10/30/25 Special Board Meeting

001[clears throat] Great. Thank you. Yeah, we need is your daughter. She has back for longer. Yeah, she gets two weeks back. [laughter] That's okay. [clears throat] >> Are you good? Well, I just started getting some, but it didn't. >> Oh, I I got you. Okay. I've been getting >> I've been getting some >> last No, seriously. I need to [laughter] >> hi everybody. Yeah. >> Yeah. [clears throat] I'll watch later. Yeah, >> the front row. [laughter] [clears throat] Good evening. It's now 6:00 p.m. and I'm calling to order this special meeting of the Sun School District Board of Education. This meeting is available in English and Spanish. Uh would the translator please give instructions on the translated translation services available? Of >> course. Thank you. Please note that a recording is being made at the

002direction of the board and that the recording may capture sounds in the boardroom. Uh item, we're on to item two, which is roll call. But I do see that all board members are present. So we can move on to item three, the approval of the agenda. If there's any member of the public who would like to speak on this item, which is solely the approval of the agenda. Uh please let us know either through a blue card or the raised hand feature on Zoom. Okay, seeing none, board, is there a motion to approve the agenda? >> I move we approve the agenda as noted. [snorts] >> Thank you. Uh, any discussion? Okay, ready to vote? All those in favor, please say I. >> I. >> Those opposed, please say nay. Chair votes I. Motion passes.

003Okay. Um, item four, public comment for close session. Tonight's topic is in close session the public employee performance evaluation government code 54957 superintendent uh superintendent. If there's any member of the public who wishes to comment on our closed session topic, please use the raised hand feature or submit a blue card now. Okay. Uh thank you. So, it is now 6:02 p.m. We're going to recess for close session and we plan to return to the boardroom by 6:30. Thank you. Were you there a minute ago? >> Yes, he was. You didn't see it? >> No. >> Hello, sir. We'll get that. >> [snorts] >> There's Why don't you guys grab All All right, let's go ahead and come over here and we'll practice. >> [clears throat] >> There's going to be shirt yesterday and I was

004But it was pretty fun. might be a great Which was good and bad. >> [clears throat] >> You do it. That's to you. What do you think? We represent Sunny Middle School and appreciate that [laughter] and listen tonight. We are excited to share our school. Tonight we're excited to share updates especially our English program. My name is Caleb and I serve as student body president for Sunny Middle School. I'm in eighth grade and serve on the leadership activities team at our school. Over the last two weeks, we've been preparing for the fall winter dance. Since the first day of the year, anyone is important because create memories that last week along with valuable skills and socializing outside the classroom in a unique environment. Our leadership class in ASB also hosted a club middle features more

005than 30 clubs which should be a lot for student to try out one student of the direction. [clears throat] Hi, my name is seventh grader in SMS because you help us learn and talk in English about plast and how it makes pollution and how it affects us. >> Can you hear me? >> Learn about >> I'm talking about watching videos and writing notes. Don't get her out. >> My name is Nathan and I am a sixth grader at SMS. In my support class, we were learning about how important it is to help school. A special day was when Van Go came to tell us about how she becoming great leaders, listeners, and speakers in class. Good evening. My name is Vargas and I'm here speaking to practicing on my football team [clears throat] where I

006am an offensive and defensive lineman. I am also an eighth grade average student have been for two years. I stand for advancement via individual determination. It was an academic elective for seventh and eighth graders who want to be first to go to college in the family. When I was in sixth grade, I [clears throat] chose AB because I would be the first in my family to attend college. I want to attend college because it will open more job opportunities for me and we have tutorial two times every week. tutorials improve my public speaking skills by presenting a point of confusion to my tutorial group which is 60 seconds speech that includes what I know and what I'm confused by tutorials. Tutorials also help me with critical thinking skills because I have to listen and ask

007other people about the point of confusion. So we can try to solve the point of confusion. Thank you. >> Good evening. My name is Fredo Amanda and I'm an eighth grade AVID student. I've been in AVIT for 2 years and it's been an amazing experience has helped me prepare for college to continue my dream to be a veterinarian. I decided to join AVIT in sixth grade because I wanted to be organized with my work and help me to prepare college. One thing that has pushed me to be more organized is weekly organization checks. We must have organized backpacks in a full agenda every week and it helps me keep track of my favorites. We also do focus notes where we write notes about classwork and have process that helps us remember what we learn. It's

008not my favorite thing ever but has benefited me to remember all information from all my classes. Everything about the field trips recently went to UC Berkeley and had a tour of the whole school. I learned about the history of the campus and got to talk to parent students about college. Last [clears throat] month we had an ice cream social where our band, orchestra, and choir students performed. Our leadership class has also hosted many lunch and we have our holiday lunch tomorrow. Something that we were told is that this year was uh there was growth in our end of the year almost back to where we were before the pandmic. These social skills strengthen our community social skills um leading to more procial behavior which makes it easier to learn. We think that we think that's

009one reason our test scores went up. In conclusion, every year our school continues to rise and grow. We look forward to coming back and having other students share their perspectives. On behalf of Sunnyville Middle School, thank you for taking the time and interest to learn to what's happening at home. You got this. [clears throat] All right. [laughter] Yes. technology. [laughter] He's [clears throat] always a teacher. These are all volunteers. They're all school board. So they listen to kids, they talk with the best decisions for our schools. So these will all be good spots for you. [clears throat] You should take this one. Okay. Secret picture. [clears throat] >> [clears throat] >> That's good. You know, Mr. Oh, I see. Maybe we take pictures again. [clears throat] When we give sketches, we stand here. You said

010that students could actually come to you. So if you were like I think we need to have every day at school and I think they talk about it. Thank you. >> [laughter] >> ready. >> I just wanted to reinforce you. I will not be getting west coast. >> I know it. >> Thank you. Thank you. >> That's all I'm saying. >> Yeah, it is. [clears throat] >> So my mind national service. So it seemed like it had a little bit of that. >> Yeah. Was it a big taco? >> What's your favorite? That's usually what we up to. Last weekend pretty good. >> Oh yeah. Yeah. >> Do you think that I would get more stickers if it was a I already peanut >> butteren. Yeah, exactly. That's [laughter] the dangerous part like 16. [clears

011throat] >> [clears throat] >> You are so dangerous. >> [laughter] >> It worked out that way, but it came Nobody [laughter] get it. [laughter] >> I like those. Yeah. >> There you go. >> [clears throat] >> Did you see [laughter] I answer. Next time I'm not going to You know what? We're going to have spicy. [clears throat] That's why >> [clears throat] >> I don't recall. You're lucky. 9:00. It always feels good at the time. Okay. [clears throat] >> You Try to wear down. Well, I mean, he got to It was >> 30 minutes. >> [clears throat] >> Exactly. >> [clears throat] >> I'm I'm your chicken Thank you for your patience. It's for now 6:33 p.m. Um, I'm calling back to order the special board meeting of the board of education on October 30th,

0122025. As a reminder, a recording is being made of the meeting at the direction of the board. The recording may capture sounds in the room. Uh, I see that all members are present. Um, 6A, close session announcements. there was no action taken. So I would like to invite um two students to lead us in the pledge of allegiance. We have Allison Aguinar and Joseia Pena from Bishop Elementary School. Would you like to lead us in the pledge? [clears throat] Oh, I see. Okay. Um Um please put your uh please stand up and put your right hand over your heart. I 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, liberty, justice for all. >> So um and now this

013is Miss Zagul, are you going to read our land acknowledgement? >> Yes. >> Oh, excellent. Um, so that is item number eight. Um, please go ahead when you're ready. School District is located on the ancestral and unseated land of the Moa, Aloney tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of Sunnyville community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom of the Aloney people and to consider how we might work to repair injustices and to move forward together in honorable ways. Thank you. >> Excellent. [applause] So now we are on to reports. First up, item 9A, we have student reports. We'd like to hear from our student uh school representatives from from

014Columbia Middle School first. Good evening. My name is Um, good evening. My name is Emily Wong and I'm the eighth grade um student body president for Columbia Middle School. Some things about me that I like are fashion, cameras, and sports. For example, basketball and track. And last year, I think for being involved in so many different activities has helped me meet new people, learn achievements, and push myself to do best in everything I take on. There's so many fun and exciting activities at Columbia. From special events to everyday moments, there's always something happening at Columbia, and I'm going to tell you some of them. We have a yearly event in Columbia called the haunted house. is a super [laughter] exciting event where students go to our multi-purpose room where student leadership program helps decorate the

015room to make it spooky and scary for Halloween. Students love help setting it up and dressing as their actors to bring out their creativity around campus. We also have another event or student versus staff volleyball tournament where eighth grade students go against our staff and this year the students won after being a year of defeat. The energy throughout our tournament is always loud and cheerful. It shows good sportsmanship and fun competitive competition. I don't love we have an students are or parents are allowed to visit our campus and have an opportunity to share share [snorts] a meal with their child. It is a great time for families to meet their child's teachers and see what campus is like but most importantly have a fun time. In first geometry, we are currently learning about a pair

016of series of statements equals that. Typically, the structure of it contains us using postulates, for example, SSA or SS to prove a teaching does a great job of helping us understand and prepare us for the school. Overall, Columbia has a bunch of exciting things to offer. There's never a dull moment at our school. Thank you for taking your time out of your day to listen to everything that's happening at our school. And now I'm going to pass this off to our seventh grade president. [applause] [clears throat] >> Hey board members Dr. My name is Bak and I'm the seventh year president here at Columbia Middle School. Something you might want to know about me is that I'm a student athlete here at CMS but I'm also a student athlete outside of school and I play

017for a competitive softball team. We are the student body representatives from Columbia Middle School. We appreciate your time and chance to share and live student voices. Tonight we are excited to share some updates from our school like sports halls [clears throat] and most importantly haunted house. I'm excited to say that I was able to be a part of the class at CMS this year and class we get to organize haunted houses dances and other fun activities. Also, by being a seventh grade president here at Columbia Middle School, I'm going to be a part of selling selling Halloween grams. And Halloween grams are presents for you and your friends that contain candies, pencils, fidgets, and they get delivered on 31st of October, which is Halloween. Haunted house is a fun scary experience for whoever comes inside.

018These students get to be vampires, possessed dolls, clowns, and last but not least, be juice. This year I possessed doll and everyone is very dedicated to their jobs in the haunted house and it's completely safe for all ages. Next year I would love to be able to take groups to the haunted house so you can have a firm receipt of how they start and end their experience. Now for sports last season [laughter] we had girls softball which I didn't do the best but it's the effort that counts. We [snorts] also had co-ed cross country and they did pretty good this season. The current season at CMS offers girls volleyball and co wrestling wrestling. I participated in volleyball last year and this year. My sixth grade year I played in girls volleyball and we went to

019the playoffs. Hopefully this year we make it a lot farther with you guys' support. As for wrestling, last year they went to championship. So hopefully they'll do it again. Thank you for letting me have this opportunity and I'll pass this on to our sixth grade president, Jeremiah. [applause] Good evening. My name is Jeremiah Martinez Delazar. I am the sixth grade student body president. I would like to tell you about our spirit week we had last month at Columbia Middle School. The first day of our spirit week was opposite day. On the opposite day, we wore our clothes backwards. The second day was sports day. We wore our favorite team, our favorite sports team, jersey. The third day was pajama day. We wore our pajamas. The fourth day was green color day. We wore our assigned

020food grade colors. The fifth day was anything but a backpack day. We took our school supplies in anything but a backpack. In sixth grade science, we are making a roller coaster out of wood and this we and we will be testing it out on Marble. This project will teach us about kinetic energy and brownie. This season there is girls volleyball and boy and girl wrestling. The wrestling team beats candy at Columbia this afternoon. And next Tuesday the seventh grade girls volleyball is up to beat both and a few weeks ago there was a soccer tournament at lunch each day two teams of scrimmage each other. The the students who participated in the soccer tournament received medals. This tournament helped kids get to make friends and get to know each other better. and everyone who participated

021had a lot had lots of fun. Some things you might be interested to know about me is I like to play football, go to restaurants and cultural festivals. I like to work hard and have a fun time. I have a be student and staff member to a pizza party at the end of the year to make it happen. I would like to ask if anyone would like to contribute. If you would like to contribute a later time, please feel free to visit us and donate at our school. Thank you for considering. And that will conclude the end. Have a good evening. [applause] [clears throat] >> Next up, we have representatives from Sunnyville Middle School. Please join us. >> I'm sorry. >> [clears throat] >> Good evening board president trustees superintendent class and community. We represent

022Sunny Middle School and appreciate the chance to serve and lift student voices. Tonight we are excited to share updates especially for our English learners in a program. My name is Kayla Kister and I serve as student body president middle school. I'm in eighth grade and also serve on the leadership activities team at our school. Over the last two weeks, we've been preparing for the fall winter dance. This is the first dance of the year and it is important because dances create memories that last a lifetime along with valuable skills like socializing outside the classroom, a common etiquette in a unique environment. Our leadership class in ASB also hosted a club fair last month. Sun features more than 30 clubs which will be a lot for a student to try one by one. So the club

023will allow students to experience a bit of each club in a short amount of time and open their door to an opportunity to grow their community [crying] with similar interest. Now we have one more will share about his experience as an English learner. [applause] >> Hi, my name is I am in second grade at SMS. Support is important because it helps us learn to talk and write in English and read. We are learning about pollution and how it affects our planet. We have learned this by watching videos and writing notes. Thank you. [applause] >> Hi, my name is Nathan and I am a sixth grader at SMS. In my EOS support class, we're learning about how important it is to eat healthy meals at school. A special day was when the chef Samantha Van Go

024came to tell us about how she planned our meals. We're becoming great readers, listeners, and speakers in class. [applause] >> Good evening. My name is Daniel Vargas. I am here speaking instead of practicing. I am an offensive and defensive lineman. I'm also an eighth grade average student. I've been an average for 2 years. A stand for advancement via individual determination. It is an academic elective for science and eighth graders who want to prefer to go to college and their family. When I was in sixth grade, I chose because I will be the first in my family to attend college. I want to attend college because it opens more dropping for me. and add tutorials two times a week. Every week tutorials [clears throat] improve up my public speaking skills by presenting by presenting a point

025of confusion to my tutorial group which is 60cond speech that includes what I know and what I'm confused about. [clears throat] Tutorials also help me with critical thinking skills because I have to listen and ask other people about their point of confusion so we can try to solve their point of confusion. [applause] Good evening. My name is Rita Alanza and I'm an eighth grade AVID student. I've been an AVID for 2 years and it's been an amazing experience. A has helped me prepare for college and gave me a desire to continue my dream career to be a veterinarian. I decided to join a in sixth grade because I wanted to be more organized my work and help me prepare for college. One thing that has one thing that has social organiz organization checks and my

026notes have organized backpacks a full agenda every week and it helps me keep track of my papers. We also do focus notes where we write notes about classwork and have a process to help us remember what we learned. It's not my favorite but me to remember information for all my classes. My favorite thing about is most definitely the blue trip. I recently went to Berkeley and had a tour of the home school. We learned about the history of the campus and got some talk stories about college. Thank you. [applause] Good morning. My name is Ellie Yao and I serve as secretary and part of leadership activities. Last month we had an ice cream social where our band, orchestra, and choir students performed. Our leadership class has also hosted many lunch events and we have a

027holiday themed lunch event tomorrow. We were told about this year that there was a growth in schoolwide NWA schools almost back to where we were before the pandemic. These social events strengthen our community's social skills leading um to more pro-social behavior which makes it easier to learn. We think that's one reason our test scores went up. In conclusion, every year our school continues to rise and grow. We look forward to coming back and having other students share their perspective. On behalf of Sunn Middle School, thank you for taking the time and interest to listen to on to listen to what's happening at school. [applause] We would like to invite the students to put a picture with the boys. Come on up to the front and take a little picture really quick. >> [clears throat] >>

028rows. Can we maybe get a few up front and then Thank you for your support. [laughter] >> You can stand up. >> Oh, okay. Everybody >> I can ask Isabelle to take a step to the Yeah, thank [clears throat] you. I can see everybody. All right, Randy, you're over here. One, two, three. One more. long too. Sorry. >> And anybody else? >> Great job. [applause] Those are excellent student reports. We really appreciate that. Um, we are on to item 9, which is our students report. >> Thank you, President Watson. Good evening, everyone. Thank you for being here with us tonight. Special thanks to all of our amazing students for the reports this evening. to go this uh so let's go to the next slide please. So on Monday we had a chance to celebrate uh

029Cherry Chase teacher of the year at the county office, Miss Jennifer Taylor. You can see a picture of Miss Taylor there. Uh so once again congratulations to her and all of our teachers and everybody who does an amazing job for our students. Let's go to the next slide. Today I had the amazing opportunity to have my first student advisory committee and [clears throat] I know Allison and Caleb were here. Um they were you heard from them earlier but our students did an amazing job and I was so proud to be able to spend some time with them earlier today. Let's go to the next slide. One of the things that I want to share with you is like I asked them what do you like about Sunnyville School District? What do you appreciate about your

