantly, these policies help us maintain safe, welcoming environments for all of our students as well as our staff. Um and and then um so that's what we're bringing forward uh tonight. And we have updated our protocols and have updated them again and again as information has um come our to our attention but our protocols were updated at the end of last summer based on the bills that are now these policies. But we've also, as we've learned from what happens in in LA, Chicago, and and out
103Minneapolis have continued to update our protocols and our systems. And um and then one of the other things too is that we will be providing more in-person and hybrid training for our families as well. Um, and I just want to mention that I had not submitted my activities appropriately, so they will also be included in the minutes. Um, any more discussion? All those in favor? >> Anyone opposed? Okay. Upon motion by Trusty Hubis Leverage, seconded by Trusty Watson. The motion um approval of consent item 11 A pass 5 to zero. Moving along to agenda item 11B, consent agenda items related to business services. Board, is there a motion to approve business service consent assignment consent agenda um items? >> I move a second. I say >> Okay. Um is there any discussion? Okay. Um all
104those in favor? I >> I um upon motion by trusty Wesson, seconded by Trusty Hubis Flemish with no opposition or abstensions, the motion passes 5 to zero. Um moving along to agenda item 11 C consent agenda items related to teaching and learning board. Is there a motion to approve teaching and learning consent agenda? >> Sure. I still second. >> I second. >> Okay. Any discussion? Still, I'm still asking for a summary of the special education costs. So, um I know there's just some rearranging going on here. Um I don't need it for to move to approve, but at a when whenever it's available, I would appreciate that. >> Okay. Um all those in favor? >> I Okay. Motion by Trusty Watson, second by Trusty His Wish. Um with no opposition or extensions, a motion to
105pass 11 C teaching and learning passes 5 to zero. Um agenda item 11D, consent agenda items related to human resources. Um board is there a motion to approve human resources consent agenda. >> Go ahead. Michelle approval of 11. >> Okay. Is there a second? >> Any discussion? Okay. All those in favor? >> I oppose motion by trust me. Second by HuZ Flemage with zero opposition or extensions. The motion passes 5 to zero. Um we are moving on to action items. So this is um agenda item 12. Um a so approve a resolution of R 2618 in the matter recognizing African-American history month in alignment with the Sunny Bell Promise February 2026. Dr. and press speak. >> Yeah. So, tonight we're presenting for your consideration a resolution in recognition of African-American history month. Um the resolution
106honors race history, contributions, and leadership of African-Ameans and affirms our district's commitment to inclusive culturally responsive education for our students as well as our staff. And uh it began in 1926 by Carter Woodson and he selected February to honor Abraham Lincoln and Frederick Douglas. Okay. Are there any comments pertaining to action item 12A? Um if you're online, raise your hand. I don't have a blue card for this one. Do we have a motion to approve? I move to approve the resolution R2618 in the matter of recognizing African-American history month in alignment with the Sunnyville Promise for February 2026. >> Great. And do I have a second? I'll second. Any discussion? I'm really glad we're doing this because of all the well stripping away this recognition in other places right now. And I think it fits
107in with what we approve in our multi multi- like the calendar of historic moment. So I think it's great. >> Will there be um we will there be um are there activities already planned or I know it's kind of sporadic right now, but like are there are there specific things happening this? So, aside from uh the activities that the schools are doing and the curriculum and all the other stuff, we also are hosting a working brunch on February 28th. So, we're hoping that you can turn this as well. >> Any further discussion? Okay. All those in favor say I. >> I. Anyone opposed? >> We have a motion by Trusty Hubz, seconded by Trusty Wesson. With the opposition abstensions resolution, R 2618 passes back to zero. Um, we are on 12. Excuse me. Um, >>
108yes. Could we could just as a could we get a invitation to that on the board calendar? Maybe like actual like that might be good for like an invitation invitation. Thanks. >> Sorry. Um, agenda item 12B, approve a one-year contract for services for educa or California education partners uh for on-track collaboration to support Columbia Middle School and Sunnyville Middle School. Um, Dr. Crosby, could you please speak to this item? >> Of course. So, this of course. So this is an item um between for our middle schools and uh to collaborate uh and develop a former partnership with Fremont Union High School, specifically Helmstead High School and Primmont High School and for our teams to be able to come together and not only with our two districts, but also to be engaging conversations with other districts
109throughout the state of California so that we can have a more robust collaborative um opportunities to support our students and engage If there are any comments um pertaining to action item 12B, please hand in a blue card or raise your hand online. Are there any public comments for this item? Is there a motion to approve 12B? >> I move to approve. Do we have a second? >> A second. Okay. Um any discussion? >> I am so super excited about this. I think it's a great opportunity and I really um this is the one uh that could potentially this is where they're going into like collaboration circles and everything. Can you just explain a little bit about like the the investment like from the school in terms of time and teachers? >> Yes. So we would
110I mean there's different ways of doing it but some of the options are to identify a group of teachers who would come together on a regular basis and engage in conversations with remote union from the with staff from the two high schools but then separately to be able to attend um conferences not not a conference but a convening with other uh teachers and peers from um across the state of California but really it's up to them in terms of identifying what's the best way for us to collaborate with our high school district and what do we want to tackle? Because there's a lot, right? And so, how do we prioritize moving forward what we really want to address first and foremost in order to know that it's going to make the most impact for our
111students? But it's also just a great opportunity for us to learn what our high school district is doing for them to learn what we're doing and to improve collaboration moving forward. It's um I think that in the meeting one of the meetings I was in um I think that they mentioned that it would be like at least two teachers from uh from the school or each two two teachers from each grade level. It can be, but really it's it's up to us. And then separately, uh, Superintendent Graham and I would also be involved in separate meetings as well, >> and then we would have district leadership involved um in those conversations. >> Yeah. So, it's really up to us in terms of what we want it to be, but it's a it's a formal structure
112with protocols and they have facilitators in the rooms helping us move along and also learning from what other districts have already done. I think it's just a great opportunity to especially if the high school district agrees to do it as well because it takes the blame out of it. You know, it's it's it's a structure and it's a facilitator and they're talking about best practices and it's less opportunity to like point fingers at each other like you know this is why these kids are this way and you know you I know better and if only you did it this way. I think it's I think it's fantastic. So I'm excited about it. Yeah, there have been some um pretty challenging dynamics I think between the districts and um we've had a difficult time with articulation.
113Um so I think this will be a great pilot and I'm wondering what the timeline is for this. I I we haven't heard back from the high school district yet about doing it, but we have had conversations. >> Yes, we've had lots of conversations. We have time. I mean, we're moving a little quicker on our end, but uh this would be for something to start at the end of this school year. >> Okay. >> Any other discussion? Okay. All those in favor say I. >> I. >> Anyone opposed? All right. Upon motion by Trusty Watson, seconded by Trusty Hudas Flammerish with no opposition or abstensions, approval of 12B, one-year contract for services with Cal Ed partners for ontrack collaboration to support CMS and SMS um passes 5 to zero. Okay, we are on agenda item
11412 C. Approve a contract for Hunto's consultant for Hunto's advisory board. Dr. Crossway. >> Well, yes. So this is um a proposal for your consideration to bring in Dr. Mos who's familiar with the work that we've done here at our home program. We recently started and established a committee and we've gathered some input from our families and staff and so this uh Dr. would help us facilitate some additional conversations in terms of next steps. >> Okay. Are there any comments pertaining to item 12 C? um either blue card it in the room or raise hand feature online. Okay. May I have an a motion to approve? >> I move approval of the contract for consultant for whom advisory board. >> Do I have a second? >> I second. Any discussion? >> I have a question.
