001just come to this picture against everyone over there though [Music] Caleb and we with a little bit of cheese. >> Wait, there was Oh, like they just used. >> Yeah. Anyway, >> thank you. Sorry for you. [Music] Okay, it's 6 o'clock. [Music] >> Hi everyone. It is 6 pm and I'm calling to order this regular board meeting of the Sunnyville School District Board of Education. Please note that while this meeting Oh, this meeting is being uh broadcast and a recording is being made at the direction of the board and the recording may capture sounds of those attending the meeting. Let's do the announcement about Oh, I just about translation. We're doing it right away. Okay. Um I'd like to invite our translator to please give instructions about utilizing the language translation feature. >> Yes. Good
002evening everyone. Thank you. Um I see that all board members are present. So now we're on to item three, approval of the agenda. If there's any member of the public present online who would like to speak on this item, which is solely about the approval of the agenda, please use the raised hand feature. Okay. Not seeing any. Uh board, can we have a motion to approve the agenda? >> I move approval of tonight's agenda as listed. >> Okay. Is there a second? >> I second. >> Thank you. Any discussion? All those in favor, please say I. >> I. >> Chair say I. And the motion passes. Item three is public comments on close session items. Um, tonight's topic is Oh, it is not that item four technically. >> All right. Okay. Sorry. Um, all right.
003Can you borrow this? Thank you. All right. Tonight's topic uh is um conference with legal counsel existing or anticipated litigation government code section 54956.9 subdivision ADC versus Sunnyville School District. Um we're convening to close session at 604. Think we should be back in about by 6:30. Thanks. Yeah. >> Did you ask for comments session? >> Oh, did I not ask for comments on close session? >> I did it for the agenda. >> I think you would start it and then you like didn't actually do that >> because I messed up on my paper. >> Isabelle first. >> Oh, thanks Isabelle. Thank you. Okay. Are there any uh comments on close session? >> Okay. Seeing none, uh, let's commune to close session at 6:05 and we will still be back at 6:30. Thank you, Trusty. >>
004Hubis number confused. Okay. Did you spend your >> Does anybody want these sauces before I throw them away? Hey, how's it How are you? [Music] Where is it? [Music] Okay. Uh, welcome back everybody. Uh, we are reconvening open session at 6:32 p.m. For those of you joining now, please note that a recording is being made at the direction of the board and that the recording may capture sounds of the for those attending the meeting. The board met in close session to discuss uh, oops, hold on. I am moving this around. Thank you for a conference with legal counsel regarding existing or anticipated litigation government code section 54956.9 subdivision ADC versus Sunnyale School District. No action was taken. Okay, we are on to item number seven, our flag seat. And tonight we are going to be
005led in our flag salute by Miss B. >> I pledge to the flag of the United States of America and to the stands God indivisible and liberty and justice for all. Thank you. Also, for those of you joining us now, translation services are available on Zoom by pressing the uh world icon at the bottom of the screen. Now, it's time for item uh item eight, our living land acknowledgement, and Alexandra Espan Flores, our eighth grade student, will be leading this. Please come to the podium. Yeah. Sanino school district is located on the ancestral and unseated land of Moku Halong tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of Sunnyville of the Sunnyville community continues to benefit from the use and occupation of this land.
006We acknowledge our responsibility to learn from the wisdom of the alone people to consider how we might work to repair injustices and to move forward together in honorable ways. >> Thank you so much. >> We're on to item nine, which is reports. Um, do we have student reports tonight? >> Madam President, we do not have student reports tonight, but we will at our future board meetings report today. >> Okay. Thank you. Uh we're on to 9B, which is our superintendent report. >> All right. So, good evening everyone and welcome to our regularly scheduled board meeting. Uh super excited to have all of our students and staff back on our campuses and so grateful for the warm welcome again that I've been receiving uh throughout the district and have appreciated all of our staff and how
007they've been welcoming our our students back. So, let's go to the next slide, please. Here are some of our pictures, including uh principal Danielle Poe over at Columbia Middle School where you can see the warm, smiling faces of our young scholars on the first day of school. Let's go to the next slide, please. One of the things that I want to highlight in tonight's agenda is a resolution regarding safeguarding all of our students. Uh so again, this is a resolution that's far more restrictive than what we've had in the past regarding limiting uh immigration enforcement on school grounds and ensuring that we provide safe and welcoming environments for all of our students as well of our staff. Let's go to the next slide, please. Just some of the key points or bullets from this uh
008potential policy related to our policy is again that all students are guaranteed equal rights and opportunity regardless of their immigration status. making sure that we train our staff appropriately regarding any requests uh including from law enforcement. Let's go to the next slide please. And then additionally ensuring that all everyone knows that our schools are considered safe havens for our students and families and that the district will not assist with any immigration enforcement at any of our school sites. Additionally, the recommended change here is that any um access must be deferred over to the superintendent's office. And again, here as a district, we do not um maintain nor we disclose any personal student information to anyone. Uh let's go next slide. And then again, making sure that we're making uh supporting our and safeguarding all of
009our students. Again, just some of the commitments that we have here. And you know, we've seen some very disturbing intimidation and fear tactics being employed through other parts of the country, including here in California. And uh thanks to our board, this is a conversation they had at a previous governance meeting is they want to be proactive, be ready, make sure that we're communicating with our our staff as well as our parents. We are uh partnering with other agencies in the Santa Clara County to provide workshops and to continue building capacity here within the community. So, um, just wanted to include that information. Let's go to the next slide. And then, um, you know, the start of the school year again has been amazing and I'm so happy to be here in Sunnyville School District. I
010do want to defer to our assistant superintendent of human resources give us an update in terms of where we at because starting the school year and making sure that everyone's in place is always a little tricky and a bit of a challenge. And so, Mr. Nishihara, >> thank you, Superintendent. Uh, yes. So just at day 13 of the school year this um was happy to report that on day one we had all certificated hires in place and we had 19 teachers join us this year. Um one intern, six temporary teachers and 12 probationary. Another way to look at it of those 19 we had eight special education teachers including a deaf and hearted hearing and two SLPs excuse me speech language pathologists. We will use full terms here um to make sure everyone understands what
011I am talking about. um 10 GenEd teachers uh including two music and one Spanish as well as the expansion of our couple of teachers expanding our TK transitional kindergarten program. I'm hanging in there. Um and then a teacher on special assignment to support the district uh operations with math. Um 13 classified new hires as of this report. Um the classified hiring is kind of more of an ongoing thing as in our previous reports. Um but uh to uh complement the growth of the TK program, two earning learning paras um one uh food service 2 workers, three mental health and wellness associates to support our students. Um that one is offsetting um uh uh additional contracts and use um replacing two valuable school admin ones in the front office and then four special edits and one
012behavior tech. so that our HR department has been chugging away and supporting our school sites and making sure we have enough staff to maintain our operations. >> Thank you, Mr. Nash. And again, thank you to all of our teachers, our certificate employees, all of our CSCA reps and members who have done an amazing job again welcoming back and making sure that our schools are ready to welcome back our students and staff. And at this point, we have a recognition tonight. So, I'm gonna ask uh Miss Chu to come forward to the podium to lead us in this presentation. >> Good evening, Superintendent Crossley, board president Watson, board members, Sunny Hill students, staff, community members. My name is Chin Chin Chu. I'm the behavior intervention services coordinator here in the district. and I'm here tonight to
013recognize some of our students and staff who participated in the peer connections program this past summer and in the past few summers previous to that. Um a little brief description of the program. It's a summer program supporting inclusion through relationships. Um it pairs rising seventh and eighth grade students with preschool and ele preschool elementary age buddies in special day classes. In the program, students spend time learning about special education and inclusion. They spend time engaging with their assigned buddies, and they spend time also reflecting with their peers in the same program. And it's really wonderful to see the relationships grow throughout the summer, the smiles and the joy on the faces of the students when they see their mentors, um, and the growing sense of understanding about inclusion and special needs at the mentors game.