030school? And so these are just some of the things. And let me tell you, I got pages of this. They kept going and going just because they had a lot to share about what they appreciate about their school, about the school districts. And uh you know, they get to learn about animals and how to treat others, right? Um the science labs, the field trips, they talked about lunch, they talked about their teachers and their classmates. So, it's really nice to hear a little bit about what they appreciate. Let's go to the next slide. And then I also asked them, if you were the superintendent for the day, what would you change? And a lot of suggestions as well, including of course, you know, and it wasn't just about themselves. So, you can see that first

031line right there is someone said buy lunch for all of their teachers, right? Um, ask students what they like about school. uh more overnight field trips, uh making sure that students and teachers are always connected well. And someone said communication is the key. And [clears throat] so they even talked about physics. They talked about, you know, giving students more opportunities to challenge themselves. Uh the buses, I know it's a challenge for us and we've been having some challenges with that, but so they were very honest about what they would um do if they had the opportunity to be the superintendent for the day. And so with that, um, President Wson, I'm gonna conclude my presentation for tonight. Thank you so much. >> Thank you. To item 9, board [clears throat] members reports. Evelyn, would you

032like to begin? [clears throat] >> Um, I've been really busy with um work. First of all, uh, we opened up um, uh, another location. So, we have seven different locations and we just opened up a Sunnyville location. So, I started there. Um, so I've been busy with work. Um, and at school tomorrow we have our sorting um ceremony for the um Harry Potter's um ceremony at Miss's class. [clears throat] I'm also helping with um book club and our fall carnival and our craft fair that's coming up. I've been working on silent auctions and getting donations for our craft fair. That's um in November. Um last night I went to my first um fall annual dinner with the um SEC SBA and that was really fun um to see all the students um the student panels

033for the multilingual um their multilingual journey. Um it was inspiring to see them up there and talking about their journey and their experiences. Um, and it's it's [snorts] uh really nice to um to hear what they have to say about their journeys. Um, to record this time this week there was a [clears throat] first of this academic year. It was very interesting. some a lot of times came and yesterday was the SECBA dinner. Other than that, I don't have much to report. um I just wanted to share I think most of um board knows. So I went with my husband to ICMA. So it's international city managers association annual conference. So kind of like CSBA but for the staff leadership in local government. Um and I went to I end up going to a lot

034of sessions because so much it's not education directly but so much of it is very connected and I lots of cool things but I just want to share just two really quick. One was I went to um a really great session about emotion. A lot of the sessions the ones in particular were about kind of emotions and connecting with people because I think that's such an important space in you know kind of today's world. Um but anyway, so it was about emotional intelligence and they used Inside Out and so it was just a very fun entertaining one. And then one of the general sessions was Arthur Brooks. I think he [clears throat] said a few books. I heard his name before. Um but he uh one of the main things was that you know thinking

035about in our society and when you have anger and you kind of have feelings of disgust those combine together to create this feeling or this emotion of contempt. Um, and that's he said that's what leads to polarization. It's one of the most destructive feelings and emotions, right? And I was kind of thinking about that and thinking about kind of like stuff we've um thought about in the past and just that like kind of how do how do we avoid that feeling contempt for other people, right, in other spaces. [clears throat] Anyways, it was just a cool conference and reminded me is basically like CSBA just not directly about education. [laughter] Good evening. Um, I've had a really great opportunity to be in the community this um, past few weeks. Um, I attended the Asian-American Parents

036Association webinar about IIA and I thank Mr. Nishara for presenting on behalf of us. Um, a common theme that I've been something I've been thinking about a lot is is how in community we can um, grow so much and inspire each other and to be seeing each other and and honoring each other in different ways um, and learning and being inspired by others um, is really unifying and I think very important right now in this time. Um, so I've also been able to visit um, TK school. So um we went to three different schools on one day and again another opportunity to really appreciate what every school site is doing. Um I went with President Watson to um Fairwood and then to Lakewood and to San Diego LTK all in the same day. That was

037a great opportunity. Um we also had the sit education foundation round table and that was about um field trips and outdoor learning, garden learning um and the opportunity to touch grass and that really got me um that's actually part of the tagline is like the magic of touching grass. Um, but that got me thinking about um how we are preparing our students for high school and beyond and about providing those really immersive hands-on opportunities to learn. I was really um inspired by our seventh grade science teacher at CMS um Gazelle Sarapin um who is a first generation um scientist and teacher here and just a great inspiration to many many students and now to us um at the round table. Um, and finally, I attended the challenge team today, which is held at the Department

038of Public Safety in Sunnyville, and it's just another opportunity for many different resources to come together and learn um about supporting our students and um sharing resources in that way. Um so, my my two big words this um past few weeks has been community and opportunity. Um and I will send in the rest of my activities. Thank you. >> Thank you. Um I see that some blue cards are handed out. Do we have do we have enough blue cards to go around? >> Yeah, we do. Okay. Um so all right. So from I am going to send in my activities. I just wanted to make the announcement that November is National Native American Month. It's one of the heritage months that we adopted on our board calendar and it's a national holiday. this um as

039a month. Uh there is an opportunity at our local library to learn about the Moab learning tribe for grades 2 through 8 on Monday, November 3rd from 4 to 5:00 p.m. you have to sign up for it. But it's um you know it's about history, culture, language about the Makani tribe and also there'll be activities going on in our schools related to uh native national Native American month. And then also November 16th through 22nd this year is National Hunger and Homelessness Awareness Week and there is a website about that um and a framework to get organized. Uh we do have food support for food uh insecure students on the agenda tonight. So um and I shared this resource with doc with superintendent Dr. Cross [clears throat] Lake. Um, but I do encourage the public to

040reach out to support our partner organizations like Sunnyville Community Services, Second Harvest Food Bank, or to, you know, work with their schools and their um community to um in the face of cutbacks to food banks, supplemental nutrition funding from the state and federal government, and cuts to safety net services. Um, again, I'm going to send my activities in so we can move on to item D, which is the Sunnyville Education Association. If there's a official representative who would like to speak on this topic, you're welcome to raise your electronic hand now. Okay, see none. Item E. Yes. Okay. 9E California School Employees Association. We'd like to invite you to raise your electronic hand if you would like to speak up. Okay, seeing none, um item 9F is the Sunnyville Education Foundation. If there's an official

041representative you'd like to speak, uh please let us know. And then today we're on to public comments on non-aggendaized items. Uh [clears throat] for items not on the agenda, um this portion of the agenda gives gives um the public an opportunity to directly address the governing board on any item of interest to the public. However, provisions of the Brown Act, government code 54954.2A 2 A and point three preclude any action being taken on any item not on the posted agenda. Um okay, those are okay. So um are there any members of the public who would like to speak on non-aggenda items? Do we have any online? Okay, seeing none, um we are on to item 11 which is consent agenda. So consent agenda, any item on the consent agenda if is subject to review and

042discussion prior to being approved by the board and if necessary any items may be removed for separate action and the public may address the board on any items on the consent agenda. If there's a member of the public who would like to comment on the consent agenda, please let us know now. Okay. Um, seeing none. Um, well, I'll let you know I don't have anything to, um, to pull for a separate consideration, but there are just two quick things I wanted to discuss. So, do we can I have a motion to approve the consent agenda? I move approval of the consent agenda as listed. >> A second. Thank you. Um so for discussion um I wanted to make a mention of item 11C3 which is the 2526 certificated adjunct duty charge. I wanted to say

043um while I appreciate that these are getting cleaned up um I hope that we are revisiting it as part of our overall systems expectations in the future. And um I also wanted to note that for item 11D4, which is the elevation Syracuse, um while I'm not I'm okay with approving this uh contract for expenses, I still really do I still really am waiting for a breakdown of special education expenses that are broken out in terms of transportation, litigation, contracts, not just what we're charged. um if there's a way to get like a one pager on that at some point and then um that is all I have for that here. Did anyone else comment or discuss that? That seem reasonable just getting one feature about special ed. >> Yes. >> Okay. Um I just want

044to make a comment about um is it the C3 which you just mentioned the cert certificate duty chart. Um, just reading through it, um, I know this is a clean up from what we've done in the past, but reading through it, um, I had some questions about, um, the types of additional duties and, um, the tiers and so that is something I do look forward to revisiting. Thank you. Is you want to say something? >> All right. Are you ready to vote? Okay. All those in favor, please say I. >> I. [clears throat] The chair must I. And the motion passes. The agenda passes. Okay. Um, we are now on to item 12. And I wanted to ask a favor since I seem to have a ton of cards here for one of the agenda

045items for 12C. Um, would it be all right if we flipped it to um to do? So, I think um approving the agenda was who approved the agenda and second it. I wanted to know if you could modify it to do 12 C before 12. >> Is that right? >> Okay. Yeah. So I I have [clears throat] to change the order from um to put 12 C ahead of 12 A in consideration of the people. [clears throat] >> Okay. And then so we're going to do we have to vote. >> Oh okay. All those in favor please say I. >> I chair votes I and motion passes. >> Um will we need uh translation services for this? >> I think so. >> Okay. >> Um okay so the first speaker I have is uh >>

046Oh yes. Oh actually let me let me count quickly. Good evening. >> Just just one moment, please. Sorry. Sorry. Excuse me. I just have to I wanted to figure out how many how much time and I do have a chart. Sorry. So, >> um, board, I'm wondering if we could extend the time as a maximum time to 25 minutes so that everybody could get two minutes each. Does that sound reasonable instead of 20 minutes? >> Okay. So, everyone will have two minutes each. Okay. All right. Thank you. Um, okay. Yes. Thank you. So, all right. Since there's quite a few, do you want to like say who the next person is going to be? >> Right. Okay. So, we are on we're actually going to do sorry this one stick upside down. Um we're going

047to do item 12 C next, which is review and discussion. No decisions will be made. Nothing to approve tonight on student nutrition and meal access during school breaks. Um actually did you want to introduce anyone first before we have the speakers? >> [clears throat] >> So just to provide some context, one of the challenges that we're faced with right now, and it's not just in Santa Clara County, is that due to the government shutdown, we know that there's a impact on families and other organizations, including here with Second Harvest or food distribution, EBT staff, and a lot of our families as it is right now are struggling to just make ends state to be able to provide basic necessities and food to their families. And so on top of that, now we have an additional

048challenge that we may have less resources coming in. And so that's why my board wanted to have this on the agenda so that we can start thinking ahead about what we can start doing now in collaboration with our community with other partners to address these issues and be able to support as well. And so thank you for being here. >> Okay. So welcome Fatima. And you have two minutes. Good morning, evening, evening members of the board and screen. My name is Pashima and I'm 10 years old. I'm part of the community community of leaders junior and I go to a school here in Sunnyville. Today I want to share how much the school meal program means to me and my family. I live with my mom and she's the head of our household. She works

049very hard every day, sometimes more than one job, just to make sure I have everything I need to do well in to do well in schools and live and to do life good in life. I see how stressed it's for her, how she worries about paying rent, buying grocerships, and making sure we have everything we need. These programs will help more than just me. They help my mom, too. When I get breakfast or lunch at school, I know it takes some pressure of her. I feel I see her feel a little relieved and I know it helps her focus on giving me the best she can. I also see that it helps my friends and their families in the same way. Many of my classmates depend on the these meals and it takes makes real

050differences from them and the people who take care of them. That's why I also support support the natural program during neutral program during the school breaks. These programs are very important for families like mine. When school is out, it can be even harder to families to make sure their children have enough to eat. These meals provide relief, stability, so kids can stay healthy and focused and parents don't have to worry so much. I know how much these programs help my mom and so many other parents in the in our community because these programs I can come to school. I focus and I can focus and I'm ready to learn. I don't have to worry about being hungry or distracted. I can pay attention to my teachers and my schoolwork. It also helps me, it helps

051my mom feel a little less stressed because she she knows at last one thing, my food is taken care of. I hope these programs can continue, not just for me, but all the students and families who rely on them. They make schools and school breaks a time where we can grow, learn, and have the chances to do our best every day. Thank you for listening to me and for caring about kids like me and my and families like mine. >> Thank you so much. [applause] is okay. foreign. for Fore! Foreign! Foreign! for speech. So, if I can have a maybe a minute to provide a summary of what she her comments. My name is Maria Ayala and she's a leader here in the community as well as a parent and a mother of a middle

052school student. I'm here today to share my perspective as a parent and the importance of receiving the support regarding the um food meal or lunch programs. She works she works hard during the day to support her family. She's the head of the family in her home and um to live in Sunnyville is expensive and there's a lot of work and sometimes it's difficult to cover the rent, food and other basic necessities. These programs support provide incredible support to my family. When my daughter receives her meals at school, it takes a little bit of pressure off of her. That nutrition programs during recess, during the breaks are especially important when there are no classes, it's even more difficult to provide her her daughter the support that she needs um in regards to providing proper nutrition. And

053then um so I'm reading and translating here. And then she's also seen and from her from other parents in the community uh other parents are also working hard and uh there's a lot of obstacles and challenges uh to be able to support the students and families and these programs are uh especially important for again good nutrition and uh your support is vital for families who are fighting and struggling to sal to to um stay ahead. And so again, and she asked the district to continue supporting these programs and to amplify or expand the support services that are available for all families who may need this type of support as well. Uh thank you so much for listening. >> Okay, next up we have Maria and then sorry and Elizabeth. Thank [clears throat] [snorts] you. [snorts]

054>> [clears throat] >> Superintendent is Rodriguez. Middle school. for his Um, All right. So, again, a summary. My name is Elizabeth Rodriguez and I'm a student at Sunnyville Middle School. I am here today uh to talk as a daughter of a mother who works really hard uh to support her as a student in this district so that she can have a better future. My mom is a single parent and she and although she works full-time, it's not always enough um or it's not always easy for us. Sometimes after paying the rent and other basic needs, there's not much left for food. Thanks. Thankfully uh to this thanks thankfully due to the nutrition services programs I've had the opportunity to come to school to focus on my studies without having to worry about uh food on

055that day. Thanks to those programs I can concentrate on my classes on my homework and on my dreams. I know what it's like to see my mother stressed out because she wants to give me everything. Oh man, sorry. >> Yeah, you want I wanted to say I didn't know how the first time. >> Um so um thanks to the program of uh food assistance, I have been able to come to school without worrying about what I'm going to eat that day. Thanks to those programs, I can concentrate my classes, my homework, and my dreams. I know what it's like to see my mom stress because she wants to she wants me to give me everything I need. Um, but I know that there are things that she can control. And there are and I know

056that there are more families like mine uh and and other students that depend of the that depend on the food that the school provides to learn and feel good through the day. Um, when students feel hungry, they can focus. they can learn the same. They can learn the same way and um and it's not fair that a kid should worry about a basic such a basic thing like knowing what your next meal is going to be. Uh we we only want to study, grow, grow up, and have a better future. Um that's why I'm uh that's why I'm here asking as a student to please um find a way to uh keep supporting us uh and the families during these uh school lunches and put um and providing food. I don't want other kids to

057um go through the same thing that I uh went through and I don't want my my classmates to come to school with hungry and worried about um about their um elimination. Everyone deserves to feel um uh to feel safe, supported and ready to learn. Thank you for understanding and supporting other students like >> Thank you. Next up we have Kamacho and then Elmer. Blueberries. Fore school. Sorry, >> I'm translating. [laughter] >> She's continued. >> Thank you. Sorry, I'm trying. >> The sound was off. It just got I've turned off the translation. I'm so sorry. My apologies. Fore! Fore! Fore! Foreign Please. >> Thank you. >> Super super. [laughter] >> Okay. Her name is Claudia. My name is Claudia Kamacho, a member of the leadership here in the Sunnyville Community Services. Um she's here today to

058share her experience as a as a mother who's struggling every day so that she can provide her daughter um an opportunity here in Sunnyville. She decided to stay in Sunnyville because she knows that her daughter deserves a good education of high quality and she wanted to study and continue her studies at Sunnyville Middle School. [clears throat] But staying here in the city is not easy. The rent keeps going up, other costs continue increasing, and as a single mother, every dollar counts. There's there's been months where after paying the rent and other basic costs, there's barely enough to purchase food. [clears throat] There's been times where she's had to make the decision into in between purchasing gasoline for her car for work or purchasing more food at home. In those moments, the programs uh nutrition programs

059and the nutrition programs here in the district were saving her. Thanks to these programs, her daughter was able to continue going to school and uh not worry about uh being at school with an empty stomach. Thanks to the your support, she was able to concentrate, learn, and not feel different or ashamed. I work hard. I wake up early. I do everything I can to support for her, to provide support for her family. And so she's here today to remind us how much families like herself and her daughter who are working and doing everything to support the community who are struggling to stay here in this community so that they can provide an education for their children. Um [clears throat] and that's why she's asking as a as a parent, as a as a worker, as