115Is this the Is this the same person who was at the equity summit um that that was there that year? >> I'm referring to Dr. Valentin. It's like yes, >> she's nodding. Okay. Yes. Because um that was fantastic. He was fantastic and he really connected with people. I thought he did a great job of like weaving in cultural competencies and u linguistic practices and other things. It was a really well organized um event and presentation and um I you know I I would like to see him again. So I'm excited that we're we get the opportunity to work with him and that he has partnered with our district so far on it. So I think that's good. Thanks for clarifying. Um do we have a composition of the advisory board already determined? >> We do
116not. >> Okay. And so how soon are we expecting to uh use these services and convene? >> So once it's approved, we record in the next days with Dr. Yeah. But our goal is to convene as soon as possible this year. >> Is it is it open? Is it sort of the advisory board a bit open or is it like is there a structure you're saying or >> so from from what we discussed previously it's um families right who have children in the homeless program but also we u were intentional about reaching out to families who are not in those program >> then it says there's going to be focus groups the focus groups are not just the the focus groups that so I thought the focus groups that were going to happen were not
117just like the advisory team it It was out into the community with teachers and staff and families >> beyond the program. Correct. >> Okay. >> Focus groups, not not an advisory committee because I was reading this and it was like >> see I want to defer it over to Dr. Valentine because I know she's getting a little bit more into the details of this. >> Thanks. Good evening board and public. Um so the focus groups are geared to ga toward gathering information from this um and probing deeper into themes that came from the survey that went out to families, students and staff members. And then from focus groups, the next step would be to form the actual advisory committee. um and and take the next steps. So part of this is all information gathering so
118the Hundos advisory committee can make decisions moving forward. But we wanted to make sure that information was gathered from a w the widest range of community members before the committee started to work on actual actual actionable steps. What what are the um what are your considerations for the composition of the advisory committee like what um types of people do we want represented? >> I think the group and actually family members have articulated wanting to make sure that focus groups as well as the advisory committee is representative of the vibrant diversity in the um hutas program. So working to make sure that there is representation from various demographic groups, languages spoken, family educational level, eth ethnicity groups, etc. >> But also staff. >> Yes. >> Okay. >> From from staff members, from students and family members
119for just to clarify, students, we're really targeting gathering information from third through 8th graders. Um not to say that kindergarten to second graders don't have opinions. We just want to make sure that it's developmentally appropriate. >> I was wondering, you know, since we've we've been talking about um board members attending the um bond, you know, the the site uh construction project meetings, the ones from like so Isabelle and I are going to attend the Cherry Chase one. We're going to go to the uh Sunnyville Middle School one just to listen in and what you know give maybe give our perspective but mostly like be there just in the room listening. I think it would be great if board members could attend um you know once the once they get to not the focus group necessarily
120but once they get to the like where there's a committee or something it'd be great if we could just come up with like an ad hoc team to just go and like listen like or backup or whatever because I think those conversations are important for us to understand the context of the conversation if if board members are interested and have time. I would just put in that request >> as an option. >> Yeah. >> Any further questions or discussion? >> All those in favor say I. >> I. >> Any opposed? Upon motion by trustee Nino seconded by Trusty Hubus Flammer with no opposition abstensions approval of a contract for consultant for Hunto's advisory board passes 5 to zero. Thank you Dr. Valentine. >> Thank you. And I'm a little jetlike, so hopefully everything I said
121made sense. >> Thank you for the chocolate. >> You're welcome. Chocolate's from Finland. >> Okay, we're moving on to 12D, acceptance of the 202425 annual financial bond and parcel tax audit reports. >> Thank you. >> All right. Good evening. So before I introduce Mr. Gerbe, um wanted to just kick us off with a quick intro. So although our external audit is a requirement from the state uh for the ed code um I just wanted to note that um it is it is a process that is welcomed by the district. There's always there's so many new laws or regulations and new accounting standards um to keep up with. So you know having uh I Bailey and Mr. Rebe and his team um to run things wise has always been uh helpful. So I just wanted to
122put that out there. Um so without fur further ado, we have Mr. Ahmad Aribe here to present his findings and the the report that he and his team um put together. Let's go. >> Thank you. Good evening. Uh thank you for having me, members of the board. Um members of the public as well, this is the annual financial report of the district. Arthur, I believe we're doing also the bonds in the same agenda, I think. Correct. >> Yes. And so the scope of the audit, there's basically three audits in there included in these financial statements. Um the main one which is the district's uh audit of the financial statements is to ensure that these financial statements are fairly stated. Uh what it is is just a process of confirmation. We confirm the amounts that were
123previously reported to you by management. We come after the fact and so we confirm your revenues, your state revenues, your federal revenues. That's what the purpose of the audit is. We split the audit. We started at the beginning of the year. Um interim phases when we come and we take a look at the internal controls of the district, how you process receipts, dispersements. We like to see segregation of functions and duties. We like to see uh review processes in there. We wait for management to close the books and then we confirm the numbers. That's what we do. And management has been very forthcoming. We can't do it without them. They connect us with your creditors, with your bankers, with your grantors and that's what we do is just um confirm these amounts are reported on
124the financial statements. Um we show opinions. uh one of them is that the main one which is the financial statement opinion and couple of other opinions related to your state compliance and federal compliance. This is an additional added audit that uh basically the grantors want to ensure that the district is complying with those grant requirements. Um over and above that is u the uh bond audit. It is measure G if I recall correctly. a couple of measures actually in there this year. Um, and a little bit different than the district's audit, which is to ensure that the amounts are appropriately accounted for, segregated from district funds in a separate account, and that the expenditures that were charged to those bond measures are in compliance with what the voters had voted on. And so, we selected
125significant sample out of these bond measures. They're really easy. They're large because they're construction related. And uh we sat with uh your project managers and we ensure that these are in accordance with what the voters have voted on ensuring that they were expended on school uh construction and along with that also we confirm the numbers that are reported there. So your bond proceeds are segregated. Your interest revenue is segregated. Uh the cash related to those bonds is segregated. And we also look at the bidding and procurement processes that the district uh adheres to when it comes to uh expending those funds. And then the last one is related to the parcel tax. Very similar to the bond audits. It's ensuring that the amounts were expended with uh with what the voters had voted on. I
126am a voter here in Sunny Bell School District and so I make sure that the funds were appropriately extended. Um but I'm pleased to let you know that uh the financial statements are fairly stated. We issued a clean opinion should a clean opinion on federal state compliance and and compliance with the ball language. We did have an adjustment related to capital assets in there. Uh depreciation has no impact on your cash flow. So, but uh we are required to report it uh on the financial statement. So, effectively the financial statements were corrected. Um again, district staff has been very forthcoming. They're the ones who actually discovered that error in these financial statements and um we are appreciative of the whole process as to how they helped us out in ensuring that we get this audit
127completed. And uh with that, I'll be more than happy to take any questions. Before questions, are there any um comments pertaining to action item 12D? Um if so, please raise hand or submit blue card in person. Any public comments? Okay. Um do we have a motion to approve? I move to approve the acceptance of the 2024 2025 annual financial bond and partial tax audit reports. Do I have a second? Second. >> Okay. And some discussion or questions. Thank you for doing this. Thank you. >> Thank you for having us. Thank you. >> All those in favor say I. >> I. Any opposed? >> All right. Upon motion by Trusty Hubz Flemish, seconded by trustee with no opposition or extensions. 12 item 12 E passes by zero. >> Okay, we're on 12. >> We do a