014So, I am so happy to be here to honor them tonight. Um, so at this time, I would like to invite Superintendent Crosswite and board president Watson to join me here. Okay. And, uh, how we'll do this is when I call your name, I'm asking that you please come up. I will give you your certificate and please come and get some gain some acknowledgement from our superintendent on our board president. After that, please come and stand to the side um as we acknowledge the rest of your peers and um co-mentors. At the end, we'll take a group photo together. Okay. All right. On to the next slide, please. All right. So, first we're going to start with our mentors. Uh Kahina Bali. [Applause] All right. >> Ready? One, two, three. [Applause] here. Okay. Michaela Deng,
015you're not here, but we're still honoring her tonight. Okay. Y Alexandra Espiron Flores who did an awesome job. [Applause] Thank you. We're going to take a little picture. One, two, three. [Laughter] >> All right. Thank you. Alisa Venova is another mentor who could not make it tonight, but would you honor her? [Applause] Catherine Gonzalez. [Applause] Thank you. Ready? One, two, three. Got it. Thank you. Awesome. Okay, Isabella, get it off. Isabella wasn't able to make it tonight, but let's give her a little Michael Shuen also not able to make it tonight, but Kashi Ka [Applause] One, two, three. >> Thank you. [Applause] Mila Manundo. [Applause] Next, Maria Menddees. [Applause] Thanks, Jacqueline. I I don't hear you going, Jackie. Say more time, two great. [Applause] Next, we have Jesse Rodriguez, who also was not able to
016make it tonight, but let's give him a Hannah Vander [Applause] and Jada Alexanders. [Applause] Got it. [Applause] >> Thank you for your mentors for take choosing to take four weeks out of your summer to be mentors to our SPC buddies, special day class buddies. Um, and then we also want to honor the mentors for our mentors. Um, so Jamine Choy, can you let our program [Applause] two [Applause] Miss B [Applause] Miss D did an awesome job supporting the program alongside Miss Choy Joer. [Applause] >> Oh, sorry. Sorry. You didn't tell me you were wearing a dress. [Applause] >> Yes. And one more. She wasn't here to be here today, but [Applause] you all >> do. Let's do Rose. Okay. So, let's do a little teacher voice, right? I like her. [Music] >> All right, show
017your rewards. Right, J. >> Which camera are we looking at? >> All right, ready? One, two, three. Can you see everybody? Maybe. Um, you want to come in between you? Okay. All right. Ready? One, two, three. And then one more. >> Ready? One, two, three. >> And then [Music] all the families. >> Awesome. Thank you. [Music] >> Madam President, [Music] thank you so much. >> Do we have a moment to make a comment about pure? Okay. So um hi. So for pure connections before you go I just is this on really okay I think it is on. So before pure connections before you all go I just want to thank you again like um you know not just on behalf of the district but also just me personally I have a child with special needs
018who's now an adult young adult and all the people that help along the way make a huge difference. So, I just um when this program started three years ago, I was just so impressed and every year it gets better and better. It's just profoundly impactful for the families as well as the students you work for. So, oh, I'm sorry. I'm emotional. I was not expecting this, but um but also I wanted to say um I also wanted to say that I really think that um I would really recommend that the district put this program up for the Hoffman Awards this year, which is a countywide recognition. Um you need three years of data to do it. And I think that you have the documentation of the work that you're doing, the student feedback and the
019impact. And I would also like to encourage the district to take a look at our late start programs for middle schoolers or the club pro clubs that we have going on regularly and seeing if we could, you know, do anything during the school year to encourage some of these connections to happen during the school year. But even if it's Oh, thank you. I got some tissue coming. Thank you so much. We'll just have this up here for the whole board meeting. Um but uh but really I I I I just really um just really appreciate the peer connections and for those of you who've come back more than one year um or would consider coming back next year even if you're going to high school um we just really appreciate you know those the connections
020that you make. So anyway just thank you very much. Um anyone else want to say anything or >> that's great enough. All right. Thank you so much for coming in. We're going to continue with the rest of the reports. So, we won't be sh sad or shy if you leave. You're welcome to say. Thank you. [Applause] I'm ready to go also for discussion. >> Okay. So, why don't we begin with the board members report? So, you can start with um Trusty Petta. You want to start just talk a little bit about what you've been doing. We're the school district. >> Thanks again. >> Did you have a question? [Music] >> Go ahead. >> Yeah. So we we do have several programs and we're going to do the presentation if it's okay uh with the discussion
021after the consent agenda. >> Sure. >> I attended I attended um the first principal's chat at Fairwood um at Fairwood Elementary. Um there's a lot of um new parents that came in um and old parents. That was nice to have. um the principal just telling everyone about about the school and how they could become involved, you know, with the children's classrooms and in the school itself. Um and today I attended um the funeral for one of our federal parents. Well, I've been going to all the back to school nights that I've been able to. I had missed last missed last night as I had some personal things to do. My one of my kids who is in college is now moving from the dorm to the to his first apartment. So they try to deal
022with that and finish everything and last night I had to rush down but it's down to Santa Cruz. But other than that we've been very busy with the CFSDA which is next week and I think at least four of us will go four of us will go to the conference which is great. So far has been a success. See it keep looking like that and uh we've been also working a lot with CLSPA with sorry with the the LAC committee as we are ready to present what the legislation action committee is for that conference and we encourage other board members and other counties to do the same kind of advocacy that we do in our county which We advocate for children at a county, regional, state, and sometimes even federal way for improving the conditions
023and funding for our schools. Other than that, I've been very busy with the beginning of the school year and yeah, hope to see more back to school night next week. I said hopefully I won't need the tissues but they might even get passed down. I just spent the last week sending my oldest off to college which is a lot people have done it. It's lots of good feelings and sad feelings. So I've been gone most the last week um with that. Um but I was at back to school night for SMS last night and it was fun. It's always fun to like see parents I haven't seen a lot over the summer and for most of them like it was their first time seeing the building the new building and so it was great to
024kind of hear um you know their excitement about that. Um so that was great. And then my other piece of news like sending a kid to college it kind of ages you but I think what actually making me feel the oldest is my youngest it's his birthday today and he just turned 13 so I no longer have a kid. I only have teenagers and I was like, "Oh, I'm old." Um, so that's kind of all my stuff. Now that I'm kind of done with getting all this settled, it's kind of jumping back into all of life here and all that entails with school board and my kids and everything. Um, okay. So, hello. This uh this month I' I've had um the pleasure of visiting almost every school site with Dr. Crossway and um a
025bunch of the back to school nights including um for my own kids at Bishop. Um it's been really exciting to see the community's response um to him specifically. He's like a like a rock star kind of like people come up I know who you are and um I I feel just a general sense of um hope and optimism within the district. when I talk to other parents, when I um talk to teachers, staff, you know, I think there's just a lot of very positive energy. Um and for me, I've enjoyed just kind of under getting to understand your vision and philosophy and approach to education. And um it just reaffirms to me our decision and that it was so well informed by the community with, you know, almost a thousand survey responses. Um, I do
026think that we did a very good job um in hiring um what was desired for our community to move forward. Um, I've had the pleasure of also just watching you present in a a various arenas like the um immigrant protection empowerment network um school leaders and um you're on like a why world languages matter um digital digital webinar um as well as um the know your rights um the information session that you um coordinated that we we put on with um Dr. WAB and um I have to say that I feel a lot of pride in Sunnyville for us to um kind of be at the forefront and to be leading the way in this um and that's that feels really great for me too. So um it's been really great. It it made me
027remember um what back to school feels like, you know, and I just I really enjoy being in the classrooms with the students and I miss that in my own way for like when I was a teacher, but now I feel like I get to live that in a different kind of way that's also meaningful. So, thank you. Um I sent in the things for the minutes. Thank you. >> Um I also have a bunch of activities that I will send in for the minutes. Um I just I also wanted to highlight going to the um first week back to school visits and I'm looking forward to more classroom visits with Dr. Crossed and other trustees um and all the back to school nights just um people are really excited about like the promise of the
028year ahead. So um yeah, I I'm going to just send in all of my things. But uh it was really great to be able to have the back to school nights scheduled in such a way that we could go to multiple uh back to school nights. So I really appreciate uh the district. I know they didn't just do it for us, but I think it was really important for everyone to see Dr. Crossbate there. And um uh when you have three in one night, it's you're really booking to go to all of them, right? So anyway, um I I really appreciated being able to do that and I think I've I think I'm just missing I haven't been to Bishop, but I think I've been to pretty much all of them so far this year.