060a member of the community to find a way to support families and students during the breaks. No one should have to choose between staying in this community so that their children can get an education, a dignified education or putting food on their table. Our children deserve um security uh dignified security and the opportunity to learn without being hungry and without fear. Thank you so much for your support. >> Thank you. Thanks Dr. Castig for translating. Uh next up we have um Juan Alvarez and then after that um okay [laughter] [clears throat] services Clara.chech. for [snorts] Foreign speech. Foreign speech. Foreign speech. Francisco. Thank you. All right, I'm gonna try to see Google translate here, but I can't read it now. My name is Juan. I am one of the community leaders at Sunnyville Community Service

061and a student in this district. I am also part of the McKinley Vento program. That means like many other students, I haven't had stable housing. I am one of more than 8,000 unhoused students in Santa Clara County. For a while, my mother and I lived in our car. They'd already managed to get into a shelter. It wasn't easy. doing homework by a small car light, sleeping in the cold, trying to rest while listening uh to the traffic outside. Those are things I never thought I would experience. And yet, I try to keep going because I wanted a better future. When you're in a situation like that, all you want is stability, a safe place, and something basic as eating every day. School meal programs have been an essential part of my life. And I'm here

062to tell you, thanks to those programs, I was able to go to class focus without feeling the pain of hunger, without having to worry all day and what my next meal would be. When you're worried about what you're going to sleep or what you're if you're going to eat, it's very difficult to think about math, science, or your future. But when school gives you that security, when you know that at least there you can eat and be at peace, you can breathe, you can learn, and you can dream. Not all students talk about these things. Many are afraid or ashamed. But I'm here to represent them to tell you that these programs are more than they are hope. They are dignity and they are the opportunities. With the suspension of the nutrition assistance program, many

063students like me will feel that fear again. It shouldn't be this way. No student should ever have to worry about food while trying to build their future. I respectfully invite you to seek solutions so that students can continue to have access to food during the school breaks. We want to study. We want to get ahead. We want to contribute to this community. We just need your support to do it. Thank you for listening and for thinking about students like me. [clears throat] >> Okay, next up we have um and then Sydney. Community leaders community services. Elemento. Fore like this. My name is Juliana Valencia and I am the president of Sunnybell Community Services uh community leaders and I also provide daily support during recess at Sunny Bell Elementary School. Every day at our schools, I

064see children who rely on school meals to get through the day. I know that many cannot concentrate in class because they are hungry. I know that their academic performance suffers not for the lack of effort, but because at home they face situations of need, anxiety, and despair related to food insecurity. The suspension of the nutrition nutritional [clears throat] assistance program will directly impact these families, families with whom we work every day at our schools and at the community center. Many students arrive at school hungry, worried about what is happening at home. And these circumstances impact their learning, their emotional well-being, and their development as individuals. We know that sometimes data doesn't fully reflect reality. Many families don't respond to surveys because of fear, mistrust, or language barriers. But as someone who's on the ground supporting

065these families day after day, I can assure you with absolute certainty that the need is real, urgent, and profound. Our children deserve to learn on a full belly in peace and [clears throat] with the opportunity to fully develop. We thank you for listening to our voices and for your uh commitment to the community and its future >> and she's bilingual too. So she's here representing Judy. Oh, they she's here representing Yudi Valencia. Okay, thank you. >> Thank you so much. Um, next up we have Sydney and after that um Jonathan. >> Hello, my name is Sydney and I am a community leader with the Sunnyville Community Services, a human's relations commissioner and a PAR educator in the school district where I have the privilege of working every day with our Hispanic students and their families.

066Today I speak on my own behalf and I have come to you not only as educator but as a direct witness to what many of our students experience on a daily basis. Every day I see students arrive at school hungry. I see them trying to learn, trying to focus but their minds are elsewhere. On the pain of an empty stomach or the worry of not knowing if there will be enough food at home that night. When I work with them, I don't just help with homework. I listen to their stories. I listen to their fears and everything else that they have to share. Many times I hear their stomachs growling because they haven't eaten enough. Many of these children come from families who work hard, families who deeply love their children and make enormous sacrifices

067to give them a better future. But living in Sunnyvil is in expensive. Even with full-time jobs, many families struggle to cover basic needs like housing and food. With the suspension of the nutritional and assistance program, I know that many of these families, many of the same ones I see every day, will deeply be affected and students will feel it too in their learning, their health, and their emotional well-being. We cannot expect a child to learn when they are hungry. We cannot ask them to focus or ask them for good behavior or good academic performance with the most most basic need food not being met. This is why today I ask you from my heart as someone who is in the classroom every day to find a solution to support these students during school breaks. We

068need a plan that ensures our children have access to food no matter the season or the reason or whether it be recess or lunchtime for them. Our students deserve to start each day and be ready to learn, not worried about where their next meal will be coming from. educators, as leaders, and as a community, we have the responsibility to protect the children and give them the tools for a better future. Thank you for listening and for your commitment to our families and students. >> Thank you. [clears throat] Next up, we have Jonathan Valencia and then Miranda. >> And the the last one was representing for Pedro. I'm sorry. >> The the statement I gave was in representation of Pedro who couldn't make it today. >> Okay. Thank you so much. >> Hello. All right. Uh

069my name is uh Jonathan Valencia. I am a member of the Sanville uh community services uh leaders. Sorry, my bad. So meet a community leader at Cville Community Services as well as a par educator at El City High School here representing the future of a lot of students here in the district. And I can tell you experience as an educator the number one thing that I hear from a student who is not working is I'm hungry. I hear it almost every day. Students who come in in the morning who didn't have anything for breakfast or from students who didn't bring anything and have to wait for the next uh break from school to grab something to eat from campus. So, I know times can be very difficult with budgeting and priorities when teaching can be

070very complicated. But from my time working in education, I know that a hungry student is not a student that's going to learn anything. Their minds are not able to like improve like any skill they have. >> And I can also tell you as a former student of San Miguel Elementary and a former student of Columbia Middle School that having school lunches helped me a lot. uh my mom didn't have time to like make me lunch because she would look for work and my father was also working early in the mornings. So the fact that I could go to school during uh any recess or like uh sometimes during course school for breakfast I could go in grab something to eat and then not really think about my belly when I'm learning how to do one

071plus two. It helped me a lot. So in this very difficult time and difficult world we live in, I hope that we prioritize uh student hunger as a number one priority. Thank you for your time. >> Thank you. >> Next up we have Miranda and then >> Good evening board members and super >> sorry. Okay, I'm with you. I did the same thing translating. Hi. Um, hi. Good evening. Um, board members and superintendent. >> Good evening, board members and superintendent. My name is Miranda. Sorry. My name is Miranda and I am a junior community leader. I am I am a student in at an elementary school. I know that I'm young, but I want to share something important with you. I've have been opportun [clears throat] I've had the opportunity to spend time with me

072of children at my school and I've seen how many of them often come to school without breakfast or lunch. I've heard them say they're hungry because they didn't eat breakfast. And I can see on their faces that they feel tired or sad. And when that happens, it's hard for us to learn or play and be happy without your without energy. It's hard. It breaks my heart to see them like this because like me, they just want to come to school to learn and be with their friends, but sometimes they're they're really not having enough food because same area, and that's not fair. I know that my school is is a place where we should feel safe and cared for. And as my mom says, we will we are we are all equal and have the

073same rights and opportunities. When my friends don't have enough food, I know they don't feel like they don't feel this way. I've seen them trying to pay attention, but it's very difficult to learn when their [clears throat] stomach is empty. Good programs help a lot because my when my friends can eat, they feel better, smile more, and can learn just like everyone else. I can't I want all boys and girls to have the same opportunities and for no one to have to come to school worrying about whether they're going to eat or not. Please help ensure that that children at school all all schools continue to have food even during recess. We all deserve to learn, grow, and feel good. Thank you for listening and for having us. >> Thank you. Next up, we have

074um is it Loose Marina? Hi, good evening. My name is for my friends. Latina. Thank you. >> Okay. My name is Yensi Wheel and I'm a guil. am a member of this the leaders of the community of Sunnyville community services and today I'm here as a mother of two children who are uh students in this district. Today I'm not only speaking on behalf of my children but also um my family but for all children in this community that has opened doors for us. Um, and I know that the challenges that they face to provide their families with the proper nutrition. [clears throat] Today, I'm here to ask for your help with these programs that they not be eliminated, but instead are expanded to support our families. The food and nutrition provided during the breaks often

075supports the entire family. We're also talking taking notice about the dignity and respect for all of us. Sorry. [clears throat] I'm also as have the pleasure of being a volunteer at different uh places here in this community which has allowed me to get to know the our community especially the Latino community. Oops. And in our community, there are our families are afraid of asking for help. >> There are parents who will not complete applications because of fear of being deported or because they don't understand the language or English um or because they feel that they do not qualify. [clears throat] This does not mean that the need is does not exist, but the need is there. and even more than it than we might be noticeable on paper. And that's why we're here to ask

076them for your support to continue supporting these program these sorry these programs these nutrition programs especially during the breaks. It would be um this would be an additional support for our families in difficult and challenging times. Thank you for uh listening to us and for being here. Thank you. Next up we have loose and then after that it's Paula. Okay. Sorry. First it's loose loose. [laughter] >> [laughter] >> for See, thank you. Okay. Um, hi, my name is Bruce Marina. I'm here as a parent and thank you for this beautiful program that you have. Imagine taking away such a wonderful program. It would cause chaos to our families. We sometimes are often working even up to two jobs. And I'm here seeking a solution to continue these efforts. A full stomach and happy heart or

077fulfilled heart. So this is a program for children and I congratulate you for having this program. Let's find a solution. >> Thank you. Next step is um can Fore! Foreign! Foreign! inclusive. As Good evening board members. My name is Paola. I am a mother of a middle school student and I am an active member of this community. Today I'm here not just to talk about need about but about opportunity. The opportunity this district has to demonstrate this truly cares for all students. It's even when they are not in class. We know that supplemental nutrition assistance program will be suspended starting November 1st. This will be leave many families including mine without essential resource to feed their childrens. Hunger doesn't just affect the body. It also extinguish the motion, consultation and dreams of our childrens. That's

078why I urge this district to lead the response to seek a partnership resources and solutions so that no student goes hungry during recess. Our childrens need more than just a good education. They need a security of no that will be also be fed. Thank you for your time and for coming to build a district where everything comes every day. >> Thank you so much. >> Thank um are there any um are there any raised hands online? Okay. Go ahead. >> Okay. And um speakers. >> So, we just have one speaker on and that'll be for two minutes. Leah, you can go ahead. [clears throat] >> Hi, my name is Leah Gropo. I'm um a registered dietician, but more importantly, I'm a mother of a student at Fairwood Elementary School. Um, and I just wanted to

079first off comment on all the um really impactful and meaningful comments that I've and you all have just heard. I feel like um I mean th those are all all of the answers as to why it's so important to feed um our students and I also think so important to feed our families in the um Sunnyale district. I think that the chronic stress that people really talked about is so true and it's in the literature that we just food should be a basic right and I really hope that um you all take that to heart. It sounds like you are. There's also been a lot of emotion. And it's great to kind of hear people's comments alto together. Um and I just think as a community um the community that my daughter is a part

080of and our whole family is a part of. This is so important to us. Um so I very much uh strongly support um meal access during school breaks. And um I'm even wondering if there's something that we can do as a community. Maybe have um families donate money for gift cards for local grocery stores or put it in a pot through the Sunnyville School District. And um people can get kind of more cashbased gifts or gift cards so they can spend the money where they and their family feel is best needed. Um I think sometimes people do a lot of can drives and that can be helpful but really families need to be able to have access to the foods that they like to cook and what their family prefers to eat. So I really

081think that would be an amazing um opportunity that could be facilitated by the um the board maybe as an idea. Um, so just really here to um really give my support and also to say I I feel so moved by all the comments today. So thank you. >> Thank you. >> Okay. So um thank you to the community leaders who've come tonight and spoken a word. Now it's the opportunity for the board to discuss. Um, so would we put this on the agenda because November 1st uh SNAP benefits um because uh Congress is out of session. There will not be any new SNAP benefits which is supplemental nutrition uh program for families. Um that program there will not be new benefits or funds added to those cards. So that's what used to be food stamps.

082uh now they're sort of like EDT cards and um we've been hearing from food banks for a while that their their proteins have been cut. They're given less and less um funding through the government agencies. And so, um, but when I spoke with Marie Bernard from Sunnyville Community Services, she was telling me the other day that, um, Sunnyville Community Services and the food banks are meant to sort of dovetail and supplement with SNAP. They're not equipped with food to cover the loss of the SNAP benefits, which for a family of four is about 750 or $800 a month. Um so while we cannot replace that we have a fiduciary responsibility we are responsible to the students me another thing that we learned was um she's seeing about 30% of her clients are families with children

083and she knows um [clears throat] that many of the families are eligible for the SNAP um because of their children. So she's expecting that many of their many of their families here in Sunnyale who are our families will be affected by this. Um so because we have a couple of breaks coming up um I had asked the superintendent what we can do to um get reimbursible meals through the school district to provide our school meals um while we are out of session. And um additionally uh where if we are eligible to like how we can provide um I know some title one schools they're eligible for dinner reimbursements um how we can lean into some of that and then also we had talked about um some sort of food drives or community food drives and

084all of it you know my intention would be that it would be done with a lot of dignity. I saw during the pandemic there were some schools that had a system where it was very seamless. There was it was you know very uh people just put their name on a list. It went through the student nutrition services. Um I think Lakewood, you know, was one where they just they just had a rhythm about distributing food um before the breaks um or you know during the during this school site when school school wasn't in session on site. Um so I'm just I'm concerned about um the meals and then I'm also hearing feedback from families and again I it's I don't think it's just me. I'm I'm hearing that from other people that um that they're

085hearing about kids being hungry. They're hearing about families not eating dinners on the weekends. Um you know, there's just within our school district and um and people don't talk a lot about it because they don't want to be uh outed as being food insecure. So, um, anyway, I just that's why this is on the agenda to see if we as a board, there's no plan to approve, but just to see if we together can give direction to the district of whether or not to lean in for this kind of thing. >> Isabelle, >> yeah, this is a very needed program. Uh it is a shame that we are in this situation. I remember for years now when we have when I have delivered food from our school directly to the shelter for the kids. So

086it's just like [clears throat] so it has been very very well used for us for our kids and even during the pandemic it was really needed. There were even worse. There were families that were working outside their homes and needed the food and they weren't able to pick it up and we were able to organize a little group and pick up the food from the schools and take it to the students directly to their homes. So this is how much need there was and still I mean things haven't changed. There are a lot of families that depend on the on these nutritional programs and breaks. Not everybody goes and use the brakes to go ski. This is a scary thing for many families. every time there's a break and when when winter come and things

087get a little bit worse and I think that if we can partner with other institutions like second harvest like we did before if we can try to stretch as much as we can our funded programs if we can stretch the money to fund even more that would be great and that's exactly what we should be As a few years ago, we changed a little bit the way how we talk and how we serve our families. And I think most of us were online with service the basic needs of our families. And I think we should follow that need. [clears throat] I just want to say thank you to all of you for um coming to speak. I know it's hard. Um, [clears throat] to feel [laughter] to hear stories like this because everyone deserves to

088eat and have food on their table. >> [snorts] >> Therefore, parents still work so hard to have food and to [snorts] figure out if they're going to pay for gas or if they're going to have food. It's just our community and our um education is really important. [snorts] But if there's no food, kids can't think. >> [snorts] >> And it's sad for the kids to worry about their parents or just so hard. So I think no matter what we do, this is a priority [snorts] that we should be helping our kids. >> Thank you. >> Sean, I just [clears throat] have a question for you mentioned you saying about like possible reimbursement, >> but then you said reimbursement from the district. I think you meant something else. Well, I think that the district can get

089reimbursed for um meals for dinners or for like over breaks. We can get some reimbursement for our title one ratio. Is that true or not true? Oh, here's my um potentially it it's complicated and the the reimbursement is only at certain schools. Um we can definitely look into that, but it sounds sounds like uh well, not that it's We've already begun discussions about how we can meet this need. So, um [clears throat] Dr. Crossway, he's he's already kind of rally the troops. We're trying to figure out our way through some of the um challenges, but uh we're confident we'll figure something out. >> Yes. So, I don't I don't know that all of it would be reimburseable, but I think there might be some pockets in reimbursement there. So, I'm just trying to see >>

090a partial at least. I'm trying to see what we can maximize out of what we're eligible to do. >> Um, and you know, I mean, some of it is like we have to have the staff do that extra work, right? Even so, the labor is not reimburseable probably, but the maybe the fractional the food is. But it's just so critical right now, I think. And um, you know, and I I really appreciate some of the things the some of the things from the family saying, you know, hunger extinguishes the dreams of our children. like, oh, or you know, just caring for the kids even when they're not at school because of their themselves or just this idea of dignity about it. And I I actually um Dr. Crossweight and I have been talking a little