128five minute >> E break. Yes. >> Or 4 minute even. >> Okay, let's go for a 4 minute break. I'll be back at a at about 8:34. >> I hate Thank you. Chocolate. Very delicious. >> I want a special Yes, I come into professional development. >> Yes, it's just regular. >> Let me look. I wish I could have brought more back. The chocolate is actually really heavy. >> Chocolate in Europe just doesn't in like other countries is just better. It doesn't have as much. We put wax in our chocolate. licorice, which is a salty black licorice, which is I don't think this is most people's, but I brought it back because it's candy and there's but redes. Yes. >> The white ones are coconut. The pink and purple are mango steamed and the green ones
129are mango. These are more like a like a hard chewy >> so this green. And then these ones, they're called toff, but they're more like Look at all these Yeah. >> All right. >> So many schools. so many credit. >> Is that one hard? Okay, the time is 8:36 and we are coming back to session. >> We are on agenda item 12E, approve the school accountability report card. We'll take a moment to >> the caramel. So we have >> we have we have >> this is this is an item um again every year school districts are required to approve the school report cards the data from the school report they were 25 26 lag um the Core components of the SRCS include student data, demographic information, class size, the environment in terms of our facilities,
130instructional resources, and then also some financial information. And although it says state priorities, it's not aligned to the LCAP because this legislation goes back to the ' 90s and then since then, you had now the dashboard and separately the LCAP. And unfortunately, they're now lying and legislation has not been updated to bring all three together. >> Okay. Um, if there are any comments pertaining to action item 12D, please hand in a blue card in person or use a raise hand feature online. Are there any public comments for this item? >> Is there a motion to approve? I move approval of the circ. >> Great. Um discussion, questions. There's a um CSBA supported a bill last year regarding uh reporting on reporting on reporting and just like the paperwork and who's reading these reports and what's
131the purpose of all of them and everything and um and I think it's progressing but they're having aformational hearing on it I think. Let's see February 24th or something and any districts from Santa Clara County or any trustees are welcome to go to Sacramento and provide public comment regarding it. Um I don't know I'm sure CSBA will have already will have some people lined up but our county is very interested in it in general like trustees from around the county. So, if any of you would like to speak or if anyone from our district wants to weigh in, um the issue is is that uh we have districts who in our county who are applying for grants and um or applying for different grants and things and like through the state through different state programs
132and it costs more to administer the grant than it does than they get for the grant. So then they they some one district tried to return it and like not accept it because it was too much and it the government refused because the grant had already been processed and and just with our students like so many of the things within the cap were um just it's just a just a title wave of paperwork and particularly for small districts it's it's a burden. Um, but even for our district, you can just see like this report is very old data. It's a leftover report and maybe this one will stay, but there's there's many other things that the districts jump through. So um thank you for this report say but if we wanted if we wanted to
133do something and talk about the excessive reporting which is supposed to accountability and transparency that sometimes is just leftover paperwork we could if we wanted to that's >> can there be because I think that's really close to when we're going to that conference can we do a letter >> we could do a letter >> that would be a good idea interested. >> We did one for >> we we did one last year for the bill, but as far as um like this year update, we we wanted to we could for the hearing. >> Yeah, the hearing we could we'll um um from the board in support of uh looking at access reporting. Is that it? What is the um >> I think it's about consolidating, right? So >> consolidation like a lot of these overlap
134and aren't fully accurate. So let's consolidate. We still want to be transparent, but let's make it Yes. >> meaningful and not redundant. >> Okay, sounds good. Um any other discussion? >> Uh I was just going to briefly say I think the um the presentation that was included in here I think was really helpful especially hopefully for like the newer board members, >> right? because a lot of these compliance documents it was like well I'm I'm voting on it so what's my role anyways I just thought that was really great so I also like if either of you have any questions about this I think to understand it better I think this is a good opportunity but hopefully I thought the presentation did a fairly good job laying out and explaining what it is yeah and
135I also want to remind um us all that on January 15th we had our first look at this arc so this isn't the only kind that way looking at it. It was at that point it was kind of like what do you want to see and what do you want to know? And for me I remember last year when we had the stars come I felt like oh this is the chance to really look at data because I didn't feel like we really had opportunities. So it feels very different now kind of seeing that it's a compliance document that's not necessarily relevant to the decisions that we're making now and that also we will have many more opportunities to see data. So I don't have that same kind of like angst around using the SAR
136to talk about data because I know that we're going to have data conversations upgoing. Anything else? Thank you for this um the summary and the the web page and the presentation. They're very good. >> All right. So um all those in favor say I. >> Can I also say one more? Sorry. So I do think that I do think that how they lay it out where they're comparing schools like I know there's now there's some other tools that do that that we can access. Um but I think um if there is an opportunity for us maybe not like the previous year's data but when we do a data dive to like to actually look at some of these um you know to help us like remind us of like because it has like how many
137students in each grade and and um what's the school composition like this year. So if it was things that was this kind of information would be interesting in a in a deep data dive and also like um you know kind of combined with the other information that we get. So >> yeah and the other thing is that the um the information about the the um campus like the condition the wear and tear I know that is also reflected in our facilities master plan. Those are the things that we're prioritizing. But I think that's that's interesting to see those align and come together too. Like we are focusing on the schools that need the work. Um that's okay. Now can we vote? Are we ready? All those in favor say I. >> I. >> Anyone opposed?
138We have a motion by Trusty Mino seconded by Trusty Watson with no opposition abstensions. Item 12E passes 5 to zero. We are on our last action item 12F acceptance of the 2025 through 28 Sunnyville School District Board priorities. Um Dr. Crossway please. >> So this so this is the presentation that uh I shared earlier regarding aligning our work moving forward for 25. But basically for the next two and a half years, it's identified in five priority areas. And again, when I'm referencing students, it's not exclusive of our unhoused youth, our foster youth, our students with disabilities, our English learners, but I am drawing additional attention to like our English learners and multiers, specifically our Hispanic English learners because of the increased disparities um in some of the student outcomes. Um but again this is an
139opportunity for us to align our work across the organization and have a little bit more focus and coherence in terms of moving forward. And this is not to say that this these are the only things that we're doing because there's a lot of work but it allows us to stay a little bit more focused and we engage in these conversations going forward. >> Okay. Um, if there are any comments pertaining to action item 12F, um, please hand in a blue card. I do have one already. And also raise your hand online if you have any comments. Um, are there any other public comments? Oh, one more. Okay. All right. We'll start in person. Uh, let's start with Gita Golafanda. >> Hello, Dr. Crosswith and respected members of the board of education. Um my name is
140Gita Kakot. I'm a parent of a third grade student with an IE at Ellis Elementary. I also serve as a CSE rep from uh appointed by the board of education. But today I'm speaking solely as a parent. I am a deeply engaged parent from from a special lens with the LCAP input strategy planning or superintendent search. I've attended most of the engagement events that the district has conducted. So I am pretty involved. In addition, I'm also connected with many special education families across the district. Very fortunate. I really appreciate the new leadership and the forward momentum that we are seeing. I am here because special education outcomes remain unacceptable. There are goals that are added to our CAP but the results have been dismal. Um there and there is little sense of urgency there. It