029Um anyway, uh we are on to item 9D, uh the Sunny Veil Education Association. Is there anyone online who's here to speak or if you're here and you're an official designate, please use the raised hand feature now. Okay. Uh see none. How about uh item 9E, which is the California School Employees Association. There's an official representative. Please use the raised hand feature now. Okay. See none. It's item 9E which is um I'm sorry 9F which is the Sunnyville Education Foundation. There is a member online. So um can you just please state your name and you're welcome to speak for a few minutes. >> Courtney Jansen. Thank you. >> Um good evening everyone. Apologies, I couldn't be there in person, but I'm glad to be able to join you over in Zoom. My name is Courtney
030Jansen, and tonight I am speaking in my capacity as the programs chair and San Miguel Elementary site representative of the Sunny Bell Education Foundation. So, I know you guys have had some meetings, but welcome to the school year. It was great listening to all your comments. And I just wanted to share a couple things that Seth, the Sunnyell Education Foundation, has been working on and is going to be coming up. So, uh, first a very big one. As you hopefully know, every year SEPH does school grants for each of the 10 schools in the district. This year, we have $17,500 dedicated to this program, uh, spread across all of the schools in the district. We have emailed principles, but as you're talking to folks, please help us remind them. Applications are due on October 15th,
031and eligible topics include after school enrichment, arts and music, justice, equity, diversity, and inclusion, learning experiences like field trips and assemblies, outdoor classroom or garden space and activities, STEM, and whole child wellness activities. So, we are very excited to bring this support to our schools. um and looking forward, we've got two applications already. We're looking forward to seeing many more from the rest of the schools in the next six weeks. The second thing that some of you may know about um hopefully because we did this at the end of last school year. So, we have our shared space at the district office. Thank you for that. And we are really excited to say that we have a um sensory tent available. Gita Golakata has been working on this very diligently. She has put together an
032amazing set of um various supplies and things for any of the schools to use. She's working through how to check it out for different schools, but we're really excited for that to be the first of hopefully many wonderful things that we can provide the district that schools can use without having to buy in their own capacity. And then coming up, we have our special projects. Again, we have almost $50,000 for that and we have begun the process of identifying what special projects we want to support this year. And thank you in advance to people in the district for answering our questions and sharing information to help us make that determination. we will be bugging you shortly about a round table that we would like to do uh soon in the fall. And then just a
033general, we're all very excited and looking forward to a wonderful successful partnership this year. So um thank you for your time and thank you for everything you do for your students and we're looking forward to everything that's coming up in the next several months. >> Thank you, Miss J. All right, we are on to item 10, which is governing board items. And um Dr. Cross. Normally we do the public comments on non-aggenda agendaized items first, but for this one I'm I'm guessing we still have public comment on this item. Okay. So, if there's any member of this uh the topic for this item 10 is the approval of resolution 2606 in the matter of limiting immigration enforcement on school grounds and safeguarding all students. Um Dr. Crosley So this was part of the presentation I
034included in my superintendent report. But based on our previous conversation about what are we doing or what additional steps can we take as an organization to protect and safeguard our students knowing that what we've seen in other parts of the country particularly LA is standing out. And let's not wait. Let's be proactive and let's reassure our community that we will do whatever we can to safeguard them and at the same time build capacities um throughout the organization and um revisit our protocols so that they're clear across the organization and ultimately some of the language that's incorporated in the reservation is based on the language from AB49 from Marasushi's office with a lot of other elected officials that really tightens up um the protections of school districts um and and making sure that even if ICE
035or Homeland Security come knocking on our doors saying that it's an emergency um that they are they know that it's not appropriate and they need to come back here and it allows our principles to focus on creating warm welcoming environments as opposed to dealing with this other other distractions and also helps us make sure that we do not have ice or Homeland security presence in front of our school even though they don't have access to campuses. >> Thank you. Um if there's any member of the public either here or online who wishes to speak on this item, if you're here in the room, you can fill out a blue card. Uh we are currently on, as I said, number item 10A, the approval of our resolution. Uh so if you'd like to speak on that,
036please fill out the blue card in the room. If you're online, please use the raise hand feature. We do have one card, blue card already on this item. Is there anyone online? Why don't we start with the online? Is is this about this one? Okay. So, we'll start with online and let everyone get settled. Um, >> Courtney Jansen. >> Okay, Miss Jansen, you're you're welcome to have three minutes. Will we be able to put a timer up? Excuse me. Before Okay, thank you. So, um, just miss J the timer up. We can >> Sure. >> Um, okay. I will keep this short. This time I'm speaking in my own capacity, not on behalf of the Ed Foundation. Still Courtney Jansen, Sam Miguel Parent, but I just wanted to say thank you for bringing this resolution
037to the board. um and leading really the whole community, not just Sunnyville, but even beyond Sunnyville, in this effort to protect our students and to make sure that students are able to have a safe uh welcoming experience in our schools. Um my kids are not immigrants, but they have many friends who are or come from immigrant families. And as I see what happens at the federal level every day to these communities, it just breaks my heart. And so I'm very thankful for the district for being proactive and saying that what's happening at the federal level is unacceptable and doing everything in your power to protect these students. So um that's it. I fully support this. Thank you very much. >> Thank you, Mr. Johnson. Next up we have Miss Heather Burns. Okay. Hello, my name
038is Heather Burns and I'm an early childhood special education teacher at San Miguel. I'm here to thank the board of education and our newest superintendent for all the consideration and care that was put into creating the plan in addition to all the extra work that's been done to ensure that this school year our campuses are safe and supportive to all of our students and families. Thank you for listening to the concerns of our teachers, our amazing school support professionals, and our incredible families, and bringing forth such a positive change so quickly to start the new school year. It's obvious that you've been working hard this summer, and I just want to acknowledge that we all see the work that you've put into ensuring that um there are now um know your rights materials, including red
039cards and yellow cards, and other stuff accessible to our families. We see that you've been working hard to create new relationships and alliances with awesome community partners like Amigos de Guadalupe to provide movie rights trainings and supports to our immigrant families. And it really makes us feel confident that the district is really now all in to support our immigrant families and is not going to leave any stone unturned or leave any of our students or families behind. Thanks for your work to ensure that our strategic plan about our students belonging isn't just something that is put down on paper to meet a requirement that is something that you truly embody and are systematic and deliberate about doing um the research and putting the work and effort to actually accomplish it. Thanks so much to our
040board for all you're doing to support our community. I just wanted to say that we see you and appreciate you so much. Thank you. >> Thank you, Miss Burns. Next up, we have Miss Jesse. Thank you so much. I'm Jesse Derki and I'm taller than her. Okay. Um I'm a mother at Vargas and formerly of SMS and future as of SMS. Um, anyway, I want to say thank you so much for putting this together. It is it's something that makes me very proud of our school district. And the only note I have is when I read through it that I did not immediately see what would happen if the superintendent is in some way incapacitated. And so I just wanted to mention that as a a way to it may not be part of the
041resolution. It may need to be in the background how you deal with an affecting superintendent, but I just wanted to flag that for everyone's consideration. Thank you so much. >> Thank you. >> Um okay, so board any discussion, questions, ideas? >> We need to make a motion. This is an action before we talk. Oh, it is an action item. Thank you. Okay. So, where do we have a motion? >> I move that we approve the item number T10 >> 10A the approval of resolution 2606 in the matter of limiting immigrant enforcement on school grounds and safeguarding all students. >> Thank you. Who would like to second? >> Second. >> Okay, Michelle seconds. Thank you. Um so we can chat for a minute ask any questions. Um thoughts. >> Thank you. >> Yeah. Um >> I
042mean trusty. >> Yes. So um this is uh one of the areas where I I have um been really proud of our leadership here. Um a month ago um Dr. Crossway and I for the first time had joined the immigrant protection empowerment network. And then the following month he was presenting at that same meeting um learnings from Southern California um and bringing forth this resolution the concept um in a room in the Zoom room with a bunch of other superintendents from this county. And there were so many questions about oh how did that work? That sounds like a great idea. And um that was really like I I felt really proud of Sunnyville and of our new superintendent um for leading the way on that. Um when you spoke at the Wahhab um know your
043rights seminar, there was this there was this one phrase that you said that I jotted down. It's like and and you said we're we'll be working with the community in solidarity. And that was like I got to write that down because it's just, you know, it's it's so meaningful and we appreciate this and this is what um you know I I feel like especially in this time when there's so much uncertainty and terror frankly um to come forth in that solidarity and in the inclusiveness um and support of our families is is critical. Thank you. Michelle. >> Uh, we'll just echo right that this is great. >> Um, and then I think just for the last question, I think it's like just the superintendent's office. So, I think we're covered or do you feel like
044there needs to be a change to cover what Jesse's referring to? >> Yeah. So, it's a it's a great question and based on the language of AB4 AB49, it's basically the superintendent or designate. Um, we didn't spell out designate, but it's understood that it's under the superintendent's office at the time. Can you can you explain a little why this is helpful to move to the superintendent's office? >> Yeah. So, by moving this um over to the superintendent's office, it takes off any responsibility from the school sites, including from our principles, assistant principles or whoever may be in charge of the school site at the time, but also from our front office staff because often times they're the ones who might be first interacting with anyone who comes into our schools. And it also minimizes and
045and eliminates any possibility of us not following our protocols, right? And and ensuring that people just know just like if it's media, defer them back to the superintendent's office. And and again, even if we're not allowing them on campuses, what we want to do is eliminate their presence because from what we saw the first week of school in LUSD, ICE had a presence in front of schools and they even picked up a 15year-old boy who was waiting in the car while his parents registered him for school. And so again, very concerning, very disturbing. And we want to make sure that we do everything we can to not have any presence uh anywhere near our schools as well. Anyone else? Thank you for that. Thank you for furthering all the information and making it more clear
046than anything that we had before. And yes, thank you for taking my taking the matter of working with it. I agree with everyone. I I just wanted to say thank you for for leading the way and making protocols and keeping our um district safe for everyone. Um and I wanted to thank you all for coming to say thank you to us because um you're you're busy and you're here and you're saying thank you. Um and we really appreciate you too. >> And and I just had a quick question. um how will we be publicizing this to the community to like let people know not just that we passed a resolution but what the resolution means and the impact of it. >> Yeah. So we'll be working with our communications team also. Uh but separately we