091bit about um with uh with I think also with Trusty G. We were talking in our in some of our pre meetings about this about other things that we can do and and talking about um doing drives for um debit cards or your food cards, you know, different grocery stores or grocery outlets or places for so that people can get access to the food that they want to cook. Um but you know the food banks um are very stretched and they've they're already looking into whether there can be another distribution. Um but we have the kids here before they go and November is going to be a tough month even though December is difficult because there's two full weeks. November we have November um for November 10th and 11th offs. That's a 4-day weekend and

092then we have the full week of Thanksgiving. So, that's a lot of days for students to miss that supplemental nutrition. Peggy, did you want to >> um Yeah, thank you everybody for um showing up in your voices. Um [snorts] I agree that food is a basic right and we um are here to serve the community and that means that when there is food insecurity then we we pick up that responsibility and I have heard in the past um this um narrative that there's not a need but there's clearly a need and I'm hearing about um families who parents who don't eat so their children can eat or who don't eat over the weekend but I'm also again leaning into my words of opportunity and community and hearing a lot from the community about wanting to

093contribute and wanting to give food or money. Um I see in like some of the mom's groups there are people saying hey are you going to lose your benefits let me like connect you with a family that can do that. And so I feel like it's a part of the community, we also could be that kind of conduit where there are people with needs, but there are also people that want to um contribute. And I do think that is our responsibility to take care of our families and our children with dignity and with respect. And thank you again for showing it. And I just wonder like I know that a couple of the PTAs have already talked to a couple of um people on PTAs who said they were interested um in doing a drive

094or doing some sort of fundraising. Um I don't know if I know it's not really in the ED I'm not sure what I know the Ed Foundation's mission has changed a little bit. Um I don't know if that's something they would be interested in organizing or participating in. Um Dr. Cross, you want to give us any feedback or ideas, next steps? >> Yeah, >> we're not deciding tonight, but we're >> Yeah, I mean, but I just, you know, want to thank all the community members who um spoke up today and shared your uh impactful stories, your your narratives that need to be heard. And so, thank you for doing that today. It's just a reminder that, you know, our families are struggling. They're dealing with a lot right now. then on top of that to

095think about having to make difficult decisions between feeding their family and and covering other basic necessities, right? And so the question is like I appreciate our school board taking this on and and and not being afraid to bring this topic forward to engage in conversations openly with the community, but ultimately it's like what can we do together collectively as a community moving forward to support our families and our students. And so I'm also wondering right if if we have community members and partners who are way to help out like are we willing to do at at our level food drives and partner with other organizations to support our families and us as a school district. We've already begun conversations about identifying our most vulnerable families and targeting communication and messaging to them about how we

096can best support them. But the other thing is looking at Thanksgiving break as an opportunity for us to start providing some additional support and services to our families. And then if this should continue is using those experiences to look at what we can do differently during the December winter break to support families during that break as well. And so yes, we may not have staff, but we can figure those things out. I think where there's a will, there's a way to make things happen. And we've learned a lot like during co and this is another great opportunity for the community to come together to support each other. So, um we're going to continue working on this and so we're hoping that we're able to do something within the next few weeks as well. And then

097I would ask that like if there's a way to make sure even though you have targeted a targeted audience of support that there's a way for like um there used to be on our website like a banner where if you're feeling in food insecure you can contact this person or people know who to talk to at your school. Um, so there's there's a shamefree way for people to get the help where it's they don't have to [clears throat] uh out themselves as being food insecure to like, you know, it doesn't have to be a shameful thing. It's just, hey, you're just picking up support, you know, it's just something that is available. So I mean I would I would ask that there's some sort of mechanism where it's not like only these people get that

098or something you know. >> Okay. Well um so >> I was saying um as people were talking about the idea of like there are people out there who want to help and support and different drives. Uh my suggestion would unless someone thinks it's not a good idea is instead of trying to do that on our own like with PJ there are things like connecting with Sunnyville community services like I know I think it was either today or yesterday they just sent out an email connected to this space right and asking for more like support and help. So maybe instead of you know doing silos we come together with them right in some sort of way as opposed to like they're doing their thing and us doing it. That's just my recommendation. Well, I agree that

099we should look into all of our partners. Um, and I also think Sunnyville Community Services is a little bit overwhelmed right now as well. And so like um if it's like an additional drive or an additional gift card thing, I don't know if they can manage that for us, you know, but yes, people should definitely be supporting Sunnyville Community Services and helping them because they need volunteers and they need money and they need um they need everything. So, we want to support Sunnyville Community Services and continue to refer people there um and develop that partnership, but I think there's some things that like, you know, as you're as you're talking to them, I wouldn't expect them to be able to necessarily do it, you know, like that kind of a thing where like they're going

100to organize our drive and fund it through them, you know? I mean, I don't know how it's going to work. I see what you're saying. Well, I would so like I in the past through different groups have like done a drive or fundraiser, but then I give the steps a community services because they are in a space maybe better equipped to like get it to the people who need the most. So I'm not So that's just kind of what I'm >> but I think Okay. So I I I hear what you're saying and I understand that's like a way that we've traditionally done it um with our district as well, [clears throat] but like just respectfully like the kids are with us, right? Like and we've also done things where we've had [clears throat] um

101not not in a while but we have there have been breaks where we have they have bagged brown bags of to-go basically breakfast and lunch groceries before a break and we've done it at our school sites that's saying that's example doesn't have to mean >> yeah but anyway what I community service is here tonight everybody who came here they are leaders from the community which is far and they were telling us that they want the support from the school district so we as a school district >> I think we're agreeing and you guys are disengaging me so I think we actually all agree >> I I just want to add on something and not agree or disagree but we used to have food distribution at each of our school sites and now it's um it's

102only at the district office and um that's the food that could >> Okay. All right. So, whatever we can do to help get the food to our families and our students, um, I would like to pursue that. And I personally I know a lot of other people in the community that are willing to put time and effort and money into this. Thank you. Okay. Okay. So, I think we have direction or direction. Let's let's do this. Let's find a way to support the students with student nutrition over break. Uh, and so we'll be able to discuss it in the next couple weeks before Thanksgiving. >> Yeah. And I just add I just add one more thing. I just want to make sure that those of you who came for tonight know that the district is

103committed to continuing our nutrition services program and being creative in finding ways to sustain it, expand it, and make them available to our families even during the breaks. >> [clears throat] >> Thanksgiving. >> [applause] >> Okay. So, thank you so much. Um before we move on to the next item, we're going to take a 5m minute break. Um and so we'll [clears throat] return to the DA in 5 minutes. Thank you. [laughter] Okay. You look like my uncle. >> [clears throat] >> trying to do. [snorts] I'm going to has an input device and then you can watch how to question English otherwise [clears throat] that All right. There you go. All right. Y >> it's actually straighter than before. So well [laughter] done. >> Built in level. >> Oh, I got you. I got you.

104[laughter] >> It's kind of Thought [clears throat] you worked over time today. Remind me of my first limo when I had a test. Like, wait a minute. heard about my mind. >> Congratulations. Yeah, >> that's a two series. Just came like two months a year. girl. [laughter] You ready? >> Yeah. Okay. Excellent. All right. So, it's 8:24 and um we're back from our break. Calling back into order. Um It's 8:24 and we are on we're going to move back on to item 12A which is um not on wrong thing um beginning of your data update for 2025 2026 Dr. >> Thank you so much President Watson. So today we have an update for you regarding our data as of this month and I just also want to share with you before Dr. De excuse [clears

105throat] me begins her presentation is that some of these data are unofficial. So there might be some slight changes. Official data will be released by the state of November 12th. We got that information today. It was moved out November 15th to the 12th but the information that you'll be hearing or seeing today is will be pretty close to the official date as well. So with that I'll pass over to Dr. D. Good evening board. Uh it's that time of the year where we try to give a snapshot of um what the year where we are and what we're doing. Uh joining me tonight will be Jonathan Watts and Paul Sllayton to kind of present our data story. So with that we'll be looking kind of setting the purpose for that. We've come for the last

106two years uh with this report. Um that continues to be our focus looking at our unduplicated students such as our ELS and special education families and uh students, excuse me. And then um our focus of course is how to keep that promise to ensure that our students are ready to um um excel at high school and beyond. We will give some context around some of the data. So some of the things that are going well, things we need to improve upon. Good. In addition to that, we will keep our focus around our LCAP goals, but also our um strategic plan goals um in the emphasis and the correlation between those um highlighting some of the trends, the things that are going well, the areas where we need to continue to improve and close gaps. And

107then kind of looking on how we build that narrative, the things that have gone a while, how do we keep doing them, do them better, improve upon it? And then [clears throat] the other aspect is um the areas that we have identified where we need some support and to close those learning gaps, talk about what those some of those next steps might be. And so with that um um overview, Jonathan will come and begin to discuss some of our initiative. >> Thank you. Good evening. This is sorry this is uh past my where my my brain doesn't work so well past about 8:00 PM so keep it up. Um so to start off with I'm kind of setting the stage here with this is our demographics looking at u our highest population [clears throat] ethnicity.

108So um 30 39% approximately Hispanic and then followed by Asian students, white students. Those are the highest percentages that we have. So we're going to you'll see them represented throughout the slides and that's because we're choosing the highest population. Um so this is overall our CAS ELA from 2022 through 2025. So you can see that we're kind of sitting where that dark blue line we're sitting right in the middle between the state and the district. Oh my gosh, I have it right in front of me. I'm like trying to squint up there. Um, so you can see that it's it's somewhat flatlined for ELA. Um, and I think I mean due to this, this is definitely one kind of compelling reason in part that we are embarking on our pilot of ELA materials. Um, and

109so we're going to be coming forward with more updates as the year progresses with that and hope to see um an increase of proficiency. So this is the same thing but now broken down with our um with a few different demographics. So you can see that um we're we are trending with a couple groups slightly upward, not as much as we'd like to see. Um but with the Hispanic and white population, we can see that from 24 to 25, we had a small jump in proficiency there. Um and then this is showing the gap between our district proficiency and then our special education population's proficiency. um to note on this one is some of the students that are in special education also take CA which is the alternative form of the state test. This here

110is just highlighting um those that took CAT and the differences between it. And then this slide is showing our English language acquisition status. So English only English learners initially fluent English proficient and then reclassified fluent English proficient or RFP. Um, and we did a little little zoom in there because you can see that the the RFP and the EO students um tend to trend pretty closely there and in some points they they cross over one way or the other. So now zooming in a little bit on um our RFP students. So just to look at our FAP students alone and say that they perform very well as a cohort that is true overall. But when you start to look at those students that are reclassified that were Hispanic and then the non-Hispanic ARF students, you

111see that there still is that gap. Um, and it continues to kind of provide this data as um or the data provides, you know, a compelling reason for our continued effort in um focusing on these students. So thankfully we are seeing an increase there that is good and I think continuing with our pilot adoption um professional development will hopefully continue to see that gap close and then the same so now it's mirroring in CAS for math um you can see that we're actually getting closer we're approaching that countering county line and we next year I suppose we will hopefully surpass them um and I think a lot of this is due to our new adoptions in math. We've had a lot of professional development. We've had coaching and walkthroughs. Um we had a lot of

112follow-up. So it wasn't like we just adopted new math and then said, "Okay, great. Let's have it have it sit." But we've followed up quite a bit and we're starting to see some of the gains there. So the same thing here. You can see a small bump as we go through, you know, as we're getting closer to this year. Um I do want to highlight the you can see the angle of the line with our Hispanic students is um increasing at a at a good rate but still we have quite a bit of gap between um different demographic groups. So continuing to be our focus and again um showing the difference between special education and the district proficiency overall. Um, and then in math, this is a similar this is similar to kind of the

113if you if you look at the reading overall ELA, it's a very similar makeup with proficiency with again our RFAP students overall and our English only students um crossing over at certain points. Um, and again, this is showing that not all our students are performing at the same rate. So, it's really important that we continue to break that down into further groups to really know who we're targeting, who we're able to help, um who needs more support. But the gains that we are seeing and um like we're actually seeing this progress, which is great because when you're you have a focus for year after year, you're hoping to actually see some gains and some progress. So, we are um and that's really encouraging to see and the the rate that it's going up is encouraging,

114but again, we still have we still have a large >> [clears throat] >> and then on to science. Um, so on this one, what I'm going to do is spend a little bit of time here and then we'll go more quickly through the others because you're going to see they all notice they're they're following the same trend. Um, in 2024, for some reason, we saw this little dip and then it came right back up. That's something that we have a wondering about and we are still kind of looking into what what exactly was that that went down that year to come back up. Um, something to note is in 2025, that's the first year that it is on the the California public dashboard and is actually counted for accountability reasons. Um, and so there's an

115increased focus on this, too. Um, so we're definitely going to be reporting more about science, how we're doing in CASP um, moving forward. >> What clarification is science is only middle school, right? >> It's Oh, thank you. It's fifth and eighth grade. So for cast science, yeah, it's unique in that we only test fifth and eighth grade >> for cast. Yeah. >> Um so you'll see here the same for most students, the same bump down and then coming back up to 2025 and then the same district [clears throat] average. Um interestingly that bump down is not as apparent with our special education population in 2024. And then following a similar trend um and the only one that somewhat bucks that trend is our reclassified students. You can see in 2024 it didn't go down quite

116like the others. Their proficiency actually maintained that climb going up. [snorts] >> Yeah. I have a quick clarifying. So the can you go back one side? Okay. So the difference between English only and initial fluent English proficient. >> Yes. Initial fluent English proficient would be someone who a parent who read we have more than one language correct at home and then those students get tested. >> Yeah. So when you when you fill out that survey the home language survey um based on the answers there so there was there was an indication that they spoke another language at home and so they were given the initial ELPAC um and they they initially just passed that um showing that they were >> proficient that is so much higher. >> Yeah. So I think some of that's the

117power of dual like dual language being proficient in two language out the gate is kind of what that's saying. Um and the power that that brings to and the impact it has in your education other areas is pretty pretty tremendous because you'll almost always see that the IFAP students are quite high performing. >> Yeah, it's really interesting. Um and then I put this on here. I'm not going to go through because it's it's just a lot of numbers with the grade levels, but this is our local fall NWA data. Um, I do want to point out we just started this year we introduced science. So, we had some teachers last year, I think a leadership group try out the NWA science assessment. Um, and so we're having middle school do that right now in every

118grade level. Um, and I think this is going to also help us kind of progress monitor throughout the year as it's leading up to that um, CAST test for science. And then I've got the same but in a visual format. And now I believe I'm passing it off to Paul to talk about our chronic absenteeism. [clears throat] Thank you, John. Uh just as a reminder, there's a couple different ways to look at attendance and absenteeism. Our marker we use is chronic absenteeism, which is missing 10% of the school days for any reason. This is a more rigorous marker than talking about being on track for attendance, which is like attending 95% of the days. But those don't count days where you're absent but it's excused. So even as a more rigorous marker, we're headed the

119right direction. The p the missing years you see are during the pandemic when we didn't have attendance as a marker of anything. And recovering at 2 to 3% per year is an exciting trend. It's a fantastic trend compared to the state average. It's not good enough. We want all students in class when they should be in class and aren't ill. Uh some of the subgroups themselves, we can go to the next slide. the percentages don't always tell the entire story there. So, we have to look at student numbers lest we make a policy decision or see a crisis. When we're looking at, for example, um if you look at our Filipino students, a change in seven students caused us a percentage bump that would be alarming otherwise. With seven students, those can be case managed

120and directly addressed by site admin, excuse me, site attendance teams, which is why we want to see the student numbers along with the percentages. Same thing with suspension. for the next slide. We have multiple ways to look at discipline and climate. Choosing to look at any student that's been suspended for even one day is a rigorous way to do this as opposed to just total number of suspensions. Um suspending students is a last resort. It's definitely in the toolkit, but seeking alternatives to suspension is the gold standard for climate and support in a school. And having 1 to 2% of our students experiencing a day of suspension is consistent but too high. We definitely want to see where is it we aren't able to apply alternatives to suspension. Definitely some of the subgroups too have

121shown spikes over the years. If we can go to the next slide. Um some of these populations are small populations. So a difference of three students who received at least one day of suspension can make a marketked change in the percentages of students suspended. This is most concerning on the next slide most graphically with our Hispanic Latino community. They are over represented in having days of suspension for what are suspendable incidents. The mercy here in Sunnyvil is we do not have administrators who have a matrix of a behavior equaling how many days of suspension does this merit. That isn't a conversation we have. That isn't a document that exists and it isn't something we have to do. There are very few things that have to have a suspension attached to them and there are extreme

122behaviors. That being said, there are also times suspension is appropriate for the school climate and for where things need to go. Dr. D. >> Thanks. >> And so with that overview of kind of some of our targeted data that we've been monitoring this year, um our next steps continue to be in the line of you heard u Mr. Watts um speak to our ELA, SLA, and ERB pilot that we launched. um that we're hopeful that that will um give us some of the gains we're looking for with regards to that English language arts and our Spanish um programming. Um in addition to that, we are we've been really targeted with our teaching learning days and professional development days and um trying to increase um collaboration across sites but also um across the district. We continue

123to be in partnership with our families on being co-educators and so there will be a multitude of activities this year and presentations where we're just trying to acclimate families through our assessment data, report cards, etc. So they can have that knowledge and be in collaboration with their teachers but also other staff within the district. um we continue to provide um content in English but also primary language for both families and students to the degree we have the capacity to do and then um using all this data to inform our practices and in decision making we like you saw some gains but there continue to be areas where we have learning gaps and so we are using this to inform our practices next steps and what it is we need to do so with that we

124wanted to leave um some time for any clarification and discussion around the game unique at this time. >> Um I just have one clarifying question about the suspension. Is that for in in school suspension or and like you're a student or is it anytime they're suspended from class? >> There are times you can be in school out of your classroom but it's not a suspension. Anytime a student's removed from the learning environment environment and not under the supervision of a credentialed teacher is a suspension. So an inschool suspension if they're working with a different teacher that's not a suspension but they're sitting in the office the whole day because of a behavioral thing that would count in those numbers. >> Okay. Thanks. Um or any clarifying questions before we move to um public comment. >>

125Just clarify >> clarifying that this is a little bit longer on also that one that the one that is online on simply on eboard. So there's two. There's the old draft one is there, but the new one >> is also on there, too. >> So this one right here is the longer one, I think. >> Yeah. And that one has 17 pages. >> No, this one, this one has 25. >> Yeah. And this one has 36. >> Yeah. Let me Oops. So the one that's online on Simly is just a data presentation. The one that we have here includes the data with some other slides as well like the superintendent presentation. >> But I think the um I think the two slides >> No, I think the two slides that show the um the breakdown

126of the um the reclassified students. I don't think they're on the one line. >> You're Yes, correct. [snorts] So we added those additional slides with the reclassification breakdown by English only. That's that's no that's on the agenda. I'm literally looking at it. >> Yeah, but I was following online and there were less pages. There are like 12 more pages on this presentation. On that presentation is one more. And >> yeah, there the slide that's missing are the two that they they added um that were about the um reclassified um >> students who were Hispanic versus >> Yeah, >> it's just two slides. Yeah, it was the the ELA um Hispanic reclassified non-Hispanic reclassified. I put E only. Yeah. And there was one of those for CAS math and then one of those for CAS E.