141deeply concerns me. Each year we try something new hoping it works. Parents are exhausted. We don't need more goals. What we need is action. That is oriented towards results with curiosity of how to solve these problems. We need to the district to identify root causes, not delay support until failure becomes undeniable. We've seen non-speaking students succeed not because of the system but because parents presume competence and fought for their children. Examples are there was a validarian at the Psdeening child that is going to be reclassified in the EL pack in the coming week. Um I'm pretty excited for the kid. Why why did that happen? Because the parent presumed competence. She advocated. She um she provided the supports that the child needs and that's why the child succeeded. This could be the case with many
142kids that are it is possible. In contrast, our district has grown complacent too often accepting low low expectations and the status quo, attributing it all to be the child's inability to succeed. I am deeply disturbed by that. In my own child's case, I'm told his visual perceptual weaknesses don't matter yet. Yet when I point out that he cannot succeed in geometry in middle school or high school. I know Dr. Crosby quoted that he took algebra in high school um in high school to be able to go to college. For my son to be able to go to college, he should be able to clear that. And as a parent, I was researching upon what are the root causes that are happening. I found out that it is working memory and his visual perceptual skills that
143are stopping him from that. Because I am researching it, it's happening. I'm going to advocate for it. But across the district, we are seeing patterns. Like as I'm getting to know more kids, I'm seeing these patterns. >> I'm sorry. >> Oh, sorry. >> Thank you so much. Please email. >> Okay. Thank you. >> Thank you. >> Okay. And um online we have Susan Sal. Susan, go ahead. >> Hi. Can you hear me? Um, my name is Susan Humphrey Salup and I am a mother of a Sunnyville school district alumni with disabilities who receive services in the district um from preschool through grade 8 and I'm still heavily involved um in help helping the students of Sunnyale through my volunteer work with the Sunnyale Education Foundation and special education advocacy and as many of you know
144I frequently review board materials and this morning I was a little bit surprised when I reviewed a lot of the board materials because there was lack of mentioning students with disabilities and some of the important updates including including including the superintendent's report and I sent that fe feedback earlier by email but tonight specifically I would like to talk about the 202528 Sunnyville school district priorities which didn't include any meaningful goals for students with disabilities no goals no plans I strongly believe that there should be goals and plans and and that are prioritized in the district plan for students with disabilities and the it uh to ensure positive outcomes for those students without goals there's no accountability and there's a strong risk of no progress as as um Gita Golakota has been talking about, I have
145sent seven edits ideas um in yellow um um on on top of um the document that Dr. Crossway prepared uh for SWD uh students with disabilities district priorities. Um and I'll send that to the rest of the board after this meeting. Specifically, the seven things I'm proposing. Number one, there should be a student outcome goal for students with disabilities. Number two, there should be CASP goals for ELA and math for students with disabilities. Number three, there should be goals for math and English proficiency increase similar to what's being proposed for um English language learners. Number four, there should be integrated student support goal for students with disabilities. Number five, in terms of um afterchool um enrichment opportunities. As many of you know, um currently many students many programs don't allow students with disabilities. So, this
146should be included. Number six, I really um there should be builtout goals in the the pri in the three-year priorities similar to what's been developed for multilingual learners. We should see the same kind of detailed thought plan process for students with disabilities. And number seven, financial and operational stewardship. There should be a goal to address the skyrocketing cost of special education. How money can be used more smartly because this isn't sustainable. The number ofu of students with disabilities is growing every year. Now it's about 15%. Um, and so we also have to watch the cost. So in closing, any multi-year Sunnyville School District priority list should include meaningful, detailed, and actionable plans and goals for special education. Representation matters, and when certain student populations are systematically excluded, forgotten, not mentioned, and not included priorities, it
147impacts the ability of those students to have positive outcomes and ultimately thrive. Please, please include detailed goals and plans for students with disabilities in district priorities. So, as I know the district staff superintendent are graded on the district priorities. So, I want to make sure that students with disabilities are in those. Thank you so much for your consideration and let me go over by a few seconds. >> Thank you, Miss Up and thank you for sending all your additional information by email. Um, is there a motion to approve Oh, wait. Sorry. Are we on approval? Yes. I'm a little lost. Okay. 12F. All right. Um, is there a motion to approve 12F 2025 28 through 28 Sunnyville School District Board priorities? I >> any second? >> I second. >> Okay. All right. Uh, discussion or
148questions, comments. >> Yeah. So, I I do think that including um a couple of like a bullet point in the sections regarding special education, I think that that would be positive. Um because you know like not I'm not saying to go back to the drawing board and redo everything but I do in in thinking about it and reading and you know listening to um the comments I was thinking that you know under student outcomes uh if there isn't you know if there if there's an opportunity for each year to have something around special education. And I my understanding is is that you've already like discussed forming a family group like you mentioned in the opening your opening comments that you started discussing having a family group and um you know maybe doing a similar deep
149dive that we have with Arinda um but in the expertise with someone with the expertise to really look at our special education systems. Um, so maybe we don't know what those bullet points are and goals are, but I'm interested in inclusion, I guess, you know. So, um, we're just not it's just not on the paper yet. But I do I really do understand that if it's not on the in the priorities, then it's not seen as a priority. So like I don't I guess what I'm saying is I don't know what the goal is that we would be like working towards other than family engagement and trying to create you know improved student outcomes within our special education group. But I don't know that it's similar in terms of like a cast goal or you
150know it does that mean that we need to have someone come in and look at our IEP goals and see are these IEP goals actually having high expectations for kids and helping them reach their full potential because um it's it's not necessary like from my own personal experience um you know my older son had had a IEP that was like a phone book. I mean, it was like substantial. And um, you know, I I appreciate all the work that the special education department uh does and did for my son, you know, kindergarten through 8th grade here. Uh, and you know, the IEP, even though it was a legal document, it was a working document. and those goals like we had the annual IEP, we had a trianual deep dive, we had check-ins like if the
151IEP was in I think his IEP was typically like in October and over time it like edged towards December. We would have like multiple point check-ins during the year all basically like checking like are you achieving these goals and everybody had to agree there were tons of adults in the room. So like for me as a engaged parent with you know a background in English literature where I could like read large things like large groups of text you know it was still challenging for me to like make to try to make sure um try uh to try to make sure that like there to try to make sure that like you know hit everything was staying on track. it was a lot of work for me as a parent to keep up with that and
152um and do other supplemental things on the side. So, I guess what I'm saying is like if every kid in our district could have an IEP, that would be great, right? because they would um everybody would be moving towards those goals and it would be monitored and it would be but it was it's because it's because they're trying to work in multiple developmental tracks to try to help your you know and and lever the ones where they have strengths to compensate and to support and and try to ch you know change that trajectory to like get your student as opposed to grade level or beyond as you can. And so, um, it's just so much work. Um, and and we all have to work together. But the question is what I what I heard from
153Miss Gold Dakota just now is are those goals written in a way that really are helping our students move up or are they just like, you know, um, are they just something that they will achieve, right? And I so there's always there's that concern and I'm not saying that it's happening but like maybe somebody from the outside could help us with with writing goals or looking at our systems or just like Arenda is doing. I think that maybe when um the families see the if they do have those focus groups like you mentioned for the LCAP or if they get an opportunity as a focus group as a group of parents to look at the Arunda data and say like how is this affecting our kids in middle school and high school and beyond, right?