047actually already have a draft presentation to share with our site administrators u ready to get translated so that it's also available for parents and we'll be asking our sites uh to also have presentations for their staff as well as uh parents. And then separately through our communication is make sure we update we have a landing page that has all of our resources and using that but making sure that we have multiple ways of reaching and sharing this information. And then uh earlier today, Aaliyah um set me up with a local reporter who also was asking and working on a possible story uh regarding what are school districts doing if anything proactively given what we've seen in other parts of the country as well. And I just want to say this is not my work. This
048is your work as a board of trustees because you're the ones who had these conversations. I think it's our job to um help respond to the direction that you're providing us. So this is uh as a result of your leadership and I you you probably will be the first district in the county to have more restrictive language in terms of these protocols as well. >> Okay board, are we ready to vote? >> Okay, all those in favor please say I. >> Chair votes I. And the motion passes. Thank you. >> Um all right, so now we're on to public items. uh public comments for item 11, public comments for non-aggendaized items uh and had to go back to another um section. So if there's any member of the public um here that would like to
049speak on an item that is not on the agenda, this is the portion of the agenda to do that. Is there there is one person online. If there's any member here who would like to speak about something that is not agendaized, please use the blue card. We can go ahead and start with someone online. Please identify yourself and your affiliation. It's okay. Thank you. >> Hello Dr. Crosswit U and respected board members. I wanted to give a shout out to the district on a special item that I makes my mother heart very happy. Um my son who is eight who recently turned 8 years old has been raving a lot about uh several items offered in the cafeteria um over summer and during the school year and I've pulled some parents about if they are
050hearing anything about their kids raving about things the dumplings the scones um lot of other items are getting big shout outs uh from the kids so um Sunnyville district school district has really updates game. It seems my son is a not a pick eater. He's not really going to comment on something. But there was one day I specifically remember he never shares anything about school by the way. So it was very noteworthy that he came and told us that he had a triangle-shaped cookie. It was very tasty and he wanted to find out what it was and he told us the next day he's going to go and find out with the uh person in the cafeteria. and he came back and told us that he found out that it was chocolate scone and he
051forgot by the time he came to the desk and then he went back again to find out what it was so he can remember it well and has ever since been asking me how do I make it I really like it how do we make it so I mean uh it's it's really heartwarming to see that uh the uh uh the creations have really captured the kids uh attention and also being loved by the children uh great way to u increase the nutrition content of their food. I know a lot of changes were initiated over uh the previous year and uh probably they are taking shape. I don't get to know all the time but uh I did uh hear him one other time over summer where he was raving about the school food to
052some of his friends um that are that don't belong to this district that my school prepares the best spaghetti ever and my school prepares the best pasta ever kind of thing. So uh I just wanted to um let Dr. Crossweet know and please convey this message to the uh uh nutrition team that the food is being really appreciated. Thank you so much. >> Thank you. Okay, we're on to item 12 which is the consent agenda. For item 12, any item on the consent agenda is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate action. The public may address the board regarding any items on the consent agenda. Is there any member of the public present who wishes to make a comment on the
053consent agenda or pull an item from the consent agenda to discuss or comment on it or to have a se and to have a separate consideration vote? If you're online, you can use the raise hand feature. Okay, see um board. Just to let you know that I am I am proposing to to pull items um D which is the I ready agreement and with curriculum associates the decision and process and then also um item DG which is elevations RTC boarding school in Utah. So um I don't know I would make a motion I would personally like to make a motion. Is there are there any other items that >> um I'd like to also pull uh DI approval contract for Santa Clair County Office of Education >> D I'm sorry. >> Um so it's 12
054DI di Okay. So um is there anything else? So all right. So, I would make a motion to approve the consent agenda without item D, DG, or DI. Do I have a second? I'll second. Thanks. Okay. Um, all those in favor of passing the items without those three items. Passing the consent agenda without those three items, please say I. >> I. >> Chair votes I. And those pass. So let's take them up one at a time. Uh we can go in order. I'd like to discuss um under teaching and learning at the consent agenda item DD I Ready agreement with curriculum associates and really specifically talk about the decision and the process. Um, I was reading in the description that this is for the entire school district for all all teachers and all on I
055Ready districtwide. And so that's one one thing that I was surprised by because we had had a very different conversation in our governance meeting. And so um I understand that um you know we as a board have never I don't have anything I just want to make it clear I have nothing against I ready. Uh we as a board have never been given a presentation on I Ready or progress monitoring. I I believe that we repeatedly asked for progress monitoring. uh whether it was Lexia or something else, we wanted to have a discussion about progress monitoring last school year and it we had other things to talk about. So, we just have never gotten it and we were told, "Oh, there'll be something in the fall." But when it came to us in the fall,
056um you know, we had a conversation with Dr. cross weight and uh Evelyn I know you weren't here but the discussion really came down to um best practices we we haven't had a progress monitoring tool a couple of I think last year uh cherry chase had used Lexia as one model but if we're going to do a pilot of anything probably the best practice is not to do a pilot of just one thing Uh and the idea would be otherwise at the end of that time you would only have you would either have to start all over or just adopt that one. And I think you know we were just really comfortable as a board and as a governance team with the superintendent that a one product pilot was really just not a great solution.
057and teaching and learning was in the room and at the table uh during that discussion and did not really speak against that idea at the time. But then after that meeting, teaching and learning as a as a group proposed that it was I I Ready should go districtwide. um maybe that there were pilots in addition to I Ready and that that was again clarified that that was not the plan and you know if Lexia if part of the conversation coming back you know that we've had is that Lexia might not be a great candidate because it only does language arts you know maybe star 360 or maybe there's another pilot out there that we want to do maybe that would be an appropriate counterpart but I'm unconvinced that you know there's nothing here to convince
058me that one piloting just one thing is one way to go and it really feels like this coming back to us on consent is like a feta complete that we are expected to approve something in a rush um and I also want to say that like I'm just not understanding why there is a contract here for they they must have scheduled this ahead of time to have a training on Tuesday for the TLD, which is apparently a 2 and a half hour training. So, half of the teachers at any given school may or may not attend the full training. So, they would only be half prepared to do it. Um, and if they if they wanted to get the full training, we would have to get a sub to like allow them to be fully
059trained. So I think it would be an additional cost to the district and to do that to rush it to do it during the TLDDS so that it's available for the conferences those conferences are goal setting conferences so I'm not understanding what the rush is um and just in general you know even the idea so now it's kind of been presented that well two schools Vargas and Cherry Chase are going to do Lexia and the other schools are all going going to do I ready which an 8020 pilot I'm not even sure how I I don't even know if that even makes sense but even beyond that like I just am just I really feel like this is a it is a workaround you know it is a workaround of something that we just discussed
060two weeks ago I don't understand why this is just being kind of thrown at us this way. And I'm also even questioning if this, you know, if we're going to be really are going to be doing an ELA and EL pilot and if those programs we're going to be testing will have progress monitoring within them, why we are purchasing a district-wide progress monitoring tool for the whole district. So I just I I at so many levels I am frustrated with this you know um I don't know >> any anyone else like surprised that this >> so our we probably want to maybe in governance later today or tomorrow talk about if we want to change our protocol but protocol wise we need to make a motion before discussion. >> Yes. Okay. So I Okay, I
061apologize. >> Oh, no, no, you're just before we do more discussion, right? And maybe want to change it like I know there's different I don't know I know different procedures can go different ways but that's just our current procedure. >> Okay, so I will move for purposes of discussion and approving the ready. >> I'll second. >> Thanks. Um so I was also surprised to see this on consent after our last conversation in governance. Um we had talked about having at least three apps to pilot simultaneously. Um and that is not coming forth to us right now. We have one one um for the entire district. Um this is concerning to me um because the direction at that meeting was as I remember it let's go forward with a few choices and be really um intentional
062about collecting the data about allowing collaboration between school sites with each of them and then comparing them in a meaningful way. And something that I had asked and said a few times during that meeting was I want to know how decisions are being made. Like can we have some data have some information as to why this is the proposal that is being made. Um and I I don't see that I see the details of the contract but I don't see why this versus anything else. Um I'm again not for or against I Ready. I'm just concerned about this process and getting to this point where we are um asking to approve for the entire district when in fact we had a conversation that was not that. Um so yeah I also have a lot of
063concerns about this. Yeah, I thought it was like a backup for in between while we choose and do the that I thought that was what I was misunderstood that everybody was going to use it while we don't except the people who was going to be doing the private thing but not everybody. I mean like everybody else is not into the fiber was going to use it as a default but then again shouldn't be like right now it's a contract for the whole district. Yeah. And that and we had talked about the pilot being really expanded and opened up, right? And that there would be progress monitoring that, you know, trusty leverage brings up a great point because if we are really cracking open and widening the pilot and the pilot has progress monitoring it in
064it. The idea was that they would be using that tool. That's sort of how I remember that conversation as well. And so I'm just I'm just I think I' I've looked at this and I I just um you know I just really didn't understand how we had gotten from our conversation two weeks ago in the room right to this and I understand it was on consent before. So if we said put it back on the which was a problem a couple you know weeks ago. I mean like a month ago. Uh and it was pulled because this we had this idea that the superintendent you know we recommended going to a a different kind of a piloting situation. Um and then we had the conversation. So I understand that like well if we said just
065put it back on the agenda it just went to where it was before. So I'm not critiquing that too much. I just am am feeling like this is the way that like the board I just want to say that like uh we had a conversation previously um in in a governness meeting and like we we as trustees like we have the word trust in our in our title, right? And we have a job to do here and we are a governance team. We are not like and no one of us has any authority but like we are supposed to like with the superintendent be making decisions together and we're representing the students uh and their families but really the students who cannot even vote for us and we have this job to do to like
066make good decisions and we're we're hearing that you know the budget is not looking great for next year. We're hearing, you know, there are, you know, the economy and, you know, properties property taxes and all these things, these factors we really have to consider for operations. And so the public puts trust in us to like make good decisions for how our kids are going to do and and and trusts us with the money, with the fiscal oversight. And so like just ignoring our collective decision and then additionally just saying pay this money, you know, and we're just going to we just want you to pass that. I find that profoundly disrespectful to democracy and to like to like the work that we're trying to do here. So it's like very undermining for the whole process,