127>> And they will come later. >> They're available now. >> They're not. >> Oh, we can we can definitely make sure. Yeah. Yeah. That they're on there. >> Yeah, we can. Well, when the update to the agenda comes, they will be uploaded as well. >> Okay. Okay. So, let's move to public comment. Um, if there's any members of the public who have a question on this item, please use the raised hand feature. >> Okay. Um so um go we only have three minutes uh for each speaker um when whenever you're ready. First up is Jesse followed by Courtney Jansen. >> Hello everyone. This is Jesse Jerki. I'm a parent at Vargas and was formerly a parent at SMS. I've been following these presentations for a while and I I'm going to make a request I've

128made before and that is if you could label your slides to let us know what data you are presenting. I am guessing that the percentages that you're showing are students who exceed meet or exceed standards their percentage but I could not find that on the slides and I didn't actually hear it during the presentation either. Um, I think it's really important to have this memorialized on the slides that are available online for anyone who needed to look back on this data and actually understand what was being presented. Um, so that's my first comment. My second comment is that I strongly request that we start having some statistical analysis with these um, assessments. Simply saying that something has gone up or gone down is not actually scientifically valid if you don't have statistics to back it

129up. The important part of gathering data is not to just gather data, but to see what you're doing and if it's having an effect. And right now, a lot of the time when you look at what's being shown, there is no way for you guys as a district to make any actionable choices off of the data as it's being presented because you can't tell if there has been a statistically significant change between yeartoear. Again, in addition, in previous years, I or I believe at the end of the year, there was a lot of discussion about changes within groups. So, um, people who were nearly meeting standards, were they closer to meeting standards than they were before? There's nothing in these slides that would indicate that if I'm understanding what the data points are correctly, and

130it would just be really great to see if the distributions are changing in any way. Are we making progress? What is the distribution of scores actually other than just narrowing it down to a single percentage for each thing? Thank you so much. >> Thank you. >> Next up, Courtney Jansen. >> Um, okay. Good evening everyone. This is Courtney Jansen. Uh, as you know, Sam Miguel, parent of two kids in the Huntos program. I wanted to say thank you for sharing the data. I also have some follow-up clarifying questions. um and requests to add on to what uh the previous speaker said. My first request would be if there could be maybe like just after the district district demographic slide if you could have a slide that defines the various different levels of English classification. I

131know that came up in conversation of like English only versus um what are they like English language learner English initial fluent English proficient. If you could define what those are up front, that would be really helpful like on a slide just dedicating so that every time we come to this, we don't have to keep googling it or asking for it. It would also be really helpful to know um like for the CAS testing in particular, but also NWA which grade levels are being tested and are the tests happening in English or Spanish and how many times a year are they being tested? So we know, okay, like the 2024 data, was that happening in like May of last year or did that happen beforehand? So we have a better sense of the timing of when

132these things are happening and when we can have the next update. Um, so additional clarification on that would be great. Um, I've also had some questions on the slide about next steps and alignment. Um, and I'm looking on the one online, so if I have the old version, apologies for that. But it talks about providing teachers with the curriculum, professional development, and tools they need to be successful. I mean, I assume we're already trying to do that. And so, I'm curious how this is going to be different than what we've been doing. And I would love to see some specifics in terms of what curriculum, what professional development, and what tools they don't have that they need. Um, it also talks about structured time for teachers to collaborate, reflect, and develop lessons with their peers,

133which is a great idea, but also maybe don't they already have that? And if they don't already have that, how are they going to get that? Um, are they going to have more teacher learning days? Are we going to have more substitutes? Like, it'd be nice to see a little more detail on the plans here. And um, my last comment is I see this partner with families as co-educators. I love that bullet. You know, you've heard many families tonight who are here. you many families and talking to people in the community. We are excited to help out, but again, we need some more guidance on what support you guys are looking for for us so that we can help um you guys help our students be successful. So, thank you for the data. Um oh,

134sorry, one last question, which I think I'm reading the data wrong, but our demographics are 33% roughly Latino Hispanic. And if I look at the suspensions, does it actually mean that out of 104 suspensions, like students who were suspended, 68 are Latino? Because if so, that's 2/3. And that feels like something's wrong. Something's wrong. Thanks. >> Thank you. Okay. So, um, board, would anyone like to begin discussing? We're not we're not approving anything. Okay. I just want to um comment on that aspect of the data with the suspension and chronic absenteeism because we are seeing um percentages for um absenteeism like overall is 10.24 for overall and then Latinos 12%. But I think when we look at the numbers, it's like well over 50% of the chronic absentee is like that's over 50% of Latino

135and then when we're looking at suspension that's over 60% maybe 68 [clears throat] 60 something% um and I don't think that was really reflected like they're kind of separate but I think that is a really interesting data point as well as the um percentage of the students that are chronically upset and suspension is that high for >> 70% are suspensions but they're 40% of our students >> okay [clears throat] sure that thank you for putting it together somehow I think this year is good I don't know I see it clear in a way I don't know there is something different. I feel like there is something different the way how it was presented and uh yeah even though the numbers are not great I can see how we are going to change that pretty soon.

136numbers next year are going to be better hopefully. is still worrisome that we that the Hispanic community is over represented in some numbers where they shouldn't like absent and suspension and I would like to see a plan to change that and uh yeah I'm looking forward to see how the change in curriculum would make the numbers Go ahead. Um, okay. I heard the word hope. We were hoping that we're going to see um different trends later. Um, and that was um I think linked to this piloting of new curriculum. And I was just curious about um what else we can do besides hope. Um, and was that also the plan before the piloting was to have hope? And um, and I want to be hopeful. I honestly do, but I I also want to know

137what specifically um, we are doing when we're talking about those next steps and alignments. Um, I want to see more details about that, about the curriculum, the professional development. Um, I recently kind of um came back upon this email that was from um another parent, a bishop that was um on or he was our D lac representative and he um moved out of the district because of the lack of engagement with the family in terms of like how can we as families support our students at home and that is something that I've heard repeatedly from parents is just wanting to know not just the data but also like how we can support and I think that's a little bit different than the project cornerstone type of um uh you know seminars that we've been having

138which are also valuable but like really specific to what types of um interventions or support or repetition um conversations how can parents at home support students because in In a lot of ways, I feel like a little bit of um like despair from parents who are not seeing the growth that they would like to see, but also not knowing how they can support. So, um I I very much would like to see us kind of dig into those partnerships with our with our families and and include them in their students learning. So, um I would just like to say that I I really I commend the district a lot for doing the strategic plan, for following the data, for showing the hard data. I think it's it's hard to look at the numbers when there,

139you know, uh we've got some information even though there's some bright spots, it's like some of this is like some trends that are really persistent. So what I see is that like some of the um the you know we we did the strategic plan and we sort of tried to see what we could do you know we had adopted the math and we a new math curriculum but we tried to make our stuff work to meet the strategic plan goals and it seems like this year because we've contracted with um because uh you know We're starting, we're reimagining what our English language arts and Spanish language arts and EL. We're reimagining what those curriculum could be and would be. Um, and Arunda is going to be looking at our course offerings and all of that

140stuff. I feel like it's a real opportunity. So, I think like when I envision the next steps, I sort of those those are the basics of like that's what we want to offer. And I think I can't remember if it was Jesse or Courtney who said, "Isn't that what we're already doing?" But those things are are moves that we want to do and that we are we are doing in some way, but we're trying to my understanding is that in January we're going to have a better idea of systems analysis of our of our systems, right? and that we can make adjustments and some adjustments will take longer than others, but um you know change is going to be really hard and we I feel like the district is making some big moves this year

141towards change. You know the idea of bringing in somebody to take a look at your school systems is, you know, we have to partner with them, right? and and and take a hard look at ourselves and to redo the language arts curriculum. I mean, we adopted it many years ago or several years ago. We've added on. We've modified it. We've tweaked it. We've coerced it. We've tried to make it work and we're like, we're we're going to go in a totally different direction. That's a that's a big step. Like that's a brave step for the district. I think the one the one uh community member who came in and was berating us for adopting curriculum in 1998 I was like I wasn't here then but I mean I was just laughing at like that is

142a long time that is a long time ago. So I'm that's for me that's where the hope is. It's not that we have the answers. it's that we're we're asking the questions and um you know everyone's everyone's pedaling as fast as they can and doing all the work that they can um in the meantime and I think um did you want to share about the percentage growth that you just >> I can't >> no like just talk just just in general just the idea that like a couple percent is actually pretty good with that kind of a thing. I mean, >> yeah. I mean, what what I'm sure is that, you know, when it comes to these outcomes is one, it's a lot of work, right? And and yes, we we do have a lot

143of systems in place, but at the same time, we also have to recognize that the that some of our school sites, we have people who are working, excuse me, at throughout the district and all of our school sites, we have people who are working really hard and really care about kids here in the community. And at the same time, we also have in some classrooms outdated curriculum and and our teachers have been asking for that support. So what we're doing this year with piloting the the ELA materials and we already did it with math is that's part of that process, right? But then the other thing is that once we adopt the curriculum, teachers need time to immerse themselves in the curriculum to provide professional development for them as well to be able to work

144with their colleagues to better understand the curriculum and the scope and sequence and how students are responding to those things. But that's part of the system. The other thing is having formative assessments, having structured opportunities for them to come together on a regular basis with their peers. And what we have to remember is that school systems were not designed to do these things. And so how do you take a system that has these constraints and intentionally create opportunities for teachers to be able to collaborate, to lesson design together, to be able to look at data together, to celebrate together, but also reflect on their practices. And so what we're striving to do is to become a learning organization across the entire school district. and we're seeing that happening at school sites, but we have to

145be intentional about providing those additional supports. And and so that's part of the the work that we're doing. And then the other thing is this is once you have a new curriculum, it actually takes time for teachers to gain confidence and be so familiar with that curriculum that they're successful with how students are responding to that curriculum as well. So absolutely it takes courage to show data like this and to the public comments it's it's this is a slice of our data and and there's a lot of data out there but we really have to be intentional about how we're using these data and and what goals are we developing for ourselves, right? But if we're not going to be honest and look at these data and hold it up as a mirror, right? It's

146difficult for us to be able to move forward and make the changes that we need as well. And the other thing is that we cannot do this work alone. We need partners. We need our community. We need our parents. We need, you know, partners like Arinda to help us do this work because it's not easy. If it was easy, everyone would be doing it. And so but congratulations and again commitment to the school district for taking these steps to be able to be able to move forward as well. So the other thing about data and some of the scores is that it's difficult because honestly um they they do change from year to year but one of the things that we can look at is the scale [snorts] scores because those are more consistent than

147just looking at the tiers right students who are exceeding or meeting standards. And the scale scores will give us a little bit more uh uh detailed data in terms of how students are doing from one year to the next as well. And you know I also want to say um you know I have in my notes here I also had in my notes like oh slide 24 very general next steps you know um but I was thinking maybe um you know we are going to get the pilot update next next meeting next meeting or December >> I think it's December >> December um and we'll be getting the structural consultants arenda um about systems in January, but also, you know, we should be we the we as a board directed the district to, you know,

148begin spinning up some of these affinity groups that we talked about, right? like the Huntos the cross cross school Huntos group and we've you know we should be getting some of these other initiatives going that are inclusive and um you know engaging with engaging our communities in other ways. So, I'm I'm actually very hopeful even though um I mean this is a pretty succinct view, but it's it's pretty clear and that the the data about the Hispanic students um who have been reclassified. Um, I think that's I'm really glad that we're continuing to track that year over year is the only way we're going to call attention to it. So, >> Isabelle, sorry. [clears throat] >> Yes. Uh yeah, I just wanted to come back a little bit. There is not only hope. The hope

149is that even though we have been asking for a year to change and work with the ELD, we are finally working on new curriculum that supports ELD. >> We didn't have for many years. A lot of teachers were complaining about it. But we also had last year or the year before we just changed to a new curriculum in math that took a lot to put everybody on board and and train everybody and apparently that takes two years to show the change. we are way behind in uh if we count in the county with similar populations in the county and that's somehow well I I feel that should be unacceptable so that's why we're working so hard and we're changing now we just didn't we just had a new curriculum in science in the last couple

150of years that should start showing pretty soon hopefully but we have a lot of structural problems And I'm hopeful not just because I have some faith in something weird but I have faith in the changes that we've been making. We just are even though we are having also like the rest of the nation economical problems we are going to invest in what matters and we just approved $400,000 in the last meeting in people who are actually going to do a structural change that we need and we're changing the systems that we need and we're also going to hire people to work in this in partner with families as coigators like Dr. Rios and we're approving a lot of new contracts. So, we're taking money from other pots that were working and we're putting it in

151new pots that hopefully will work and that have been starting to work. So, that's where I'm hopeful. I'm not hopeful just because want to be nice. I'm hopeful because we're trying. We're listening to new people. We're listening to new ideas that have been proven in other district and in other places that have been working that have been changed in institutions before that have been proven to be changed and we're doing the work where it's hard and it's complicated but we're doing it because what we were doing in the last four or five years that I've been here wasn't working as well. That's what I'm working hopefully. Um I am also hopeful I recognize these changes. I just want to make sure that in this time of great flux that we are also supporting our teachers.