154Like um where where are kids not accessing the electives and things like that? I feel feel like they would feel the things that we're doing are going to include this community, but there's no um that's not intentionally stated here. And so if there's just a way to call that out, I think that might be helpful. But I'm not saying I would I'm willing to approve what's here with the idea that maybe we look at if there's places either in student outcomes or in student outcomes and belonging and engagement. Maybe what do you think about adding a bullet point? >> Yeah. So, first I want to thank our our community members and family members who uh came and addressed this for the emails as well. I what I would suggest is let's let's draw that out
155a little bit further. >> Yeah. >> And so for example, we can also specify our some of our most vulnerable, right? in terms of what unhoused students with disabilities and needs as an example in terms of um those measurable specific metrics. I think for the most part the content and the purpose of what we're trying to do in terms of the developing the district priorities, but some really good comments and so we don't want um anyone to feel like we're ignoring or overlooking because ultimately we have this big responsibility to tackle that. And to your point about the consultants, we've been engaged in some conversations to try to bring a recommendation so that we can do our deeper study into our specialized services. We're just not ready to make that recommendation. And that's why I
156was mentioning earlier that we have this incredible opportunity with our parents who are willing to collaborate with us and develop this committee. And so we're really ready to move forward with establishing that committee so that we can have a better way of listening to our families. And from what I've heard is families are really in the park and we also want to create a space for them where they can feel comfortable have resources there in the space and so that we can support them in other ways as well. And that's just a start. There's a lot of work ahead of us. >> I'm happy to bring it back. uh just connected to this and then I have a separate thing too but just connected um with what Bridget and then Gurio was saying so maybe
157under number two uh the first kind of piece would be right maybe it's not like that right it would be you know if if the plans are there you know calling it out there and that could be a good first and then there might be additional stuff as that committee's formed and talked about but that could potentially be a good first place for it to be >> yes it's a good point and um it also just you know, there there's going to be some things that we may not even be aware of in terms of looking at it a little deeper and we can also make those adjustments as well. >> So, yeah, that's where I would like to see I think is that first step of, you know, really engaging VBD. >> Is that
158what you mean? >> I don't know where under two. I didn't look at a close enough just now, but I'm just like under the belonging engagement because that's like, you know, strengthening student, family, staff belonging, right inclusive practices. So, I didn't read the A's and B's. So, if you think there's a spot, great. >> I just think that would be a good first spot. And then not connected to that, um, switching gears or guess is there something people want to say about special ed before I switch gears? >> Well, um, I'm wondering where, um, we can include measurable outcomes. Um, and also curious how we look at um, because IEPs are individualized, right? And we're looking at those all the time. Um is there there is one there is one bullet point at the top
159of the second page which says measurable outcome disagregate scores by school grade level socioeconomic status language status race ethnicity disability and mobility where possible. So I think it is um I think that is one like where that's going to be investigated but I'm sorry to interrupt. >> Yeah. No, that's okay. And I'm just kind of looking at the document as a whole and and wondering where it would make sense to be more specific about that and what is what are some measure measurable um what what's data that is um relevant and meaningful. >> Yeah. And those are the systems that we have to develop because right now as I mentioned earlier my presentation is we have certain data right like NWA and and state assessment data but we really need more meaningful data that's useful
160formative assessments that the teachers can use and monitor throughout the year. >> Yeah. So I think that's kind of why I was saying I think first step I don't think we're ready to put in measurable outcomes yet for that space. I think first step is that prioritizing this community engagement, right? Because >> we don't want to create those outcomes without the community, you think. >> Yeah. Did you have something else to add? You said you were going to >> My other thing is Yeah. switch gear. So, if everyone's ready to switch gear. >> Okay. Um then the other thing is um I think it's in the document and and I think it's what Gudiel meant, but I just want to clarify >> that we are prioritizing Spanish speaking like multilingual learners but also just the
161Spanish speaking Latino community generally and I just wanted because you kind of said multilingual learners earlier and I just wanted to like I think it's in the document that it's not just the Spanish speaking eels but Spanish speaking community generally as a board. >> Correct. So it's uh like I I'll just read one of the bullets, but focus on closing gaps by setting faster growth rates for historically underserved groups, especially Latino English learners. >> Yeah. >> And that's basic data and the disparities that we've seen in the state student outcomes. >> Okay. Wait a minute. Hold on. Because you just said something different. I think you said something different than what she said. So were you were at number you're number three. >> Yeah. >> What part of number three did you just read? >>
162the goal but see Hispanic Latino Hispanic English learners even when not identified as English learners like but is that like that just means the the historically underserved demographic group. >> Yeah. And just to clarify, I was on number one. >> Number one, >> separate from number three as well. >> So number three is it goes a little bit deeper into your overall multilingual learners. But again, in that second line, the Latino, Hispanic English learners, even when not identified as English learners. >> Right. Okay. That's what I was. Great. >> Yeah. Um, so are there any additional um things that we feel like we need to have added before we approve spec back back to drafting or how are we feeling in general after these conversations? Well, I think if so, uh, does the rest of
163the board agree that like under 2B like two which is belonging engagement and B which is family and community engagement maybe there could be um it's there is a item B where it says expand family workshops, listening sessions and leadership opportunities ensuring language access and culturally respons responsive engagement. Um maybe uh maybe it would be something along the lines of including special education in there or uh families of uh or inclusive inclusive responsiveness or something like that where it's very clear it's special education um families would be um part of that expansion. Um because I'm I'm viewing that advisory committee as a leadership opportunity. Um because it's an opportunity to give ongoing feedback. Is that what that is getting at there? for so just spelling out um just adding or the inclusion of um maybe
164communities of students of differing abilities neurode divergence something as in included in what's this top of page three BB >> BB 2 BBB does that same >> that's where I think that's where it's workshops listening sessions leadership opportunities and I mean it's not really a focus whatever you want to call it, family your engagement engagement committees or something. Um, >> could it be just a comma that said like do a comma at the end of that BB >> and say including the special ed >> like I don't know if that's the right terminology but include the special ed had a word and now I lost the word >> community there was a different word I had >> she said um suit students with disabilities but learning differences or whatever I mean >> but it's more
165for the families though right then I mean maybe the students can be a part of it >> families of students with any differences or something. >> Whatever that >> is that um an amendment that we can make now and continue on with approval or shall we bring that back? >> You want to think about it? >> Yeah, let me work on it a little bit more because I feel like I can I mean I added this right now to BB, but I also want to revisit um the first one as well. >> Okay. >> Yeah. Do we want to approve it now so this can start going out to people knowing that it's going to be slightly amended or would you rather wait like how do you want to do it? >> I'm perfectly fine
166to bring it back. I mean we've started these conversations. >> You can still pass this out is like this is their goal is to just not approve. >> Yes. >> So we're just tableing it. We don't have we don't have to not approve it. Right. >> Correct. >> Okay. >> We will not and we will table that. Um okay. So, we're moving on to agenda item 13, discussion. Um, a review and discuss resolution R267 in the matter of adopting board member monthly compensation pursuant to education code section 35120 and AB1390. So in October 2025, Governor Newsome signed this into law and basically modernizing schoolboard compensation limits that had not been updated in about 40 years. And so aside from the compensations that was not being adjusted, the previous ranges were from 60 to about 1,500
167and were based on 88 and they did not reflect the new um time and updated really time commitment um that's not really expected but that board members are are contributing um when the limits were set back in the 1980s. And so part of the supportive rationale for this is that schoolboard members spend extensive hours of meetings, preparation, uh, policy, budget oversight, community engagement, trainings beyond just what you see here at a public board meeting. But the other thing is this is that the lower segments have historically made it harder for working families or people without independent wealth. Um, and raising the ceiling allows for to better support a broader range of community members. And so this is an item for discussion for tonight and uh I know a lot of districts around the state are