067for the whole community. And so I just I really recommend that we if you if the district really wants to go with just I ready come in and present it to us and if that's a real direction that we want you to change like give us a don't give us like a one decision like let us actually hear what the thought is and the decision is and and like let's work on this. Let's let's hash it out together because obviously there's been discussions that we we're not aware of. So to help me understand, so are you saying your concern is you would have liked to have seen a contract that was just for part of the schools because if it was doing a pilot, you wouldn't be I ready across all the districts. And not
068only just the pilot, but also what we agreed to as a governance team um was that there were going to be there was also going to be not just a pilot of ELA and ELD, but there was going to be a pilot of progress monitoring, right? I mean, am I like remembering this correctly? >> I mean, I don't remember. So, my memory was more just like like we need we need stuff and so we're just going to try some different things. So, not necessarily official piloting or whatever, right? Like, but just like we need different things. So, yeah, why not? Go ahead. >> Yeah. So, you're bringing up some really good questions and yes, we did use the word pilot and yes, I did say um more than one, right? To have a a real
069pilot. Um, initially the conversation was just focusing in on one year of using I Ready and I came to you and I engaged in in a conversation with you about exploring the options of more than one platform aside from I Ready. Unfortunately, we just we probably need more time if we're really going to commit to doing more than one. There are two schools who are interested in also exploring Alexia. However, it's not necessarily um exclusively Lexia. They are interested in using Lexia as well as I Ready. So the numbers that you see on the agenda item for the entire district, it is the entire um well through elementary district right in terms of uh those numbers because those two schools are planning on using I Ready as well as Lexia. But I also want to
070communicate something to you is that I never want you to feel pressured to make a decision that you're not ready. If you need more time or more information as a superintendent, my recommendation is to pull it for future consideration and we will handle that on the back end. Um but to your point a pilot program should be more because the question is then if we use I ready and we're not happy with it then we're going to go through another process at the end of the year as well. Um so so that is a challenge. I think the other challenge for us too is that we are trying to we do need um formative assessments and some data to engage in some conversations. It doesn't have to necessarily be I ready. Um I'm not married
071to any platform or vendor as well, but we are from what I'm hearing from our staff including teachers is there is a need for data to drive some conversations to be able to bring teachers to collaborate in a more formative or more formal structure with some protocols. And so maybe we are putting some things in place without having everything else that we need to have a comprehensive assessment process. Um so as I understand it um many school sites have not had something that um either to um use formative assessments throughout the school year so as to guide instruction and adjust based on needs um nor had um platforms that students could use that was differentiated to their needs while um teachers work with other students. um that has been a need that's been called for
072and for multiple years as far as I was um an observer at that point and um what I was hearing from um from teachers who were not able to serve their students because they were not allowed to use any platforms at all because there wasn't one that was approved um a lot of frustration and so now like I understand this urgency I actually could not imagine teaching and having such such a wide range of abilities as in like a bishop classroom and not have something that is like actually differentiates and meets that kids's needs like you know that pushes them that that zone of proximal development at that time so that I could spend more time with other students and so I I understand the urgency but I also saw um if I'm not mistaken
073this um the training for I Ready was uh scheduled to take place in that first PD section um before school started and it had not been approved like I already had not been approved yet by the board. So, I'm I'm really concerned about this process when we're like getting ahead of the process and which we're asking for evidence. We're asking for how are these decisions being made? Bring us, you know, information. Why are I ready versus anything else? Like I don't I don't know about these platforms. I would like to know more. Why did we choose this? Is this a good cost also? Like, you know, like there's so many questions. Um, so I'm really concerned that the timing about the timing about that PD then needing to be cancelled and then hearing from many
074school sites that that was just a little bit of a like like okay what do we do? And some school sites still had very robust PD and some was just like that was a really big waste of time. I'm hearing from from a lot of other teachers. So, I'm I'm just disappointed that it feels like a poor use of our time and money and process and and lacking transparency and again underscoring how how concerned I am that this came back on consent without the information that we've been asking for. Um, so I I would like to take your recommendation and not approve it or pull it in whatever way. >> So, let me let me pull it and I'll I'll take responsibility for putting it on consent. I know that it's something that we're still
075working on in terms of the format of the agenda, but ultimately my goal is to continue working with you in collaboration too that we have improved transparency and not only for you but for the public as well, right? And so this is a great conversation that I appreciate the feedback and you know for me what I can tell you is that we'll continue working as a team to improve our agenda and your point about having us plan things ahead without your approval is well taken and we will continue working on that as well to make sure that anything we do has your endorsement and support before we move forward. If there are any exceptions, I will make sure that to bring them to your attention and let you know that it's an urgent need because
076of a kid or something of of that matter. Right. But to your point, it's it's a it's a significant contract. It's a big commitment and and you as a board are not here to rubber stamp. You're here and you're committed and you um you know, you're asking some good questions. So, I appreciate that feedback as well. So my recommendation at this point based on the feedback that I received is to allow me to pull this from the agenda without you considering it further. >> Okay. Do we need to vote on that or just allow you to do that? >> Yeah. I just want to there's one more comment that I want to make in um in the context of us being trustees and entrusted with you know the public's what what we all want as
077a community court for the district to provide and I'm concerned about the what narrative or the optics of oh the board didn't want to approve this and I do hear at school sites teachers say well the board doesn't care about us or they like they're blocking us and not able to make progress here. And that's a concern um to me in terms of the trust that we have um that we as elected officials have um for the community. Um so that's something that I'd also like to just be just bring to awareness here. And even if we even if we would have approved this tonight, I think that we would still get blowback because they would say, "Well, why did you do it now instead of doing it the first week of school?" You know,
078or it just it's it's really a no-win situation for us when it when it kind of comes out of order, you know. >> So, um, thank you for that. Um, okay. So, do I have a Could I get a motion to approve item uh G? Well, it's like DG 12 DG, which is um elevations RTC to Okay, I will approve to on the for the purposes of this. I will move to approve for the purposes of discussion. Could I get a >> second? So my question on this one is um because there were there wasn't any information in here. We did some calling and checking. We received a little bit of information that had that had to do with um this contract. Elevations RTC is a boarding school in Utah. I googled them and uh
079I understand that we uh this was a student who was promoted out of eighth grade from us and so they're not a they're no longer in our district. Um and we paid when we signed our our contract through the 30th of June. So from July 1 and they're they're going into the high school district next. Um, I don't personally want to stick the family for $46,000, but I don't know that we necessarily need to pay for it. So, I would just like to before we pay this check, because now I believe they're a high school student, they're a high school district student. I would like I would ask that the district would check or confirm that it's in our IE the student's IEP or there's some checking of like who's actually responsible for this bill
080for for like a month and a half of $46,000. >> Yeah, it's a great question and we can definitely verify that information and get back to you and bring it back um based on that information if necessary at the September 18 board meeting. Um, I want to acknowledge that um, how much more information there is now for all the contracts and the way that they are broken out and having attachments for all of them that give additional details and sometimes the contract itself, which is fantastic. Um, the reason I wanted to pull this as well was just because there wasn't an attachment there and it was very vague and I I wanted more information about that and um I wanted to know is there kind of any timing or urgency in terms of like now
081versus September 18th as far as you know >> initially I you know my thought was I don't want to you know impact the student as well but the services have been rendered the student um from my understanding this is still at the residential treatment center um so should it impact their services and uh techniques won't won't you know be detrimental to anyone. So >> thank you. >> Okay. Um so you're tableabling that as well. Um I will move to approve um DI. Is that it? Um for um 12di for um yeah I'll for the purposes of >> I'll comment on it. Um, I didn't feel like I had enough of information on this and I I do see financial impact zero. It saysou in support of the Lakewood Wellness Center to align align with studio
082and behavioral health. Um, again, this was one of this was the only other consent um, agenda item that did not have an attachment and so just pulling it to hear more and what >> of course and uh, thank you for pulling it and it's just a strong reminder for all of us that we need to do a better job in providing you and the public with more information before it gets to you and so that you can make an informed decision. Um, I did was able to check with staff and uh the MOU is through the Santa Clara County Office of Education to provide space for the wellness center at Lakewood. There is no additional cost from our end for the MOU and my understanding is that there was also um question about whether Santa
083Clara County Office was going to be able to provide staff, but they were able to secure those additional fundings for that staff, which is good news for us. Um, so this just basically allows us to continue that work with them in collaboration. Uh, moving forward though, I do need to make sure that we have these details included on agenda items. >> Any other discussion? We're comfortable approving this. Okay. All those in favor, please say I. >> I. Chair votes I. And that motion 12DI passes. Thanks. Okay. Um we have um two discussions um we're since we have uh for item 13 there's 13A discussion on governance and 13B discussion on summer summer program since we have people in the room from the summer program would it be possible for us um to amend the agenda
084to reverse those two and talk about the summer program before governance Who who approved the agenda? >> I think I had done it. So, uh I make a motion to I don't know the numbers on how >> 13 A and B which 13 A and B second. >> Oh, I second. >> Okay. All those in favor please say I. >> I. I. Okay. So, let's do that. So, let's um let's talk about the summer program. >> Great. Thank you so much. So I want to call Jonathan wants to assist in this too as well. Right. All right. Come on up and give us a brief update regarding this year's summer program and ESY. Thank you. >> Absolutely. Good evening uh Superintendent Crossway board president Watson board members public here and online. Um so we're going
085to do a brief presentation about our summer programs that concluded this last summer. Um, a couple of our goals this in our summer program is to increase student access to ST um to student learning during summer, but also to strengthen our partnerships. Um, so the two partners that I'm going to briefly mention today is the Fremont Union High School um and Stanford. So, the Stanford teacher education program. Um, and also we have a representative Ruthanne Stanza who is the d clinical director of the teaching education program at Stanford and has partnered with us I think for about 10 years or so. Um, I'm also going to highlight a little bit about yeah a little more I think maybe 10 to 12. Um, >> our afterchool program Kas that has been running for I think the