152Um as Dr. Crossway said we have such amazing, brilliant, passionate, committed educators here and I want to make sure that we are supporting them in a way that we can retain them and that they feel supported in the classroom and that the professional development that we are offering is meaningful to them and that they feel like that they are honored as professionals and um their use of time. And I am hearing um like a whole range of um reports just across the district about feeling supported or not supported. And I'm just saying that in this time of great flux and we're collecting data and we're making systems change, can we make sure that we are taking care of the people that are face to face with our students and make sure that they feel respected

153and honored and um that we can hold on to all the all the good people that we have. Okay. Anyone else want to wig in or give feedback? I I mean, anything else? I mean, I just I I'm I'm very grateful that this presentation came together and that we were able to see the preliminary data. You know, a lot of work went into it, a lot of time and energy. So um really appreciate all the hard work on that because it is very clear as I was saying I don't know why but I'm it seems very clear this time. So it's it's it is a very succinct presentation. So thank you very much. I just want to notice one more thing that that graph that showed the RFP that were um English and then also

154the IPAC students that really speaks so highly this is the one that Michelle was pointing out earlier that really speaks so highly to the importance of multilingualism and um that's like profound um that we see such different results just from students speaking more than one language and and I'm hopeful that also we can I like recognize that and dive deeper into that. Like imagine if all of my students were multilingual by the time they leave our district. That would be amazing. >> Anything else? >> Yeah. >> Uh just echoing what Bridget has said like thank you for all the information. It's always, you know, good to get it and u [snorts] kind of echoing what everyone else said, right? I think we're in a space where we're hopefully going to get some good information and

155try to, you know, tweak things and hopefully um [clears throat] get more like great results. And then I don't Good deal, you're probably not going to remember what you said, but you said some phrase like like, you know, we're here teaching students like students are learners, but like having the everyone be learners, but what however you do you remember how you said it or what? >> A learning organization. Thank you. Yes. I really I love that because that's a space of right if we want our students to have growth mindsets and be okay with mistakes and failures like that applies to everybody right all levels including the adults all the adults in the organization all of us right celebrating the things that we're doing well like hey I'm really great at this hey I I

156haven't figured out this thing yet and it doesn't make me a bad person it just means I got to work on this and I got to figure it out anyway so I loved wait say it again >> learning organization >> I'm not keep asking you learning organization I loved it so I'm And yes, I want us to teach >> a true learning organization. >> I love that. >> Yeah. >> Okay. So, for everybody to move on to the next discussion item, thank you so much again for for everything. Uh we're on to item uh 12B which [clears throat] there's a lot of notes here which is uh design considerations and steering committee of the Sunnyville Middle School campus modernization. >> All right. Good evening everyone. I'm Arthur Mcuffy the chief business officer here for Sunnyale

157School District. Um, and I want to start by giving a big shout out to our director of facilities and operations, uh, director Brandt Burns in the back. I tried to get him to go home and be with his family, but he wanted to be here just in case, um, to to support the conversation. Um, and again, it's just been an honor and and a privilege to work with him. Uh, he does a lot of the work, most of the work behind the scenes. Um, and again, I I've learned so much from working with him, so I just wanted to give him a real big shout out. And with and I know he hates that. He loves Okay, so uh, next slide. I don't have the clicker, so I'll be hollering out next. All right, so

158tonight we have a a somewhat fun and exciting presentation. It'll be short, but um, summary of what we're here to talk about. That's the Sunnyville Middle School modern moderniz modernization project and uh with a focus of the front of campus, specifically front of campus. I know there might be other questions. We're not uh prepared to talk about much other than the front of campus. Uh tonight, kind of a summary of what we'll be discussing. We want to talk about the design goals. What were we trying to accomplish with this front of campus? We'll go into some of the existing conditions just to understand where we are starting from. Uh then we'll jump into some of the the design options. Um but just for the summary uh of it. So just to give some context, there

159were three initial designs that were shared by our uh architects. Our steering committee incorporated some some pros and cons from what they saw from that. uh and a fourth hybrid option was created. So, we'll be spending some time uh to walk you through that. Just one quick point of clarification. Uh the front of campus scope that we last were here discussing was only anticipated to be a refresh of the existing conditions. Um, you know, since then we we really have started to walk down the road of looking at what what could this look like and how could we ultimately improve this experience um and the the curb appeal for our families. Uh, okay. So, then we'll jump into a recap of what the steering committee uh has their progress and their their feedback. It's just

160a recap of who is who the steering committee is. It's made up of uh our architects, teachers, the administration, facilities team, parents, and the SMS students themselves. Uh and so the ultimate goal for tonight's presentation is uh not to present any final PIP plan. We don't have that actually. Uh but rather to share the progress and feedback again from the steering committee, build off of that. Uh incorporate your input at the end if you if you have some. um and then continue to refine the scope to create the best front of campus uh experience possible. So with that we'll jump to the next slide. All right. So we'll talk about the goals. So the design team has been working uh diligently to solve a complex puzzle. There are four key priorities that they have that

161we have to balance um often in direct competition with each other. The first being parking. We wanted to increase dedicated parking stalls for staff and visitors. Second, safety and efficiency. So, that one is a non-negotiable for us. Uh we have to maintain a safe and efficient drop off zone both parents and our students. Third was the campus entry. We wanted to create a open, welcoming uh and intuitive campus entry that flows and makes sense. And last, uh, we wanted to, we don't ever want to forget about sustainability and advancing our district's goals, um, as you know, set by by your leadership, um, by exploring large solar uh, arrays and large scale solar arrays uh, to showcase how we do prioritize taking care of our environment. All right, next slide. will talk a bit about existing

162conditions. So currently we have 58 total parking stalls. We [clears throat] also have about 100 employees at Sunnyville Middle School. So a a fair target is about 70% of your staff you would want stalls for. And again that would be for uh employees but also visitors. We want visitors to have a dedicated place to park um and enough parking. We also currently don't have any covered seating options for students as they wait for pickup. Uh not ideal. Next, we wanted to increase parking for staff on site. We wanted to uh we wanted to address the front of campus experience because as you all well know the front of campus um actually doesn't have a true entrance. You have to walk through the the uh admin building to get onto the campus. So that did make

163total sense. So those are the existing conditions that that we wanted to address. Um and then again always safety. We wanted to have a clear and safe um adequate drop off spots for home school transportation uh as well as special education. Next slide. This is just an aerial view of the the existing conditions and the layout how it stands today. Uh next slide. So again, we had three uh original options that the the architects put in front of the steering committee. They did a bunch of work, synthesize it, gave pros and cons, and we got to um that fourth option. So just summarizing some of the steering committee's feedback again, this is the architects, teachers, administration, facilities team, parents, and the students themselves. They supported reducing parent drop off length on Mango but in return

164for more dedicated parking spaces. Now the key there is we we have vetted all possibilities and there is not a possibility that we feel um exists where the entirety of Mango will not informally be drop off space spacing for parents. Um unfortunately we we don't think with the current constraints that that can be designed in any of these. Uh so that really was a a really big consideration, but parents, students, staff, all alike um landed at that place. And so they were for expanding the pl the parking stalls, the dedicated parking stalls for visitors as well. Um but again at the expense of the dedicated drop off because Mango Street is is the drop off and we don't foresee that changing unfortunately. >> Question. So you're saying so is that like uh which one of

165the options has is that option three where it's all parking? I know you're saying there's a hybrid option, but I'm just asking like because I I can see the um uh drawing for option four, but I don't see the there's no 3D view for option four. So, I'm just trying to visualize. Are you saying it's going to be a lot like the option three where that's all clicking? >> So, we'll get there. We Great question. We will double click on that. I promise. >> Okay. >> All right. So the the steering committee was also uh in favor agreed upon the target of 70 parking stalls uh again which would increase the visitor the dedicated parking stalls for visitors. They also were for keeping the bus in the uh inside the loop uh the bus parking

166and that was primarily a safety issue. If they if it was up there on Mango, there would have to be students in front of and in back of the bus, which uh would not be ideal. Also, the uh the steering committee really appreciated and loved the covered walkway u that span kind of in front of the campus. That was a strong uh they strongly preferred that because it gives students kind of an option and a place to be while waiting for pickup. Uh and last was the raised crosswalk across Mango which again would improve um safety of our students. Think of a airport. So it's kind of that slightly raised walk or crosswalk. um they really like that that idea as well and then just the defined entryway that was that kind of uh was

167connected all the way into the heart of [clears throat] campus. Uh kind of that cohesion when you enter the campus and so next slide kind of was the synthesis of all of that feedback. So they saw the original designs, they gave feedback like you know what that's that doesn't seem safe etc. And this is what um the architects brought back at the next iteration of the meeting. And so again, this was the hybrid option um where there there is more uh dedicated parking. So up to 78 stalls, which is um a considerable um increase from the 58. Also again, the the bus drop off remained in the loop uh for safety purposes. I want to like I don't have a pointer but if you can see the right in front of the school there's a

168yellow shaded area that is the kind of covered seating uh walkway where students would be able to um to be as they wait for pickup. And the green boxes in there are um landscape are supposed to be landscape uh also seat walls and just places for them to be in um and outside of the rain if and when it rains. The other thing I wanted to point out was in all in this and all designs, we were able to to place the um the trash enclosure on the south side, which would be all the way to the left of that drawing um left of the locker room. And that would be away from uh our the neighbors on on Nicker. And we felt like that would be the ideal placement of the trash enclosure. Uh

169and lastly, uh the the locker room. I kind of touched on the locker room. The locker room, which again, we have uh a lot of our community that utilize the locker room. And so, uh the locker room, uh was placed in a in a way where there would be easier access to it for our community. So, As we continue down this path, we want to hear your your thoughts as well and get to back to Bridget's question or President Watson's question. Um, but we wanted to again just bring the progress, the discussions um and um the feedback from the steering committee wanted to open it up to get your feedback uh which will help us as we continue the work going forward. Again, we don't have a final plan. Um, we're trying to work our

170way closer to to that. So, with that, we will jump into any questions you have, but yes, we do not because this is the newest iteration, a hybrid, we don't have that 3D model quite yet. Um, but uh I didn't I didn't share in that covered walkway. Our our vision is to have the those solar arrays on top. So we think it it would be a really cool design to show the public, you know, how we u prioritize sustainability. With that, we can open up for discussion. >> Okay, let's go to members of the public. If there's any member of the public who has a comment on this item, please use the raised hand feature now. >> Okay. Uh [clears throat] >> okay. Yeah. I just wanted to say that I do like the hybrid

171option more. Erh, what I like about the hybrid and the first option is that even though it's pretty cool the way how in option two and three the buses can be parked over there, we don't need them to be parked for a long time. And I don't see how the radio is working there for them to get out in another way that is not backing up. I I thought the same thing. It actually was designed where they would continue forward. There's not like a barrier. >> They would continue forward and then loop out. So they they would not have to back up. >> The radio will work. Okay. Because it's Yeah, it looks a little bit tight over there. How they will get out. But >> it wasn't it wasn't preferred for that for that.

172The reason uh of that, but also again there wouldn't be a a way to not have students behind and in front of as you know all of those students are coming into campus. Again, Sunnyville Middle is almost 20% of our entire student population. There's a lot of traffic in there and that's just a reality that that um unfortunately we're going to have um in any iteration of this. >> Yeah. And I like the idea of the race walk over there. So I think it's it's very it's very clear and it's going to make it safer and very obvious that that's the way to walk on that cross your day walker. It's you know it's such a long street that not jaywalking in the middle for many students is is hard. Yeah. >> So having a

173crosswalk in the middle of that block will be easier and and and safer for everybody because they they won't have an excuse to be jaywalking in the middle of doing pick up time. >> Right. >> If we can cleanse the city. >> Yeah. >> Sorry. That's right. These are schematic designs. Before we get to the design construction, no design development, we would have to talk to the city. There would have to be discussions. It is city um property, >> but they're going to jwalk all the time. They jaywalk like that's like you could do a it's a how not to cross the street over there. Like it is it is bad and and >> it's such a long street. so long and people are just they're they're just a line of cars from one end

174of the street to the other and it's it's difficult but I I love the sentiment. How many buses fit in that bus drop off area? >> Great question. In in the hybrid, uh we were able to, I believe, fit four and then four full four buses and then two smaller um vehicles >> because in the morning when you do have buses coming. So would you make that um area closest there? Would you make that staff parking? Because you wouldn't want parents coming in there, right? Correct. >> Correct. >> Because once the staff is there, the idea is they would stay there. the buses could feel free to come and drop off. Okay. >> Yes, that that was the idea. >> Evelyn, did you >> I'm sorry. I I did not There was one >> big

175point. >> Yeah. >> In all of the the designs. Um again, there there would have been opportunities to add parking, but it would have disrupted trees. So, again, that was a priority to do not impact trees. And so, in this hybrid option, no trees are impacted. So, um I have one more thing. I just have one thing where I it's going to be really important for me before the steering committee approves it before whatever. It's really important to me that the board >> correction steering committee does not approve plans. >> Oh, I'm just telling you that they've got as far as a hybrid. So, I'm just saying like I'm just saying like before you come back and you say, "Please approve this plan because we're pretty much cooked." Whatever it is, I really want the

176board to be able to look at what the front of the school looks like. Like, I think that's so important for the school. Like, it's like supposedly the flagship school and all so many other things. And um you know, the back of the school, it's kind of cool, but it does look a little bit like it's very blue. It's like very IKEA-ish, you know, and it's like it's there. It's it's so cool when you're walking around. And someone said to me like, "That looks like an IKEA." I'm like, "It is not an IKEA. It's SMS." So, we need a big we need a big uh lo like a mural on the side of that thing so it's like super clear. But I would love I would love if we would in the before it gets

177to like where you know other people everyone's approved it and we're just approving it like I think we should be able to really look at how the front of the building is and um >> we agree >> and some of the some of the facilities um at another high school district nearby when you go up to the front of the build when you go up to the street you can't really tell where the office is. you know what I mean? Like and um I know that like some of the design teams are similar. So, you know, I think it's going to be really like when you go up to Bishop, you kind of know where the office is, right? But it doesn't necessarily pop. It's on that curve. Um it would be nice if when

178you look at SMS, you really know like walk to this building. Maybe it's through paint or something, but like >> I say it looks like on the front that's going to be the only building, right? So, like it looks like that whole wing that's there. >> The gym's not in the front though. Anybody? >> See, we weren't going to go that far in the canvas, but >> it's right there right there, >> but it's not in line with the admin building. >> I knew we'd get there. Um, so [snorts] the idea is exactly that. It's to And don't worry, there aren't going to be decisions made about what exactly what that's going to look like, and there will be no surprises. Okay? But yeah, we wanted to discuss the front of campus expand. We we

179didn't we didn't get as far as like what the the the larger cover canopy and exactly what the walkway would look like, but you can see schematically the entrance of cherry trees kind of going into the heart of campus. Um, and then we we would have that nice new um, multi-use building uh, with the sixth grade wing to the to the left. It's going to be fantastic. >> Okay. So, [snorts] I'm only saying this because I I really want it to be in a meeting and not in like a memo or a weekend update or something like >> it. It will Yes, it will not be in a memo. >> Okay. I mean, it could be in a memo, but and a presentation. And and one of the things in your comments, Professor Watson, is

180that I would recommend is that to bring him back in a study session where we able to have more thorough detailed conversations and even consider inviting the architects and try to go a little deeper into those next steps. >> Go ahead. >> Um I'm not as familiar with SMS as some people here. Um I am curious about student safety and if there's just a walkway for students to go on. What do we have in terms of securing the campus? Um and then just another and we don't need to discuss anything right now but I'm just saying like there is very much like a wow from behind. So I want to make sure that we have the wow in the front while also like all the safety and shading and trees and all that. So those

181are the two things on my mind. I'm gonna quote you in my notes. The wow. >> The wow. [laughter] Thanks. >> Go. Um, so you'd mentioned that no trees are going to come down, but I think there are trees that need to come down because the driveway is a little bit of a disaster. Am I right on that? >> I'm listening to your input. >> Okay. So, the >> Yeah. So, I think that there's like unless we I mean it's literally a speed bump. It's like a speed bump that's twice the size of regular speed bump. So, maybe everyone Do you know what I'm talking about, Brand? Okay. [laughter] So, anyway, we said no trees. I just curious and I don't I don't really care. Whatever you guys decide. If we want to keep it

182as a speed bump and we think it's safe and it's fine, that's fine. But I was just a little surprised. I figured whatever was whatever tree was causing that would maybe need to would maybe need to go. I mean I you guys all know we've been here for years like I love trees and I want more trees. I'm not >> We have a tree policy, right? We do have a tree policy, but I think we we ran into a tree issue with the fire trucks and the safety and all that other stuff, right? So, um I think we like the idea of saving the trees, but I think we have to make sure we can get a fire truck down there and other things. So, you're going to just update us and we'll follow our

183tree policy. Is that the plan? >> It's in the notes. >> That's why we're here tonight. >> My notes are not right now. Okay. I thought you meant like I saw it's in the notes. I don't see it anywhere here. my personal notes of the board's inqu >> um and then the next one maybe was in there and I just like somehow missed it um on the hybrid how that parent drop off how like other ones it was showing how long of a length it is like the current I think is 300 feet if I'm remembering correctly but I didn't see that hybrid how long of a drop off that is >> it was considerably shorter than the the current dedicated I want to say was 140 ft shorter. >> Okay. So about half the

184Yeah. >> Yeah. But again, I I don't think we would feel comfortable with that if we felt like that was the only space people would be dropping off. Again, if we were we feel that if we had the entire um portion of that front, >> like if there was no current parking and that whole thing could just be >> I think it still would be the same result. I I think it's kind of what Trusty Watson was saying. >> It's kind of there's some >> chaos challenges. >> Yeah. Yeah. Um but some of that is just a reality that we have to mitigate as much as possible. And we feel that this hybrid at at least um you know high level gets to some of the the the most important priorities and is kind of