168having some conversations. >> Okay. So this is a discussion item um but we do have an opportunity for public comment. Um if there are any comments for Kenning to um discussion 13A, please hand in a blue car in person or use raise hand feature in mind. Are there any public comments for this? >> Okay. All right. Discussion. >> Okay. You're in here. >> So good. Good. We voted I I wrote the letter from LAC regarding this in support of this bill and yeah I think it's a matter of equity for a lot of families and having enough contribution from from everybody in our community not just people who can do it because they have the money and the time and after all we're probably going to have to wait all the 40 years before it
169comes back. So like when we redo schools, we do it well. Okay. So, I do think I I agree I signed on with that um with the legislative action committee for SECSB for that with Isabelle and um I think if we're going to have this conversation like we're bringing this up now because it's well in advance in the next election. I think it's smart to talk about it now. Um, and I think if we decide for whatever reasons, because of the budget or whatever, um, that we don't want to do it, then it would probably need to wait. You know, we probably like another month or two to do it, but I mean, we wouldn't want to do it in the fall, you know. Um, and I know it's hard to, you know, raise our
170stipens because um because we're in deficit spending, right? So there there is that issue, but it's it's so um it would I I think it would make a difference if someone was going to put in the time and run for the board and even just do the board meetings for some people. The difference between like $300 and $1,200 would be a big difference in allowing people to actually serve. So, um, and if you are, if someone's really opposed to it and says it's too much money, you can decline payment. There's a way to do that in the office upstairs. If you don't want to take the money from the district, um, that's a prerogative and you can, you know, if anyone was like saying, "Oh, that's a political statement I want to make. I don't
171want to do it." You can do that. But I really think that like I refuse to say that this job is a volunteer job. I don't we are very very underpaid for what we do but we are elected officials. We represent the community and we're paid pennies for what we do. Uh but it's it's it's still work. And so, um, you know, I I would support whatever amount the board wants to do. And I agree with this. I actually agree with Isabelle, um, on that if we don't if we make the adjustment now, it it's making up for probably years and years, decades of underpaying people. >> So, I just have a side. I'll start reading. Yeah, sure. or say as you were talking I just like a side anecdote over the years being on
172the board I had quite a number of people assume that I I was actually getting paid more like a part-time job and so when I told them how much I got paid they were like oh I thought you were making like 15 2000 a year I was like you know maybe a few dollars an hour so there is a lot of people out there do assume because of the work we are doing that there is not that it's like tons of money but that there is more money involved with it um I think I agree them, right? The idea that if this could potentially like uh I don't know the right word, I guess increase like the pool of candidates or people who feel like they could run, right? We have we've done we I
173think we've done two things already to help with that. One was going to trust areas. >> Um a little bit before we went or maybe about the same time with trusty, I don't remember timing exactly. Um we added so when Brit first got on the board, there was not uh there was no um >> health Yeah. no health benefits. And so that was a significant piece and that was part of that discussion was you don't have to take it but it is a it is an opportunity right and that is can potentially you know be thousands of dollars for somebody. So I think this is just another step in that space of no one's going to come do this to become rich even if we raised it right but it is then a meaningful amount
174of money as opposed to um yeah kind of pennies you're saying and I think also like to add to the space of raising we haven't I don't know exactly how long it's been but it's been probably three or four years that we haven't even actually increased So, so technically I think it's like 5% we can increase each year and that was our plan and then it just hasn't happened. So also there is the tricky space right of we're cutting budget but at the same time as we've been giving everyone raises we for the last few years have not received any raises. Um anyways those are just kind of the thoughts and then I agree also with I think we want to stay away from doing it right before or right after an election. So I
175think this is a good window of time to do it. Um so um I came on the board um not even knowing that um we get a stipen. So I thought it was just coming to two board meetings um a month and um and I and I was fine with that. Um and then when I found out that there was a spin, I said, "Oh, that's that's pretty cool." Um and I I just feel like um the board does a lot. Um you know they come we come to board meetings um there's events uh there's you know preparation meeting packets you know and it's not like five or 10 pages. It's it's a lot of time to um to look at it and when you work and um have family to um take care of
176and you know take to places when they don't drive yet and and volunteering at school. Um I I I feel like um um we we do put in a lot of work and um and since it hasn't been raised in >> 20 or 40 years >> 40 years yeah didn't come to to be on the board to to make money, right? Because we didn't know. I didn't know. Um and so we're here because we're making the time. um you know to help families and help kids and and just help make um you know good decisions. Um but I feel like if there is a chance to um increase the stipen um I feel like not and not to um to be selfish or anything but I feel like we should go for the maximum. I
177I know we um you know budget cuts and everything but um you know I feel like it's you know we get you know pennies for our thoughts um just like the song um which is fine but if you know if we have a chance um I would um I would like to see um and I and since you know if we're going to be voting for amounts then um I would say let's go for the max because um you know there's other people that gets uh um you know paid and we do a lot of work too. So those are my two cents. >> So I agree with going for the max and the reason is because it's been 40 years since we've had an increase. Um, I don't know if it's been said, we
178make $297 a month here. And I just ran my own numbers. And, um, in the past year, I put in, this is just attending things, not even like reading or thinking about things. I attended um, 85 hours of events or things or volunteering. Um, and then if I were, so that would be about 350 an hour for those things. And then um including like all the reading and stuff. It's about 275 an hour for all the things. And I don't do this for the money. Like I would do this if there was no money at all because I really love this work. Um but I think it also should be um not a burden on my family cuz I also pay like hundred like I just extended my doggy daycare so she can sleep over.
179So that's hundreds of dollars for my dog. And and I just feel like I am in such a point of like I have so much privilege to be able to do this and to not have to teach and work right now, but I will likely have to go back to work at some point. And I feel like in this point in time when I am able to commit so much of my time and energy and love and passion to the district so that it's stronger. Um it should at least be neutral, right? In terms I shouldn't have to like pay my I shouldn't have to sacrifice in order to do that. But then just on top of that um you know I I we should be getting at least minimum wage, right? And I don't
180think this is going to bring us up to minimum wage, but um I do think that we we bring great value. We wouldn't have Dr. Cross right now if it weren't for our board. He's already just by being here um identified millions of dollars of just excess spending or just um is that accurate to say is that >> yes. Okay, he's saying yes. >> Consider >> with him and his team >> considerable. So our our salaries are just like such an infotably small amount of the budget. Um I want to honor that for us but also acknowledge that the optics are tricky. Right. >> Yeah. >> Can I also say something though? I think that um I know you mentioned dog sitting but like to be in a to be in a leadership position on
181the board or in the community in general like it does take investment of time and like you've I know that you've had to like get babysitters right and child care and child care hours >> are challenging and child care is expensive >> and so like when you talk about people who care a lot about schools it's a lot of parents right and um if there's There's just no way for them to like that is asking someone to serve on the board at $290 a month and pay out of their own pocket child care. Like the 200 it was like it would basically be completely voluntary. Like you would not like you would possibly go into your own pocket very quickly if you were going to multiple events. >> Yeah. And then when um last year
182when Patty or Peggy was um vice president, we were struggling to find meeting times and we were finding a lot of it was like during the week days, right? And we were trying to find meeting times that would work for um to have our planning meetings. And so then and during the school day wasn't an option. And so it was childcare. And so like what would that say to somebody who even joins the board? And it's like well yeah if you want to be a president or vice president and be in the meetings and get that kind of a leadership role the only way you can do it is if you're actually paying money out of your own pocket for child care. Like that's just >> just some even more of a burden on somebody.