086last three years in summer. um some of our work on summer on inclusion and then how we hope to measure the impact of our summer learning. [Music] Oh, I realize I'm not moving the slides. >> Next slide, please. Thank you. Um so these are our different programs that we had this summer. >> So we had allies and bridge to algebra which both are partnered with Fremont. So, Allies has existed for a while and it helps bridge our middle schools um our middle school students that are graduating going into high school um and gives them some of the study skills, work skills, introduce them to the campus, some um teachers that are there and generally help that transition. Um the new kind of the new addition and partnership that we added this year was student recruitment
087around allies. So, we had um we'd have a couple conversations with Fremont earlier on and we were talking to them about which students had been recruited by Fremont in the past few years at Allies um and we saw that it wasn't necessarily all of the students that um we think could benefit most from this program. And so in partnership this year, we we talked about the goals of the program, met with the our principles, and then we ran um our list and we did our own recruitment so that we're actually targeting the students that we need. So looking at um historically underserved students, students that in the middle schools are going through the MTSS process. So both sites um their outreach and then also our district outreach here made personal phone calls to these families
088um and were able to sign up. So we had 73 students going to that program. Bridge to Algebra is brand new partnership with Fremont this year. Um and this is really to prepare students so that they have a foundations going into algebra um in high school. And the neat thing about this this year was we actually had one of our teachers Lloyd Robinson in the bottom right um co-eing with one of theirs. That's been a request from our teachers for a while is how can we partner with the the teachers that in high school are actually teaching algebra? um how can we get to know their strategies? How can we get to know the demands of high school? So that was a neat a neat partnership there. Um and then finally our largest program summer
089explorations which is partnered with Stanford um and also our ESY program. So we had totally uh eight in total 816 students with summer explorations and ESY. Uh next slide. There we go. Um these are our summer numbers. You've seen this from last year. Um, so these are the numbers over the year. This year I did include, so it looks like a big jump, but I I included ESY in this as well. Um, so we can see the ESY, bridge to algebra, and allies in that number. >> And then clarification like the students who are >> in the allies or in the allies program and in the bridge to algebra, they've exited out of our district. Yes, those were the Yeah, the promoting eighth graders. Correct. Yeah. >> Thank you. >> So, it's neat because we're
090kind of we're helping a lot coming in, helping those going out. Like I I like this transition of helping both hands up. Um KAS continues after school. This is I think year about year three that we've done this. Um and both at the elementary and the middle school, it is still serving our students. It is a really important part of the day and it's actually longer than summer school. Um, so it is longer than the KAS day, you know, during the school year. It's a significant part of the day there. Um, and we started this year with over 200 students at Ellis in the Kas program, which was quite large, but it was great because we actually took every single student. We didn't have a wait list at all. >> And then Chin Chin is
091going to go up and talk a little bit about our efforts in inclusion and access. Oh, good evening. Uh, yes. So, I'm going to talk a little bit as an echo uh about how we continue to implement and improve on the various ways in which we promote inclusion and also increase access to needed supports for students who are attending summer school. Um, so there are many examples here. We highlighted peer connections earlier so I won't go into that but you know we made an effort to really integrate our campuses making sure that special day classes were positioned as close as possible to similar grade classroom classrooms that all students on the campus if they qualify for related services like speech or occupational therapy or behavior services were able to access that. Um John mentioned KAS
092just a minute ago but one of the things I didn't mention was that we had embedded behavioral supports there too. So, we had a student who required a one-on-one because she is in a special day class. She was able to partake. And so, were some students with behavioral needs, they were also able to access the after school programming because of that embedded support. We also made adjustments this year to our newcomer program. So, last year it was a separate standalone program where the students were kind of in their own room. Um, but this year it became a more integrated thing. The students were assigned classrooms as part of the summer exploration p uh program and then pulled out for the newcomer portion so they could access the overall school experience that everyone else was a
093part of. Um and then you see the other examples there like inclusive field trips. We had a library of visuals at Ellis that anybody could access and we had adaptive books so that when special day class students went to the library they could access some books um that they could also interact with. Next slide please. And so in terms of impact um in terms of summer explorations there's longitudinal data where um Jonathan is comparing um similar cohorts of students those who have attended summer school in the past and those who haven't. And data has generally shown that students who have attended demonstrate less academic loss especially in the area of math than compared to similar uh demographic cohorts. Um for the extended school year portion, uh our one of our main focuses is to uh
094minimize regression for our students on their IEP goals. Um and so every year our teachers take goal data and this year we had 439 goals run and the data showed that at least uh progress was maintained or made on at least 95% of those goals. Uh and then of course referring back to our partnership with Stanford, there's definitely an impact there. Um, our students who attend summer are able to benefit from an increased adult to student ratio. Um, they're able to maybe see themselves as a future educator. Um, you know, Sanville contributes to the creation of possible future classroom teachers and we enhance that pipeline between Stanford and Sanville for teacher hiring. And we hope to continue to examine the impact of summer um through various means like student surveys, family surveys, teacher surveys as
095well as interviews. So in closing, you know, each summer, um, I guess every January actually, we start planning. We look forward to serving our students in variety of new ways on improving the past practices that we've had and also exploring new possibilities to make things even better. So, we're going to continue to work to refine our partnerships both with Stanford and with the Fremont Union High School District and look forward to ways that we can continue to positively impact our students. Thank you. Also, just one really quick fun fun tidbit, the the call-in earlier about the delicious food. I'm wondering if that was one of the students that I messed at the bus stop. So, I went a couple days um in the beginning just to make sure that you know buses were running great
096and everything. And one of those students was sharing after day one, his favorite thing was the food and he just kept going on and on about it. So, I was thinking this whole time, oh yeah, I think I met that student. That's great. I had those chili also. >> Dr. Cross Lake and Board President Watson and board members, I just wanted to take a brief moment to once again extend a great deal of um appreciation for the partnership that we've had for over 16 years. I'm Greg. um and um really attribute the success um for our teacher candidates um to the Sunnyale School District uh because we launch their first experience with your students most importantly as well as with um teachers from your school district integrated with um teachers that have graduated from the
097Stanford teacher education program. And that combined effort truly makes a difference for our students to launch their experience into teacher education and I think most importantly your students because they do get an opportunity to have two sometimes three teachers during summer. So again, thank you so much for the time and energy that it takes to put together summer school. I can't thank enough the um team of Jonathan and Christina and Chinchin who um helped create this environment that is so inviting for kids and for our student teachers and for the support of the district staff and schools. So thank you. Looking forward to planning 20 26 27. So thank you. >> Thank you. Okay. So, now it's time for public comment. Um, there's no there's no motion needed because we're not approving anything, but uh
098if there's anyone here in the room who'd like to comment on summer school in Sunnyville School District for this past year, you can fill out a blue card. If there's anyone online, please use the raised hand feature now. Okay. Uh seeing none uh or would anyone like to open up the discussion or comments? Is it actually trusty for business? Sorry. >> Sure. >> We're friends. >> Well, thank you for putting it together as always. Sorry. I I know that is the face of the president who thanks thank everybody. But yes, it was as you saw. I I didn't have the the time to go this year. The day that it was supposed to happen, I was out of town, but I know the the vibe and I know all the the very great things that
099happened. just that you know every year we do intent and I understand that every year it has been a struggle to find enough teachers enough time to do a longer period but every year we do want to see it or picture it as the way to achieve at least taking maybe half a year or one year of improvement academic in our students who are behind and that's how we nor norally vision, but so far it has been proven that it's complicated to to achieve that goal and and we never get there. And we hope that one day we can actually have that very strong program that we wish like well if they couldn't make it during the year, the school year, at least they can come to summer and come and not be behind next
100year. So if we can keep trying to have you know whatever is that we need that would be great. >> Yeah. Trustician. >> Hi. So I was able to visit the program um and I thank you Dr. Valentine. I see in the back she took us on a wonderful tour. I had never seen um summer school um Sunnyville summer school, all the different aspects of it and it was um really wonderful and I I thought to myself, especially seeing all the new um Stanford like just beginning the teaching experience like what an awesome experience that is. Some of their mentor teachers were like professors that were like, you know, like very the experts in literacy, for example. And those were the mentor teachers that had, you know, then also like the the student maybe like
101three or four student teachers sometimes in the same room. Um so I was thinking as a teacher that would have been really awesome to see that kind of um instruction model. Um, but one thing that I did note was that there was a lot of adults there and not that many students. And um, and so I I wonder if uh there's I want I wonder if we're serving our students as well as we should um, as well as we can. I wonder if we're using summertime um in a way that's actually efficient and in a way that we can move us towards meeting that promise of preparing students for high school and beyond because what I did hear just now um and thank you for the presentation was that there's um no regression less regression
102right um less slide for those students that participated but I didn't hear recovery and um intervention and this is I feel like summer time is like after school, summertime. These are like very very important points. If we have students that are not literate and are entering sixth grade, like let's get them closer to literate. Let's prepare them for high school so that they can be successful going forward. So um my my big question was um how can how can we really support the students um that need the support not just to pres prevent slide but to um recover academically and to make some movement there um and just more students. I feel like we could support a lot more students. >> Yeah. I asked in a packet review just to add on to that. It
103asked how students were invited and when we were we understood that it was a very limited number that the schools could recommend, right? Like one one student from this school at this grade level or like it was extremely limited. Is that accurate? >> I'm not entirely. So we target our priority demographics. So, we're looking first at our English learners, foster youth, um you know, the the the usual demographics that we're looking at that we have underserved. And so, I allocate what's a little bit challenging is we're in the process of hiring teachers at the same time we're recruiting students. Um and so, and I never know exactly how many teachers we're going to have. And so, I it's always kind of a guessing game, a hedging, because I the the worst thing to ever have