185the best net output at this point. But again this is not a final plan. I would say I would sort of suggest that the last eight stalls on the back there were one, two, three, four, five, six, maybe it's eight or nine stalls. >> If you're going for 78, if you're going for 70 plus, >> I would say that those are suspect because you might it I mean I I think shortening it by half the parent drop off I I don't know. I mean, because you're just actually forcing more kids into the street >> and it's just um I don't know. I mean, and it looks like that could be a clean area. Now, again, maybe it's maybe it goes the other way because you don't get the crosswalk or whatever, but it it is

186kind of chaotic out there. And maybe that's something that the city could help try to design around as well. Yeah, I think that's a I think that's a great piece of feedback. Um, we'll put that in notes and and see what we might be able to work out other options that um address that. >> Yeah, I'll put that in notes for sure. >> Yeah. So, I say one of the right I guess so two okay two thoughts. one kind of connects with bridges is like with those ones like any of the parking that's really close to the drop off because we're now shortening the drop off if teachers aren't already in those spots which there probably won't be teachers because now there's a lot more space inside which parents aren't supposed to go there. So

187ideally teachers are in the main pull through where buses and other people are. So then in theory those ones are open. So then I have concerns like a parent goes in like, "Oh, I'm going to slip in here, drop off my kid, and now they've got to back up and you've got this huge crazy line and and maybe that's already happening because I I've dropped my kids off at a different spa farther away." Like, so I'm not I'm there occasionally, but not very often over the last however many years. I don't know if if uh director Burns wanted to comment on that, but my thought of that was with 100 employees, if we had 78 spots, I believe they would be taken by staff and then it would be similar to what it is today

188where people kind of just park for a second to drop their their off. That was the the discussion of the steering committee that they thought that that would actually be the the end result. And so it kind of best of both worlds for that 15minute impacted period in the morning and in the afternoon. Um it really would be the kind of the same. The entire mango will be used in some shape or form. Uh so that was the thought, but I think it's a good idea to explore and just see what that looks like. Um, if we if we did take away that the top left section of the dedicated parking, what what would that ultimately look like? I think we can do that. >> And then the last one, I assume even if we

189can't like the picture shows the sidewalk going from the west sidewalk all the way through our stuff. So, even if we can't get approval with the city, we're still planning to do a raised sidewalk on our space, right? Which I think that's a great idea. Okay. >> Correct. >> Okay. [clears throat] Oh, and then the other one, this wasn't my notes, but so the other one, and I'm just curious, right? Like clearly lots of thought and time has been put into it, but it's not by people who are I don't even know what the term is. I'm not an expert in it, but like parking traffic flow experts, right? Maybe there was maybe some of the people who were part of the steering committee are experts in that. I don't know. Is there a space

190that we can tap into of like >> are you doubting my expertise? I'm doubting your expertise on this, not on things that you are an expert on. >> Okay. I'm not I'm not that I'm not that. >> So, right. I'm just I'm someone who's always like let's like right like not reinvent the wheel like is there I don't know is there a space maybe if there was space out there we already would have used it >> to kind of make sure we're doing but >> I would say our architects might be the the they do this for a living. Is that kind of what you were >> Yeah. Yeah, the only thing I was going to add is that we've met with the city of Sunnyville once just to try to get more efficient parking

191drop offs because they've seen quite a few across the city. Um, and what our plan is is to send them this to get their opinion on it. They don't have great solutions either. When we ask them for feedback on what they would recommend to make it more efficient, they don't have a solution either. >> I have a question about um bicycles. So, bicycles go where? Where? Bicycle drop. So, they would be down in the uh close to the trash. No, sorry. On the other side. Uh if we can get the slide back, I can show you. But where the bus >> towards the bus drop off >> where they originally been. So, like the northern part of the campus. >> Correct. And that >> the north side of the sixth grade wing. >> Correct. >>

192Cuz they're they kind of come in the wrong way of that driveway. They're kind of told to come in like there's someone standing out there and they say go in there. Okay. So, have you talked to the people on Mango who live on Mango in Nicarbucker about this or like when are when are you root looping in the Mango people? >> Great question. Um we will we we have met with neighbors. It was open to all neighbors, but um I I do believe we still have the opportunity to reach out to specifically to Mango neighbors and like engage them directly. Uh >> when did you meet with all neighbors? Was that the meeting we were at? >> Yeah. >> Okay. No, this is a new meeting. This about this one. I think the Mango neighbors

193are going to be real interested in what's happening with parking. And um I think we should just have a little huddle like with the neighbors. even invite the Nickerbacher neighbors like for fun, but the mango neighbors are gonna are going to be interested and just talk them through the what we're thinking. >> I think that would be polite [clears throat] to do. >> Absolutely. >> They might be excited about more parking spots. >> Yeah. >> So, any other questions or Evelyn, go ahead. Sorry, I don't want to take um more time, but on option three where it says uh student drop off eliminated, is that the same as parent drop off, is that what would be eliminated? >> Parent and student drop off are Yes, they're usually interchangeable. >> Okay. Um I I like the

194idea of um student drop offs being right by like right at the curve site of of the school just because um you know kids get out they're rushing and parents are dropping them off and you know they'll run they don't look you know parents open the door they open their door they go around and you know help their kids maybe more so in elementary but you know maybe in middle school they you know might help a child that needs help. Um, so I I like the idea of um drop offs being right um in front of the school um so they don't have to cross. Um so I like um the hybrid. I think that's where [snorts] the hybrid is. I like the pair drop off on option three. Um, but I also am wondering

195if can the bus drop off be in the same um like right there in front, but where that parking is on option three and then not um maybe like a sign that says, you know, during drop offs, no parking there, but maybe after, I don't know, 8:30 or whatever, then people can [clears throat] park there. Um, is that >> Yeah, that that's that's a a great idea. Great thought. and that was actually considered. So the the drawback that was discussed with that option or that idea was um there's really just not enough space in that loop >> for that to flow. and the gridlock that would ensue would would we feel would be a um not non ideal situation um to to build but that was considered in in the design. Again that was part

196of the first three options and from that from vetting those became this fourth um design. But yeah I I thought the same thing. I was like, "Oh, that might uh" after a after considering all of the implications of it, it seemed like it was um it was not going to be ideal. So, just to give you that context of what was discussed. >> Got it. Okay. Um so, I like option three um better and I I like the raised crosswalk, too. >> But option three, there's no par drop off. Nowhere, >> not even one. Okay, I take that back. [laughter] >> Okay, just checking. Just checking. Yeah, because it looks like it's nice and clean, right? But it's >> what that means. It's just for the bus and they've just put all parking in and

197>> there's Okay. >> But what what else do you like the race crosswalk, right? >> Yes, I do. Yeah. >> But the reality is, as much as we love the race crosswalk, I bet most the kids are not going to use it. Well, even within even within the driveway area though, >> right? >> Yeah. But I'm saying like your parents could drop you off. Like some kids might go to the raised crosswalk, but I'm saying the reality is the kids I think Peggy or someone like the kids going to get out of the car and just going to walk straight to the school. >> I believe if you build it, they will come. Well, I think some of it's going to matter on where there's room to go between the cars, you know, because if

198there's not room to go in between the cars, they will walk over to the crosswalk somehow, right? >> Um, but >> yeah, >> I'm not saying we don't build that. We should still build it. I'm just saying the reality is, >> oh, >> let's not all dream that they're all every middle school kid is going to walk along that. [laughter] >> I agree. Um, okay. >> [clears throat] >> So, one other thought about the solar panels. Um, I had a question because like when we were looking at solar panels on our house, they kept telling us to put the solar panels on ideally to be on the south side. So, these are on like a different side. You That was just to um incorporate them as like a showcase thing, but like is there a

199way to put solar panels on the other sides of our roofs? like they can still be there and working and doing their thing even if they're not in the front. >> Yes. So, I will get that in the notes. And just to be clear, the what you see in the designs uh were just theoretical. They they aren't to the point where they've kind of embedded for those types of um things. But yeah, I'll definitely get that into the notes. If we still have >> and west facing is actually I mean southwest is actually not bad. >> Yeah. >> Okay. Well, I don't love it on I wouldn't mind it being somewhere else. >> Just to clarify, um like you don't like the the aesthetic appeal of it. >> Yeah. Okay. All right. >> No, I

200mean just I'm just saying like I don't need it to be on the front. I I mean I don't I don't think it's I don't really know have a sense of how it's going to look because I don't have a >> the 3D thing of it but um >> I you know >> you might change your mind. >> I know I might but if you know just if you just said well >> looks like a solar panel farm in front of there is not super doesn't [laughter] grab my attention like I don't know it's not a warm and friendly inviting school environment. It's like look all the solar panels. I mean, it's whatever. We'll see. We'll see what it looks like. >> So, that's why I think it's important for you when we if you

201have the opportunity to have a conversation with the architects, >> the wow. >> They can give you some designs where you can see renderings, digital renderings to get [clears throat] a better sense. >> The wow. Yes. >> All right. So, we ready to move on? Any Is any last thoughts? >> Okay. >> Thank you so much. Okay. So, we are on to are we on C or D? >> C. >> D. Okay. 12D. Cherry chase. >> All right. This is the wrong presentation you've all been waiting for. So, this is the one. Okay. We actually want your feedback on this one. So, I want you to Mr. Cy on this as well. >> All right. Uh, yes. Still, I will jump right in in the spare of time. And before I start, I am not

202sure when we would need to extend or if we would need to extend, but I just want to say time check it. I see 9:47. I'm going to go. I don't think it'll take too long. >> 3 minutes. >> Okay. >> A restriction anymore. >> Oh, all right. Great. So, >> presentation summary. So, again, this is this presentation is about uh the potential Cherry Chase campus modernization project. So in the item there's a full comprehensive report. Um all credit to director Burns there in the back. He he does incredible work with those. So if you haven't gotten a chance, please do read that. Um but yeah, the basically in this presentation we want to go through a few things. So the first thing we want to talk about is why Cherry Chase? How did Cherry

203Chase become the next uh facility to uh modernize? Uh we'll go through some of the options and then we'll we'll talk about uh what we feel is a recommendation. But we'll start with why chair chase. So we like to look through the lens of equity and so we we've turned the uh the idea of equity of facilities. So, similar to a grade level standard, we simply look at where are all of our facilities and the facilities that are the furthest away from our standard are first up on that list. So, when we when um we did that analysis, Cherry Chase uh was by far the number one uh in need. So I want to stress the need is based on the board, the community uh and the established standards that were made in the facility

204master plan. So we look at the the age of the facilities and the components, the um existing conditions and again ultimately our goal is to align all of our facilities with that standard. So the three we'll go through the three scopes um and options for this potential project ranging from just doing the most critical maintenance and nothing else all the way to a comprehensive modernization. Um and at the end we'll get to what we recommend uh as an option. And again, we we our recommendation is based on uh not only that we feel it's the most efficient option and the best value per dollar, but most importantly, it best aligns with those standards again that were uh and priorities established by the public, you as a board uh in our facility master plan. Next slide.

205So we will talk a little bit about the existing conditions. So existing conditions um here we just have a few pictures of the existing conditions of the roof. Uh not in the best shape seen better days. Uh next we have the existing conditions of the windows in the majority of the campus. Uh that would be wing A, B, C and D. Uh the core of these of these buildings uh were built in the 50s and 60s. So we're talking about 60 70 year old buildings. Fun fact, Cherry Chase is the last uh has the last classrooms and so those four wings are the last classrooms with single pane windows. uh not ideal for energy efficiency um for students being able to uh you know focus in the winter when it's cold etc. So that's something

206that uh this project would definitely address. Next slide. Uh the restrooms which was made a priority by by you the board. Um our restrooms has also seen better days. you see the ceiling tiles not all in place. Um, and again, we we feel that this would be an opportunity to um make the the restroom experience better for our students. Also, these are the existing teaching walls, kind of just the old whiteboards with uh shelving and casework underneath it. and also the outdoor learning areas which again was made a priority by you and the public uh you as the board and the public. So not much learning it's not super inviting to learn out there on that uh in that space. So the next slide is what we feel we would want to create in an

207ideal situation. Next slide please. So this is the picture on the left is the picture of a modernized teaching wall where you have um whiteboard TV whiteboard. Uh the furniture is modernized, flexible uh and it just has a different feel. That is the standard again that you guys set for us as a school district. Also the outdoor learning areas uh that I mean doesn't it just look like somewhere you would want to learn? I would learn there. Um, but at any rate, we want to have places for students to be in uh in between the the wings as well as uh have some some landscape out there just to brighten it up and give it a better feel. All right, so the three options. Next slide, please. >> Something's going on. Whoa. >> Okay, there

208we go. That wasn't just me. You guys saw that? [laughter] >> All right. So, option one, >> Jeremy, >> what would you do? [laughter] >> Because the scope of work in option one, total project cost all inclusive would be uh the estimate is $40 million, just over 40 million. Now, what this would address would be the building envelopes from the roofing to the windows to the um to the flooring and and uh lighting. That's what I was looking for. Uh all of these things would be addressed. But in this option, we we we do replace building P, which is the portables. And again with when you replace portables that is an expense that is allowable for developer fees to be used. So that's kind of a um a [snorts] a positive. Um but in this

209option we do not replace building G or better known as the tunnel wing. It's just a light modernization on that building. Next option will be option two and this is the full modernization. We feel it it'll be not only more efficient to when we're in there just get it get it all done get it up to that standard that that has been set um but we feel that it would bring together the campus and and make it um uh make the learning environment um more conducive. So in this option we h we will be replacing both the portables and the classrooms in wing G which is the tunnel wing uh with a new 10 classroom modular um it could be single story or twotory [clears throat] where there's both options but at any rate all

210of that would be replaced with brand new classrooms. Uh so this again would would actually address all of the modernization needs uh from the the outdoor learning to the [clears throat] um the teacher walls. Everything would get uh brought up to that standard that we feel we want for our campuses. Um the project cost would be about a $5 million difference from that option one 45.5 million. Option three is the lightest scope of work of the three. This is if we only did the building envelopes, kept the portables, uh, and again, we we would lose out on that opportunity to utilize developer fees for that. Um, and also kept the tunnel wing with a light touch, light modernization of it. Now, that kind of most critical only work would be 36 million. And so next

211slide we wanted to wanted you guys to have a summary of the funding. So again in summary the total project cost would would depend on which option was chosen but it would span from the 36 million to 45. Uh there there are some opportunities for other funding. So, we talked about developer fees. There's these other um opportunities. Um but in addition to that, we we already have applications out to the state for funding um that we would anticipate uh getting in future years, but could offset um future projects uh and and support the bond program uh with with those funding sources. Next slide. So this slide we wanted to put together. This is an important slide. So this will be a summary of the impact to measure C if we were to choose option two.