183So I think I think it makes sense to raise it. So I'm I'm comfortable. >> Yeah. >> Taking the whatever political hit there is for giving ourselves the first raise for the the the role the role the raise in 40 years. I think it's it's fine. >> And for perspective, I think council members make about $30,000 a year. And I see them everywhere. We got a lot of stuff together. Not everything. They do they do a lot more work, but >> Okay. So, are we I've heard um 1,200, which is the maximum that we can um >> vote for. We're not voting right now, but does that is that something that the number that we'd want to come back um when it does come for action? >> Yeah, I think so. And then I think
184if you know at that time there's no public comment tonight. Um but at that time members of the public if they want to comment about it they can. Okay. Thank you. We are moving on to 13B. Discuss the 2026 27 board meeting calendar. So right now from what I've gathered, our meetings are not always consistent and they can vary from month to month. >> Yeah. >> Which can cause confusion for the public as well as the superintendent. Um and so just for your consideration is a regular pattern whether it be first, third, second or fourth um blank day of the week. um may make it easier for parents, community members, staff to prepare reports uh for you to balance your professional and personal commitments and uh a good reflection of good governance and professional practice
185and u as well as support our working families and caregivers and reinforce our our commitment to openness and transparency. So I would like to know your thoughts so that I we can finalize the governance handbook and uh schedule the dates for next year as well. >> Okay. Um before we move to discussion, are there any public comments um on on discussion item 13B? Please raise your hand. Um anybody want to speak? Okay. Uh board discussion trust you. >> Okay. I have one. Uh so you think pretty much it used to be what first and third Thursday Thursdays and then um you know our board meetings were going really long, presentations were long, the discussions were long, everything was long and our meetings were late and then our meetings moved earlier and then it's just um
186and then there was discussion about like needing more time between meetings for staff to prepare for our board meetings. And so then it was became like oh well where are opportunities in the calendar where we can spread them out so there's like instead of week it's every third week or something. So my that's my impression of how it evolved into like over time into um kind of a >> a less consistent >> less consistent schedule. I am perfectly fine with two meetings a month. I think um you know the we're here a little later tonight. We had some student presentations. It took a long time. Uh you know we had a little longer superintendent report. We had a little longer board comments. So you know it was like 8:00 by the time we got to
187consent agenda tonight. So we actually moved through all the approval and the discussions pretty quickly once we got into it. Um but we're still like experimenting with all that stuff. But I think because we're kind of a new board forming and creating and we have lots of things that we want to there's lots of changes happening in the district. There's lots of innovation and you know things that we're building. I think having two regularly having two meetings a month would be good for us. And they don't all have to be you know packed to the gills. Um if if it's a light meeting, great you know but I think consistently twice a month would be going back to something like that would be fine for me. >> Uh first and third, second and fourth or
188what do you all think? Consistency twice in a month. Agree with that. >> Twice a month. >> First and third and third. >> First and third. Okay. >> We'll have to work around like there's going to be a holiday or two we'll have to work around. >> Yeah. And that's what it was before. Like also like December we'd only do the one and it can't be the first. Like December was always the second Thursday I think some of the Tuesday based on because there's also like compliance things especially in December like something has to happen by a certain date and something can't happen till after a certain date. So sometimes at December so there are dates where it gets tricky. I'm I'm happy either one first and third or second. So like if someone has
189a preference I don't specifically have Thursday like I used to back in the day. Yeah. See? >> Okay. Um, so maybe we can kind of leave that up to >> Well, I think if we're okay, I think second or fourth would be just a little easier for me in terms of other things that there like there's a lot of meetings in that first week of every month. Um, so if we're okay with going second and fourth, um, I'd like that. Um, I also, um, was that you use the first and third? Second. >> Okay. Second and fourth. Okay. And also there's um I I've been wanting to talk more about things like in a study session type format and we did come together um when we talked about NTSS and CSACE and then also the
190construction stuff and we called that um a governance meeting but it wasn't really a governance meeting it was like a study session. So um we've been trying to like find other times where we can talk as a board about specific topics and that's been very challenging. So I wonder and this like open for discussion if it would make sense to just incorporate those study sessions into like every other board meeting if we're also able to get like the business part done on the alternating I mean it requires planning ahead but then we're already convened and not having to schedule something else out and it's accessible to the public. Well, so I I do think like some of the discussion sessions discussion items could be sort of like a study session without it being like a
191formal separate event. >> But um like I talked to John her from Morgan Hill >> about something else and somehow we started talking about um their they have an all day data discussion. Yeah, >> that's a study session and it's it's a board advance basically. So, it's not um it's not a I don't know if they I can't remember if they record it or not. If it's like a um like anybody can attend, >> but I really feel like the data meetings should be public. >> Yeah. >> So, I think if there are a couple meetings that we know we want to have Maybe it's a maybe it's a facilities project review where we're going to need a bigger block of time. >> Yeah. >> I don't want to just if it works out where
192it's one of our board meetings. Sure. But I think I think we might need a couple just while we're going through this process of transforming our district. >> Yeah. We might need a couple of board advances or study sessions, but that are open to the public that are >> with translation and recording >> recordings. People can watch it asynchronously >> because you know we're not no one's making changes um and for fun, right? Like this isn't just for grins out here. like we have to we're trying to identify systemic >> issues so we can make systemic change >> and it's going to require growing pains. So we have to be transparent about what we're changing >> what outcomes we want to change. >> So I sort of feel like we're probably going to need a
193few. >> But I like your idea. I think right as you as you and Goody I'll kind of look at right next fall into next year right based on like there are the things that have to happen at certain times for staff and logistics >> and as you're kind of mapping that out >> right if it's like if it's like oh hey one of those October ones there's actually nothing we have to do >> or maybe there's one item that's like oh yeah we can do a two and a half hour data dive that night >> right then great right so I think we kind of look at that and see if it works out if it doesn't work out, right? Then we add on another meeting to do some of those deeper dives. But
194I think if you can >> Yeah. >> fit them into the schedule when compliance documents are also due. >> Yes. And we would um update the governance calendar and we would take into consideration, you know, like uh spring break, we would take into consideration the December, which is a little weird. Um, also July, uh, when we have like the week on CSBA, Thanksgiving, and then at the end of the year with that's the other one that's a little bit tricky because we do need additional time and that one we may not be able to do that the second and fourth just to give us a little bit more time in between. >> But I can still drive with the team, bring it back up for additional consideration, discussion, and then get it for approved at
195a future meeting as well. So, um I think we'd also want to I know we have a couple governance what are they called retreats. I like this idea of calling them advances like um because it's not like we're getting away and getting a spa day, you know, like maybe if we can have those team building tended governance um meetings where we're not um where that's a little bit more vulnerable and it's about us building trust with each other and that's not a recorded thing for the public. But then also perhaps um just planning in like Friday morning seemed to kind of work if we were able to find the schedule for more of those study session open to the public type of discussions if we can try to identify some of those days going forward
196and then just have them set. I mean I think with our new governing board it's like really dynamic because we have a lot of things to do too and a lot of shared understanding that we need to kind of set right like we don't know the history of like for example what if our schools of choice and how did we get to be this way and that's probably a discussion we're going to want to have if we're talking about the discussion like the direction going forward. Um so putting in those um data times putting in governance maybe a couple governance and a couple Fridays >> the governance ones could because like sometimes we've done governance where it's like a Thursday and a Friday if we need that long of a window of time but maybe