104to do is to tell a student, we can't we can't serve you because we don't have the space. And so I have to it's a very delicate balancing act. Um but even within that first week, we're calling families immediately. I mean, we we've got all the front office. We've got people here that are starting to call if we see anyone that's dropped or anyone that doesn't show up. We're calling those families and then calling anyone else that was on our other priority list that maybe didn't want to come originally. Um, >> well, I I just want to say like for the record that I really do appreciate that we even had summer school. I know uh some of our neighboring districts did not have summer school because of budget implications. Like I think Certino Union
105did not have summer school this year like at all. >> Yeah. >> Um so I think I'm very grateful that we had summer school. I'm interested in making using the dollars that we spend on summer school. I'm glad that the Stanford program is that they're that they're we're contributing to the Stanford program. I know there's students that you know we talked last year about how the that demographic is changing. There's lots of multilingual um you know candidates that are are coming in and it's very energizing for them and it's very supportive to our multilingual students. So I think that's excellent. What I think that that that we have been talking about as a board has been using that extended time for intentional academic recovery. And so if Stanford really wants to do or if like
106the Stanford program is built around a lot of exploration and access to um you know like the cool science campy stuff that like that that um is not less accessible for students with like you know restricted means. Then that's great and we should we could continue continue to do that. like let's spend our money and our time impacting the students that we know are far below grade level. And I just wanted to use this as an opportunity to like briefly touch on our grading system. And because I think that, you know, when we say, well, we don't want the kids in summer school to feel like they're behind. I'm pretty sure that kids who are like three grade levels behind proficiency, they're aware that they're behind, right? And like I think if we offered families
107like a a lifeline for their kids and said, "Hey, like our promise like we said as a community, not just the board, but the whole community said we promise that we will get you ready for high school and beyond." Like, "Okay, now it's on us to keep it, right?" Like, so we have that you have the whole summer or 19 days or whatever it is. Like we have this chunk of time. Let's use that to intentionally work with those kids. And and our grading system has like a three is a three. I talked to a teacher recently. He said, you know, it's really easy to get a three like because a three is like 65 65%. The >> rings approaching a three means approaching, right? So you're approaching proficiency. 65% is like a D. It's
108like it's like it's not what parents think it is. So parents might be shocked by their cast scores and they'll say, "But my kid gets threes." Because in our like we went to high school a long time ago brains, it's like a four is an A and a three is a B. But a three isn't a B. And they and so then they're like, "Oh, my kid t tanked on the cast, but they're actually okay, right? But they're not okay." and the kids feel it when they're in the classroom, right? So, like I'm I am interested in in us as a board. I'm going to say it now because apparently saying it other times. I'm just going to say it right now. I am interested in us looking at our extended time and I think
109the board is as well and I you know and looking at that for academic intervention as well as all that joy of project based learning access to like STEM and steam and stuff like that because we have to give those kids and families hope that they're going to be successful in high school. We have uh trustee um Kpio Aguilar in the room right now and I love it that we're working more intentionally with the the high school district over the summer program. There's an opportunity for collaboration that our superintendent has brought to your superintendent for us to do that yearong in a very meaningful intentional way. I really hope that that that email made it through because they're having email problems up there. Um, but I I just really I I think that there are
110like I I appreciate the work and the intention and I would also I think we say this every year. I would also really love to see more of our teachers there. So like what are the barriers? If the barriers are oh it's two weeks in, our teachers are already on vacation or we leave it up to Stanford to do the rec most of the recruiting. Like what good does it do if we learn all these cool things about um uh what is it like restorative justice? >> Yeah. and all these amazing techniques and they take it to Florida with them or Texas, you know, like it's great for our kids who are there, but there are just not enough kids in the room and there's nothing to like carry it forward for the following year
111except for like the wonderful people who are like coordinating it, but there just aren't enough of our teachers there. So I guess for me like I would like I I would like to ask the board like do we agree that for extended time like I think we said it sometime last year but like do we agree that we want the district to plan for academic recovery for our extended time. >> Yes. I'm seeing nodding like this. Let's say so I think I think my two like thoughts related to it is one as you were talking like I'm curious and I don't know if there's research out there but I'm kind of curious like what the research is for summertime right because I hear like I mean yes like students are far behind academic recovery is
112so important but there's also the space of if kids hate school even if you try and recovery they're not going to like it and one of the things that I have like like I think kind of what what Peggy had said when you go to summer school like I remember the first time I went I think it was like the first share our report. I was so jealous. I was like, I want my kid like if my kids came into this, they probably would actually like school more because it was so interactive and engaging. So, I'm just I'm torn on actually what is the I mean like yes, at the end of the day, their priority is I want the kids academically at grade level, but like I don't know. We also want the kids
113to enjoy school and so I actually don't I'd be curious if there are spaces if we know where to research on kind of best practices, right? Like is it actually great to just drill them, drill them, drill them, and then they come to school and they're happy and great or is that we do these other things? Like I'm just >> I just want to clarify I am not saying I want a summer school of drill drill drill. I want to I'm saying that I think that there should be an opportunity for academic recovery in our extended time. So I don't think that that means like and I I think that um we've seen some models when we've gone to AEC we've seen uh Victor Rios present about doing things where a part of your day
114is some intensive like foundational math tutorials intensive writing workshops that's very affirming um where things are very planned towards like building up self-esteem but like going deep into the work and having things like ropes courses on Fridays or excursions or other things. I'm not saying as kill and grow, but to have like to not offer it. I think that we are neglecting them. we are neglecting we are neglecting our duty to prepare them because otherwise it's all on the classroom teacher and and you know I'm all for accountability for the classroom teacher but if if a classroom teacher has people in their classroom who are like several grade levels below and like not just one but like many of them at like varying different levels below grade level and they are the only one whose
115responsibility is to move them half of grade level, whatever our goal is, like a grade and a half, like how will they how will they achieve that? Like how how are we setting them up for success? So, I don't know. Um, Evelyn or Isabelle, I would love to get your thoughts on this. >> Well, go ahead. >> Um, I I agree with Bridget. If someone's below grade level and if they're in summer school, I hope that there is a schedule for them to um really learn and try to get um to a higher level, but then also to have um of course maybe but to to um to really be there to learn so that they could um thrive and and and do better at the next level that they're going to. >> Yes. I
116I think We say we say this before and I say it many times that I do believe that every opportunity we have to improve the academics of the children who are behind we need to take it because we're making a disabled and I know that that some people don't like that when I say it's not nice to have the kid in a classroom under our care and not taking the opportunity to help him somehow to you know fulfill the promise that we're making that they're going to be available that to to have able to have all the classes they want in high school. They're going to be able to to shine and to get beyond high school. And if we have the kids during that time somehow to improve wherever they are and move forward
117the needle, that would be amazing if we can do it. And I don't yeah I I don't see and I I I understand also the point of view that you know these kids don't have the opportunity most of them don't have the opportunity to go to a fun summer camp and this is a great opportunity to do so. So it might be a different way to learn how they learn during the year. It might not be all as you say drilling really the key. But if we this is an opportunity of their life to to come back to school and not be two years behind but only two years behind or catching up in something that they didn't have before. I think we need to take it and I think that will be the best
118use of our money and resources. >> I had a question. Did you want to say something? I had a question just also like how much our customer school costs program. >> That is a great question. >> Mr. C. >> Yeah. I mean I have the numbers but you know what he's a >> he's ready >> better person in that information. >> Oh he needs a >> he's ready. He's ready. >> That is a wonderful question. Um so I have numbers for you but unfortunately it is a complex question. So we spend roughly 1.2 million on the program that includes the after school component. Um what it does not include are some of the cost of the contracted services. What it also does not include is the the cost of some of the behavior technicians, the
119occupational therapists that are um 11 month employees. And so there it's just part of their annual salary. There's no additional cost, but um to accurately depict the cost of the program and all the services um it's a little more involved. So, I'll be working on getting a a more accurate number, but roughly 1.2 million excluding those things. >> Well, we have all those things. >> We have all those things. We have the partners, we have the OT's, we have the behavior specialists, and I just want to state that like the the the KAS, the daycare, it is longer, but that's because the the school day is so much shorter, right? Like it's a half day and like that we have heard before that that's a barrier for people coming. So, um, you know, so, yeah,
120I'd be really interested in the the overall cost and the cost per student. If we're spending a million bucks, um, I think we ought to be spending some of that million bucks on academic support. I don't know, Dr. >> Yeah, I appreciate the feedback. I think, um, there's ways to do both, right? there's ways that we can get creative, really make sure that we're intensely meeting those needs while making it a fun a fun time because I think you're right that you want school to be enjoyable. Um, summer is a time that you can you can also kind of build that love for school, but at the same time we can have, you know, rigorous instruction and try to make these gains. Um, I know that some of the things that we have tried over
121time have come from your directions. So like our newcomer program, I think um you know a few years ago we were talking about how can we get some of our newer English learners, how can we build supports to actually be able to integrate them in summer school um our partnership with with Fremont. So I definitely I definitely hear you um around the creative ways of how can we intensify some of the you know meeting those student needs in the academic. I also think like even for the newcomer uh program like I'm I'm sort of surprised like you know so I think it's I don't want to say easier but it's a little more clear for students with IEP you can say we ran 400 goals and we succeeded on 95% of them because you're running
122the goals right but like for the newcomers like where are their goals you know and like for our students like I think I think those surveys that they did for the high school district are very important, you know, for like even for us like I know that we've seen things like, oh, everyone loves the field trip and the kids like this and they like the food, but like I think it's really important that especially if we start putting academic um like you know goals like we're running like running smart goals for the kids or whatever we're calling them like you know having some measurement of what we're doing even for the time that we're there you know I think that that would be really important for us to justify by spending a million bucks on
123summer school. >> I don't know. >> But and not even just summer school, extended time, Saturday school, whatever. >> Yeah. May I just say something? I mean, it's it's great like to your point that we were able to offer summer programs because I know including here, right, the the budget challenges are real and they're not necessarily getting better. Um, we there is a lot of research, right, in terms of like kids who are in structured programs throughout the year, including summer Saturday schools. um have additional benefits. And if you ask people in education, how many of you have your own kids in summer programs or after school programs or Saturday or ballet or chess or whatever, it's a high percentage. Um the challenge for us though is looking at the systems that we have in