212So again there will be um a range between 32 and 35 12 million um cost to measure seed and that incorporates the offsetting funds. that would leave a projected 91 to96 million balance. Again, there's some some contingencies in there. Um on the right side, you have that pi graph for the um an allocation overview of measure C so far. And then last but not least, we wanted to highlight what our upcoming projects are when we run things through the the equity of facilities lens. And so Colombia Middle School would be the very next um campus to modernize. And so our goal is to start the design on that campus by June 2026. So uh we just wanted to pro provide you and the public with kind of an overview of the impact to measure C

213and then what would the next projects in that queue be and finally moving just to a summary of our recommendations and next steps. So next steps so we'll open the end of this meeting for your questions, clarifications or discussion. Um but ultimately we plan to bring this item back. We we're not asking for an approval or anything today. We plan to bring this back next week uh to seek approval of the project. Uh if approved, that would allow us to return back to you guys in with DSA ready plans in 2026 with the target of beginning uh construction in the summertime. And again, that helps us mitigate the impact and minimize the impact on students if we can utilize um the full sum. So that is uh kind of the the plan for next steps

214or an idea of ne next steps. But in conclusion uh we wanted to end with reiterating our recommendation is to do the comprehensive modernization option two. Um, again, not just because we feel it's most efficient and the best value per dollar, but most importantly, it aligns with the standards that you um and your vision has set and the and the public has also reiterated. So, with that, we will move to any questions or clarifications. >> Quick clarification, can you tell me more about development, developer fees, and cable rules and how that impacts each other? I don't know about that. >> Yes, great question. Developer fees um are developer fees are collected for developments in the area. And the idea is that if there are developments, either new homes, new um commercial real estate, they're going

215to bring either families that we will need to um potentially incorporate those children into our schools or they'll bring employees which have children which would have to come to our schools. So we uh developers would have they have to pay a fee to us and those funds are restricted to basically add more seats, >> right? So replacing portables meets that criteria of adding more seats. >> I see. Okay. Thank you. [clears throat] >> So let's uh move to public comment. Uh if anyone online has a uh would like to comment on this item, please use the raised hand feature. We have one blue card in the room. Uh so we'll have Christ. >> Hi. Thanks. Um >> wait a minute. >> Can you just wait one second? We're going to get three minutes up on

216the board for you >> and the transitors there. But thank you for coming. you'll have a you have a great view of Cherry Chase right from her house. >> Yes. Uh thanks. Hi, I'm Kristen Kotto. I'm a Cherry Chase parent. Um happy to see Cherry Chase being next on the list. Um two questions. One is um well firstly in preface uh my son was in fourth grade in a portable classroom last year and it was um even without I think there were 28 students in his class so it wasn't completely full um but it was still a very cramped space and so I'm wondering if the new classrooms in option two um would be larger than the cordable space and um what that would look like exactly. Um, I also wanted to comment on um

217there's one room labeled program room and I believe we have that this year. Um, but it it's uh the um art and or sorry uh what's what's in there right now? I think the um uh >> starting arts starting arts and uh the PE teacher have to share it. Um but my understanding is that um they're actually there on the same days. Um so it's less than ideal. Um again my my now fifth grader um says that certain PE activities can only happen on Fridays because the room is not available. And yes, lots of PE activities are outdoors of course but um anyways that's a that's a new conflict this year because of uh restrictions on um facility space. And so um I don't know if that's a sustained thing in terms of like number

218of classes um that we anticipate with enrollment um but that is a a problem this year um that I hope uh will be addressed. So thank you. >> Thank you. Are there any is there anyone online who would like to comment on this? Okay, seeing none. Um board I did have a couple of comments and can I is it okay if I start? Yes, >> my school away from home. Uh so, uh my kids went to Cherry Chase and um we spent a lot of time on that campus. Um I I am most interested in the option two and part of it is the idea of an opportunity for um I see on the on the drawing it says second and fourth and fifth but I put in my uh notes to the superintendent. I

219was wondering if if that would be like a um opportunity for second and third grade to be around an outdoor learning space. Uh if we could incorporate the garden. There's a pollinator garden on the outside of those buildings. Second and third grade are so heavy with like life cycles and um it's just like they're just very deep into like everything uh in that where they could use the garden like all the time. Um not that other people couldn't use that or have a outdoor space. Um I know the district's been talking I don't was did not attend um because there were already two board members attending the um the round table discussion about um was it living classrooms >> outdoor learning and living classrooms and I've been on some tours with Dr. Dean and others

220um looking at that kind of curriculum. I just think it's an opportunity. It's even a little different from the other um like for SMS they were adding space and they said, "Oh, we'll put these, you know, this will be the seventh grade wing." And it kind of gelled around grade levels in like a different way and electives or something. But this could be like really space and space design to um something a little experimental for the district. So I'm I'm interested in that. Um but I'm curious to see what other people think. And then also um I don't know. We'll just re ask the questions for uh Christian Kuramoto. I'm I'm guessing that space planning for this year or next year depends on like how they use rooms depends on enrollment and things. This Can

221you address the size of the classrooms compared to the portables? >> Yes, I definitely can try. Um, so I'm not familiar with the portable exactly, but I believe it is slightly smaller. Um, I can say that the new design would be a full-size classroom for sure. And again, that's kind of the the idea of getting rid of portables. They are not ideal learning um >> environments. >> Are those classrooms the same size as the SMS classrooms or >> the proposed new Yes, >> it was new. >> Correct. >> So, if you want to go over to SMS, which is really close by, or >> are middle Are middle school classrooms the same size as elementary? I think they're they're both roughly a thousand square feet. >> That's good because those fourth and fifth graders are

222big people. Okay. So, anyway, my preference would be for number two uh because it it is in the ballpark range and what an opportunity to do something amazing, especially if we will have money left over um to still be able to do what we need to do at CMS and to do what we need to do at Vargas, you know, like as we're working through the list based on the priorities. So, >> can I uh get clarifications? >> Um, you you mentioned second and third grade. >> Yeah. So, >> I just wanted to get the note on that. >> Oh, yeah. So, my note and um I had sent it to in like one of several emails my back review comments. So, I was thinking that, you know, you could have right now in that

223drawing you have uh looks well, I mean, it's small on this screen, but you it looks like you have fourth grade over there, fourth and fifth. >> So, that that's in this design, that's the second floor, >> right? >> So, instead of and I get it, you put the bigger people up on the higher floor, but you could put third graders on the second floor. And so then if you had sec if you had third and um second in the same building, those grade levels often work together, right? Just like fourth and fifth because fourth and fifth, if you had a combo classroom, it would probably be a fourth and fifth grade rather than a three, four, because the curriculums are sort of similar enough and the class sizes are similar enough. So, I was

224thinking if you had to put two if you had to put another grade level over there, you could move science over there. You could move um there's some other program room. You'd have enough room for the fourth grade classrooms and fourth and fifth could be near each other as upper graders and the big kids on campus. And then you could have two, three over there for their uh magical garden/outdoor learning experience. That would be my preference. It's the dream. >> Got it. Just on clear, you want us to look into potentially putting second and third in the new wing >> uh and fill the other uh classrooms maybe with science or >> and upper graders. >> Upper graders. Okay. >> No, [clears throat] the science the science you might have the science is over on

225the other side. You might have to put that over in a new area because I was counting on the map. I mean and of course like every year grade level to grade level could change. So, but if you were if you were doing that and you had second and third over there, you might have to move uh the science with them. >> Yeah, the just the top of my mind again. We'll dig into that and figure see if we can figure that out. But >> it doesn't look like we will be able to keep second, third, science, and upper graders. The upper graders would be split then. some on this side of campus and some on that side. But >> no, no, because I'm saying like you have music up here first by second, you

226have second, second, music, second, second, and then you have all these fourth graders. And so what I'm saying is maybe you'd have on the bottom floor you would have because if I look over here, there's only three third grades. So you could have the third graders over there. >> There's more third grade than fourth and fifth grade. >> Yeah. I don't know. I'm just looking at the map. >> I know. No, what I'm saying is the map is showing more fourth and fifth grade than third grade. Normally you have more third grade classes because then what's fourth grade you can have bigger class. >> So just I'm just I'm just saying schematically like >> second third grade land. That was my whole point. Other people >> and I u I think we're talking very detailed

227now. We're just talking about scope of work today, right? And I agree with this scope of work and I agree with this intentionality around designing outdoor STEM spaces. Um, and that's kind of seems like a later conversation. Um, so yes, I agree with option two, but I was um I am a little curious about this um measure C impact and how far along on those upcoming projects can we get with measure C, do you think or are we going to be going for another bond measure? Just any sense of that? Yeah, >> great question. So, at the end >> at the end of the potential cherry chase modernization, there will be above $90 million. Um, we haven't gotten into the into the area of pricing out the the needs of Colombia, Vargas, and Fairwood, etc.,

228But um we can definitely start to just begin that very rough estimates to see how far it might take us. Um but >> yeah, we can work on it. >> Yeah. But this is on this is all part of the bond work and they always put more because just in case we were able to keep going, we just keep using more money. Isabelle, >> I like the part that we're going to be able to use the developer fees because it's not easy to find where to use them. That's a a great use of the money. >> So, if we can get a brand new building, two different floor building out of that money, that's that's great. So, >> the difference. >> Yeah, that that's going to make a difference. And uh we if we are

229modernizing the building there is no reason for us I mean that was the reason why we're using a bond we're having a bond is not to have portables as that that because we're doing this and then this school is going to have to wait for other 50 years to to have another remodel. So if we're going to keep the portables for other 50 years that's an acceptance. So, uh, if we can do that, the only thing that, well, I like about something that I like about B solid 2 is also the quad that you're going to be building there. The idea of a quad there. I mean, it would be better if it's an actual plaza with four buildings, like the four sides, but at least the three sides is is pretty good. >> No,

230you're saying that's the second floor. >> I know. I know. But that's what I say. It's only having three sides. the multi-use and the new building. So, it's going to be open in that side. >> But anyway, is it's good that it's happening there and but the only thing that is not great even though now we have a very big area for outdoor learning and aquat is that the garden is going to be impacted a little bit. So, if it can be expanded in that side will be better. So, but it's good that I mean we have still most of the garden there. So, if we get expanded a little bit in order to compensate for that would be great. But I like that and I think it's a good use of the money and

231is a good use of the developer fees. >> Yeah. And in front of those two on that slide, in front of those two second grade classrooms that face the street, that's an unerrigated pollinator garden. >> And so like that area and the the impacted school garden could be incorporated somehow. >> So I'll just say that I support the staff recommendation of option two. >> Okay. direction. Sounds good. >> Great. Excellent. Okay. So, um I just one other comment. Uh I was looking to I could not find on our website the facilities master plan. It used to be on there when it I know there's been some changes on the website. So, whenever um because and there's no more search bar anymore. So whenever we get the web page up, I think there should be a

232a web page for facilities with like progress on all the um >> on the Sunnyville School District website. >> Yeah, we will make sure that all our links work and but >> it is [clears throat] our understanding that it is up there. But if you couldn't find it then we'll we'll look into you know maybe it's not >> under under about us under departments under operations. >> Okay. Can I can I just um like a request for a future conversation is um taking a look at the urgency of the upcoming projects Columbia fairway because I know that you have done some work with that and just kind of getting an idea of you know at this point I wouldn't want to do this full overview the scope of work if those other places are also

233of high urgency but I trust that you've already done that thinking but I would like to um kind of if we can bring that for a discussion where I could privately talk to you about that and and in terms of longer term >> the the like the condition of those sites. >> Yeah. Yeah. The need there. >> Okay. Thank you. >> Okay. Um great. So we are on to action items. Uh item 13A, approval of the agreement for architectural services with Adis Architects Ellis Elementary School new classroom building and playground project. Um I think is that >> that me? >> That's you. Okay. >> Yes. >> On the agenda it said bird. So >> he is here to support >> Mr. Arthur Kevin. >> He's here to support me but my thing's been sitting dormant

234and rob me up. So give me a second back in. All right. Yes. 13A as you said this is the approval is we we're seeking your approval of the agreement of architectural agreement for Hades and this is for Ellis um the classroom building and playground project. this I mean I think the description pretty much uh summarizes everything we wanted you guys to know but ultimately this is to um address the growth in TK. Um, I believe the the original demographer reports when we originally were modernizing that campus were from like 2018 and I don't think anybody could have foresaw uh the impacts of TK back then. So, this is to address the the overflows and the needs um that we currently see in TK. >> Okay. Um uh it's time for public comment. If there's

235any member of the public wishes to comment on this item, please use the raised hand feature now. Okay. Seeing none of board, do we have a motion for this item? Yeah. We approve um item 13A. Any second? >> Thanks. Um, uh, board any discussion? >> We've talked about this. >> Yeah. No, I I just appreciate the preview that we've gotten, the information that we've gotten ahead of time, so that's just surprising. >> Okay. Um, ready to vote. All those in favor, please say I. I. >> Chair votes I. And the motion passes. Item 13B, ratification of change order number one with Silicon Valley Paving Incorporated for the Cherry Chase Elementary School Canopy Replacement Project. >> Yes, this this also is an item that we're seeking your ratification. This was a change order on work done

236at Cherry Chase over the summer during the the canopy replacement. Um, and so the change order was increasing the contract for a total of 31,000. Um, in addition, no change in contract time just for your ratification. >> Okay. Um, if there's any member of the public who'd like to comment on this item, please use the raised hand feature now. >> Okay. See none. Um, board, do you have a motion? >> I move. >> Any second? >> I second. Okay. [laughter] Any discussion? Yeah. I I just want what's the difference between this ratification and approval and is this what we're going to be seeing this and going forward? >> Yeah. So, one of the things I'm working with our team is is for full transparency that we have an approved contract that's been board approved but

237there are changes as an amendment, right? But if there comes to you a ratification, that means, for example, that there's maybe work that's been done ahead of board approval. So, we're asking for board approval to [clears throat] make those changes moving forward and have a contract. >> Okay. >> And just just a little bit of additional context. So when a project like the cover canopy a cherry chase is being done, things are being ripped open and then sometimes surprises happen, oh okay, that's what's under there. Additional scope of work is needed. We need to get the the everything patched up and ready to go for kids to be on campus in August. Um so we have to move fast and so this is as Dr. crossway is saying just this is full transparency of the

238increase to that contract in order to to finalize the the project. >> So I could not because I was looking for a plan. I was went into the assembly like to the um uh word documents. I couldn't find a plan of this one. So, is this the is this TK and kindergarten or like what what >> are we talking about the cover camp >> language? >> No, this is the >> We're still on cover camp. >> Oh, we're still on cover camp. >> We're on We're still on 13. >> Oh, okay. Sorry. Um I had no comment. I'm good with this one. >> All right. Any everyone ready to vote? Other comments? Okay. All those in favor, please say I. I >> chair votes I. Okay. Let's go this next one. Liquid uh 13C which

239is approval of fee revision and added service agreement number two with ADIS architects for Liquid Elementary School new classroom building and playground modernization project. >> Yes, >> this is again for your approval. This is some added service that we uh we feel is necessary in order to accomplish the goals that we set out for for Lakewood. Uh but ultimately this is um the kindergarten uh building work to to build the kindergarten building and to modernize the playground um the associated playground in that wing. The total the revised total is 196,000. the increase here um from our initial thoughts was is 27,000 um and so this is for your consideration for approval. So yeah. So I this is the one I was looking for the drawing for like do we did we get a drawing on

240this one like where it is and on the map and what [clears throat] >> kind of what we just saw here. >> This is this is to improve the architect to do the design >> but to do even that part of the design. Is that what you're saying? >> That was my question. So >> yes, to to add services or to increase the services that we're asking of from the um architects. So, there's been some shifting and um just to clarify, originally we were thinking that we knew that we needed more TK spots, >> but um after considering, you know, all the facts in front of us, the original thought was we were going to have um more TK spots at Lakewood. That has now shifted to the previous item, which was it's now going

241to be at Ellis. So things shifted, but uh the architects are still um able to design this this project for us. And with all all that we know now, we foresee we're going to need a slight increase in their scope. Again, the total um increase would be uh where did that go? 27,800 >> for your consideration. >> Yeah. So my question was like what buildings is it touching over at Lakewood? You know what I mean? Like >> yes, the kindergarten. It would be a new kindergarten. So over uh and I'm not the the best, but it's over on the kinder side. So that playground and building, we will be getting a new kindergarten building and a new uh playground. So they're designing that for us. >> There's like TK Then there's like this K kindergarten

242thing and then there's like the preschool on the side. So is it like is it the TK kinder thing? Like is it that whole thing? Like >> do you know what I'm saying? I'm trying to think about like where Yes. >> Like what are we doing? >> And I'm going to have to refer to my my trusted director of facilities and operations, the real expert in the room. Um, so it's the section of the campus down on Lake Meadow. If you're looking at the campus down at the south where preschool and kinder share that playground, this was the project that we were looking to do last summer. Um, which is the TK playground modernization. Um, as part of that original project, we were going to replace those portables out there, but as um, Arthur said,

243we don't need the portables replaced out there because enrollment isn't where we thought it was going to be. >> So, those portables or those modulars are now going to Elvis, >> right? >> So, the rest of the project answer your question, have you seen plans? Um, no, because we don't have plans yet. We have schematic design at this point. >> We had two board items, I think, in the last year. One was um SQL exemption and then one was another modification to the agreement I believe. >> Yeah. >> So you just wanted you would like to see plans on the playground >> like in general because that playground is stark and um >> Agreed. >> Yeah. I mean, you know, so but it's limited because you can't build everywhere on it, right? Like so that

244was the thing we were >> curious about and um and I think like that would be maybe that's an area where that would be like a great natural playground or that would be something for like the public color projects we talked about. Yeah. like something where I could just um and I because I saw the idea for like oh they're gonna add paint for the um for the whole campus there but >> like Isabelle and I have been on several walks around campuses and we've talked a few times about like public color that kind of like color theory where it's very >> it's a little different. So that I don't know if it's if when we get to that, will we will we have an opportunity to like look at what's planned or >> Yeah.

245Um I will pass on Arthur this designs that we have so far >> for that project. It's really looking at it as a refresh very simply put replacing some of the old structure um across the whole campus and making the kinders look just like Cherry Chase and all the other ones we've modernized to this point. Okay. Um, any questions or motion, right? >> Do we have a motion? Yeah, I thought we I approve. >> I say that. >> Okay. >> I have a quick um comment though. Um I yes I would love to see more natural play space areas and then also just um more dynamic play spaces like the other schools. When we went to Lakewood recently it was a lot of laptop and um and we also had visited Fairwood just previously and

246there were so many dynamic learning spaces that were also very much incorporated with nature. So I feel like this is a good opportunity to again like lean into nature and lean into outdoor learning spaces that are really engaging for students >> for the kinder like the kinder area is what you're talking about because fairwood the rest of fair because we're talking right yeah do that. >> Yeah. >> Okay. Ready to vote? >> Yes. >> Okay. All those in favor please say I. I. >> Chair votes I. And the motion passes. Okay. Um, last item on the agenda, 14, future meetings and adjournment. Our next meeting is Thursday, November 5th, 2025 at 6 p.m. regular board meeting is now 10:29 p.m. If there's no objections, this meeting is adjourned. >> Objections. >> Thank you, D. Thank

247you for your time. >> Thank you.