197we try to keep the governance stuff >> because that is less and public's allowed is welcome to be there but that's less important for public to be there trying to have those on the Friday mornings. >> Yeah. So they have more of these other ones on Thursday. Yes, that >> Yeah, I agree with that. the discussions. >> Yeah. >> But I also I also think that like if you're wanting to plan a board advance before the start of the school year, >> kind of how you have the the management team meeting, uh if you want to do something for the board, uh that like I think the sooner we can get that information to be able to like come up with some of those dates would be great. Or like let's say you have we
198have some we have some uh things going on like let's say we think we'll be ready for um you know a check-in about music in the arts in a certain month next year >> like that might be really good to like book >> ahead of time like book some check-in points and so maybe those are our four meetings but maybe like in the process we we discover we need >> a bigger presentation, >> you know, >> because I think that like something like that we could expect >> people. I also wonder if you know what was the equity summit at one point >> the lysum but but yes um >> I think it was like I don't know >> many and that there's some it's like a Latin word or something that >> yes so
199okay so when I when we had our first DAC meeting this year Isabelle and I went to that dac meeting. We were approving the minutes from last spring. >> And in those minutes that we were approving on the screen, it said, you know, um what happened? We one of the things we really love last year was the opportunity to meet the board at the big um districtwide event for that focused on uh Hispanic families and English learners. And I thought, oh yeah, that and they were saying where was it this year? So if we had some whatever the um I don't know if it's a a convening or an opportunity, but but we definitely were we were playing a quiz show game, but it was like how well do you know your constituents, right? Like
200okay, let's let's go. Let's let's let's take a guess. And I mean it was very interactive and fun, but it was a real opportunity to um meet with people. So, if there's anything like that that we're scheduling, >> the dancing at the end is the best. >> Apparently, the dancing is the best. Um, if there's anything like that that we're scheduling, maybe that would be in in you know, I don't know how it wasn't I don't think that was like recorded or wasn't treated like a board meeting. >> So, so there's going to be certain reoccurring events um throughout the year that we kind of need to consider in the cadence of our meetings. >> Maybe. Yeah. Okay. Um, sounds good. >> This is a very detailed idea. I'm just throwing it out there. Um,
201I'm my brain goes into like problem solving, right? So going to the like June where you have to have a longer window and it probably won't work necessarily this year's like space but when she was also talking about having some sort of dance or something for the start of next year like if we're having the fourth Thursday in May is the first like readout of LCAP and budget and then the fourth Thursday in June is the approval of it. That second one we staff's going to be busy with wrapping in this school year but that second one could be a governance thing potentially. Anyways it's a very detailed thing my brain is just >> problem solving to consider. >> Um flexible >> okay is that enough? >> Yes >> amigious direction. >> Um we do
202have a a meeting that we need to schedule. Is that correct Bridget? Well it's just okay. So Ethan's graduating from college um and I'm driving to LA like when it's our board meeting. So like yeah I told Cobra and I'm like yeah so I'm gonna uh I can drive down I drive down that morning and just log in. It'll be my only remote meeting this year. And he said you're insane. Let's reschedule it. He said well he just said well so I mean if if it doesn't work to reschedule then then I can it could be my first meeting I'll miss in my >> we've done this before what date is it >> so okay >> can we just look at our calendars now >> sure >> um otherwise like >> last year we schedu
203the meeting again at the end or something right >> something happened >> well I missed I missed the June one last year. I'm miss it this year, too, because it's during my girls camp. We have not moved that one, >> but we did move the one for my grandpa's funeral. >> Oh, yeah. >> Okay. So, um it's actually in it's actually they graduate very very early. So, I think it's um April 30th. >> Mhm. >> Okay. House that Oh, there's an open house to come. I was going to say house the night before. Um, >> what about the Thursday? >> The 23rd. April 23rd. >> Yeah. Will that be okay? Like, >> can we do we could do What about We don't want to do the Tuesday of that week. You want to do a
204different night or you think a week before or after is better? >> The the week before. >> Okay. Week before April 23rd then. Does that work for everyone? >> Yeah. Okay. just do that. >> Okay. Thank you. Yeah, >> I think that's when I need to go pick up Jacob from school. >> I think he gets out of school on the 22nd. Yeah. >> So, can we like wait a little bit? I'll try to talk to my son a little bit more about timing. >> Yeah. And then I can go back. We have some time. >> Yeah. Okay. because I I can maybe push him back or or maybe we need to do the 28th because I'd be back in time for that. Sorry. Is a 28th a problem just because of the cadence of
205when things have to be ready. >> I have a another issue on that date, but I can Yeah. >> No, it's time. Let's just everyone keep the 23rd and 28th open for now. Yeah. >> Question. Are the open houses on the board calendar correct right now? Like are there >> they should be the updated dates? Yes, >> the updated ones. Okay. >> Okay. And there's one other scheduling thing that's not a board meeting, but I want to start doing um board office hours for staff at school sites. Um so I just wanted to mention that to us all. And then um like on Tuesday, Wednesday, Thursdays perhaps at lunchtime. >> Do you want to do >> Do you want to actually doing regular ones though? >> Yes. And regular ones. >> Do that. We're doing
206Are we Are you going to do the regular ones again? Want to pick that up again? >> Yeah. Okay. So, >> but what's the best way to schedule that bit amongst us all? >> Uh quick question though. If we go back to the other date, um if the 28th doesn't work, uh there is May 5th. Is it Tuesday or is that it's too late? Do we go there next week? Like the next Tuesday? Is our normal meeting isn't on the 14th or not? I don't know. You're the 14th, 15th currently, right? Is that governance? >> Oh, yeah. We have governance. Are we doing a governance meeting then? Whatever. >> Seems like a lot. >> Yeah. >> Yes. This whole year is like it's not. >> So I mean >> is that the only May meeting
207the 14th and 15th? >> Yeah. No, wait. Is it the 28th? >> Yeah, we have. >> It's the only one. So, what happens if we move the April 30th one to April 7th or May 7th? >> Open house at Bishop. That's why I was saying the fifth or the word president is attached to the ship. Yep. >> Is the fifth open? >> It's fine for me. It's >> Is that okay? >> If we do it on the fifth, can I I don't think I'd make it at 6:00. Could it be a little bit later? Like 6:30? >> I don't think. I mean, we're already like thrown off the regular schedule. >> Well, you know what we could do is we could open the meeting at 6 and maybe we could have we could have um
208the student reports and then go into close session or something like that. Like you would just miss the student reports, but you'd still be here for close session. >> You could watch recording. >> Yeah, you can watch it later. >> Yeah, totally. Yeah. Is that okay? Yeah. >> Okay. >> May 5th. >> Okay. Okay. >> May five. >> Okay. So, we're canceling the meeting. >> We're canceling the meeting on the 3rd of April and we're moving it to May 5th. You'll be back by then? >> Oh, yeah. >> Yes. the 30th of April. We're canceling that, right? >> To May 5th. >> Okay. Um, great. And so for the board, office hours for both community and for staff, um, we can just send out that by email. I just wanted to inform you of the
209two different types of office hours, but we can do signups by email if that's all right with every. >> Okay. Um, and then just related to that, we can talk about it later, but I was actually thinking about it. I don't you said something earlier Bridget made me think about it. Bridget and I I don't know if CO messed it up or something, >> but she had one time done to get she had done this like spinning wheel at the middle school for I think it was maybe one of your speeches or something. But then Bridget and I were going to like go we're like let's just go and do that like once a year at the schools and then we didn't. So something you said earlier today made me think about it. So ju
210just maybe at our next governance meeting we can kind of talk about Right. What are opportunities for us to like chat with students? >> Okay. Yeah. >> So, in kind of casual settings, >> it's a orange and black wheel and you spin it and if they get orange, we would give them an orange and if they got black, they got to pick a different prize. >> So, they had they had to answer a question and we recorded them and it was like, "Hey, tell us one of your hopes and dreams or tell us something you learned." And that helped us write our promotion. >> We wouldn't have to record it, but just like a fun way to interact with the kids and they're good. >> But it was interesting. We kept it. It was like,
211oh, their hopes and dreams. Like some kids were like, you know, they told us what they wanted to be when they grew up. >> Uh or they told us like um you know, just something silly, but it was like it was a way to kind of connect with the kids and things about school. >> Yeah. Yeah. >> So, yeah. Governance topic. >> Awesome. >> Okay. So, I think we've done with this discussion item. Um agenda item 14, future meetings and adjournment. Um, if there's no objection, the meeting is adjourned at 9:48 p.m. The next meeting is Thursday, March 12th, 2026. Um, sorry, there's one thing I wanted to mention because we're not going to have another time. There's a nutrition bridge, right, happening. >> Yes. >> Okay. >> Friday the 13th. Okay. So, we're going
212to have food pickup again next week. >> So, that is not related, but I just we're not going to have another meeting. All right. Great. Uh, the meeting is adjourned 9:48. Thank you. >> Thank you. Good night. What's a big deal?