124place and how do we balance it out so that there is some academics with enrichment and sometimes it's just the optics like I instead of calling it summer school call it summer camp right it's it's sometimes it's just as simple as that but how do we embed some other fun enrichment activity whether it be coding and performances or the arts into the program so we can have a rotation where students get those academic supports and have opportunities to accelerate build strong relationships with more peers and adults and and be in a safe caring environment. There's a lot of benefits that so if it was up to me kids would be in school six days a week all year. Um I really believe in that and uh the other thing is though is you know listening
125to our staff and I know in speaking with Mr. philosoph is recruit teachers to work at the time that we're asking them to come in. Mhm. >> I was one of those teachers. I never wanted to work summer school and I always worked summer school because it was always such a high need, right? And if I wasn't there, I felt like, well, no one's going to be able to work with like our newcomers or ELD um offerings. And so being intentional about our recruitment efforts, but the other thing is the timing. If we're going to have summer school in the middle of the summer, >> it makes it more difficult for our staff to plan out. >> They also may have kids. They may also have other obligations. And so from my understanding, it's preferable
126to have the summers program start right after the school year and then give them a longer gap before they return to the start of the school year as well. That's one thing. The other thing is looking at their days. You can do a four day week. You can do um longer days during those four days. and then how do we potentially incorporate our kas program into our summer program so that that's part of the rotation that they're getting because I if if you ask my son my son only went to school for PE and recess rather and so being in a classroom all day sitting down is not necessarily going to be fun for all kids right and so it's important for them to be able to get out there and use some of that
127energy outside the classroom as well so there are some things that we can revisit it and I appreciate your thoughtfulness in terms of what else can we do to continue servicing and making an impact for our kids. Good questions. >> So, will we be able to get like a um an update like as like even before like if if summer school planning starts in January, will we be able to get an update even like before then about like what's where it's coming or in January like when the new year when they start planning? Can we get if you're wanting an update before things are finalized? >> Yeah. Well, it's an opportunity to >> Yes. Yeah. So, we're going to start working on next year's budget tomorrow, right, Mr. Coffee? Actually, I mean, but really, I'm
128joking a little bit, but we need to start doing those things now, right? And then so that by November through February, let's say, we have a allocated amount that we're going to present to you for your input and feedback as we move forward through the end of the school year. So that >> by spring break we have a plan in place that we can present to you and get some feedback as well so that we can start doing the recruitment and we have dates for teachers to be able to plan out their summers, their work year, whatever they may need to do with their children, Grand Canyon, whatever it is that they want to. >> Getting those teachers before the breaks are good because that during the break is when they plan a lot of
129their next breaks. So we got to grab them beforehand. Well, in like 2023, like I think Isabelle was board president and I think we talked then and we like were really saying like, "Hey, what about CTE? What about, you know, career and technical training for like um like the the film industry project?" Uh we talked about, you know, things that they could try out in summer school that were like very engaging. We talked about um the uh the is it Valdez math, right? Like and so then the VDES math got tried the next year like it was experimented with and it wasn't wasn't what the district was looking for. It didn't have the results that we were hoping for but like then this year like was there was there any like investigation of like other
130you know uh intensive math workshops or intensive reading workshops or was it just we just we're just going to do our thing. So we had bridged to algebra which was new. >> That's not that way, right? It's for our former students. >> Yeah. I mean for our students. >> Yeah. I mean we slightly adapted what we were doing in math at the middle school. So we collaborated a little bit more with um Jane Chen who oversees math at the district level. Um and we also recruited a wider array of students for that. Um in particular for those students that are going into math 67. Um, we also worked with the Stanford clinical associates that were teaching it and that were working with our math teachers to gauge that toward like fractional reasoning. Um, and I
131think also some some decimal work and other areas that they saw were kind of needed for those students that were going to sixth grade. But I hear the feedback about, you know, what other what other options do we have? What other programs Valdez is there? And the last thing was uh one thing I saw in summer school was the um curriculum that we've been keeping the tires on for um ethnic studies, right? And um I went in and I talked to this young man who was a a Stanford STEP student and he was saying, you know, well, I said, so how's it going? And he's like, "Well, you know, this this program this class," he's like, "I love this class because this class is um basically a class in empathy." >> And I was like,
132"Tell me more." You know, and we just had this conversation, a brief conversation about um building empathy. And so I think we is there any like discussion of bringing that into our like we've talked a few times before about ethnic studies talking about like embedding it into our social studies curriculum maybe pieces of what we're doing for the summer with Stanford or if they have a full curriculum like is there any discussion of bringing that to the school year because the students in there were very interested you know engaged Yeah. And I don't want to defer that question to Mr. Hos, but it's a good point for us to take into consideration next year as well. >> Yeah, I think so. Um I wasn't involved in those conversations, but I think that is that is
133something I know that I've heard has been positive I think when you've visited multiple multiple years. So that's >> so along that same line of thinking, I was also wondering what are what of some of these practices that are over the summer are actually making it into our teaching in the school year. And so I remember distinctly this conversation with um I think Jeffrey Kuro, one of the directors, and he is talking about how restorative justice or restorative practices are part of the teaching, right? And and I just wondered like is that coming back to our district? If if those step students are eventually hired or do student teaching in our district, are we supporting that those concepts, those ideas um systemically? Um and then just seeing like such culturally affirming um projects and really
134um just so so relevant to those students. Um, and knowing that I I think it's a false dichotomy to think that like drill and kill learning versus, you know, like enrichment, joy and purpose. Luckily, in our our per in our promise, it's the joy and purpose so that we can prepare for high school and beyond. And so, I I really think that there are a lot of opportunities like for partnerships in this community. I'd like to just think expansively in how we can serve more students better. Um, and I I'm really thrilled, Dr. Crossweight, that you are big into partnerships. I think there's a lot of resources in this area and how can we tap into those? How can we support our students as they are with a an affirmative mindset? Not deficiency, not like
135you're behind, but like how can we support you culturally, understand who you are, embed those really awesome like social justice, like that was an amazing class. They're making protest signs. That was that was really awesome. Like I was like, I wish I were here. and just to be able to talk to those students about their lives, you know, and the meaning for them. And it was just so personal and I I just felt like that's what education should be is that personal impact that's meaningful that is um you know that that prepares them for life. And this whole concept this empathy learning this is also preparing for life, right? all those like we call it enrichment but all these opportunities for different modes of learning. This is preparing us for life. And so I I
136like this idea of expanding on those partnerships that we already have more articulation or more formal articulation maybe with the high school. Um looking at that KAS was such a bright spot there like it was so beautiful. I I don't even remember her the coordinators. Um >> Cleo was at elementary. are amazing. Absolutely amazing. >> The kids were so thrilled to be there. I'm like, "Oh, why is it only 200?" You know, like why don't we have this at more campuses is it was just like such great energy and such that buzz and then staying with peer protections. It was it was a great environment and I think we can do more of that and be impactful with that. Thank you. >> Okay. I guess one thing. >> So the just the one comment I
137want to make about the front station is I'm just I was really excited to see it's been a slow work in progress but the more connections with the high school district and working more and then right the teachers working together right so I just I was very excited to see that more of that is happening. So thank you. >> Yes trusty prophet um can I ask about um kay and um two questions. Can you tell me about the the weight list and the lottery and how how does that work for a child to get into? >> So during the summer school that process is different than during the school year. Yeah. So um we didn't have a wait list at all during summer. Um we were able thankfully to have enough staff to be able
138to serve them all. I'm not sure the process during this school year. It's a great question and I know we're getting requests about that as well and uh um Mr. Cuffy and uh Mr. Slate and I we met yesterday. It was a great to try to figure out how we can expand and provide more options and we are talking to some other potential partners as well to try to maximize the number of students that we can serve and we'll try to put something in the Friday tomorrow as well that >> Thank you so much. >> Okay. Um so board before we do uh discussion uh 3A discussion on governance is does anyone need to wait it's pretty much the last item we good okay just checking um great item 3A discussion >> oh sorry 13A
139>> not 3A is >> nice thank you >> hi >> uh discussion on governance. Um, Dr. Crosby. >> Yeah. So, this is just an item that was added for tonight's agenda for your request based on the previous conversation. It's also on for tomorrow's agenda. So, it's at your discretion if there are any items that you want to continue from our previous conversations. I'd like to speak specifically about our board assignments, our leaison assignments and um knowing when those meetings are and um being able to attend them because I think we decided on those um long ago maybe December and I don't know what I didn't know like what my assignments were for a while or like and I don't think I've been attending and I feel negligent like I I had been on top of
140it, but also I I need some support there. So that's >> okay. And additionally um additionally like for me like I think that we had a placeholder some of those assignments like for the um for the facilities bond committee was a placeholder like in case Evelyn wanted to join or um or for Peggy if she could work on her schedule. So, like we had talked about um like that bond committee was sort of like one of those spots was going to be for a new board member. Um and I'm my schedule has changed. So, I know uh the wellness committee is always like one that's a little bit hard to navigate because it's like at that after school pickup time. So, I'm I'm available I think to attend that committee. Although I don't I don't
141know what >> that's mine. >> Yeah. I didn't know if there have been any meetings. I don't know. >> I don't think there have been meetings yet this year, but we I don't know where they are. >> Yeah, I don't know either. >> Okay. >> But >> I'm glad that you're finalizing this because I did ask our staff to start making sure that we add any meetings to your calendar. You get those invites as well. But my understanding, we haven't had any meetings right now based on the committees that you're signed up for. There is a bond committee that I believe you got invites to for tomorrow but separately >> and we've been on those >> communications. Yeah. So when we made the um when we made those decisions like who's a who's less on
142to what that was for the calendar year I believe right that was December those for all of 2025 and so I understand like maybe for this school year we don't know if those have begun but I didn't hear anything about January through >> okay >> August either so and that's twothirds of the year >> you will now >> okay thank you so if um if Peggy and I want to switch for um like if you want me to pick up health and wellness, I can um >> I want to do all the things I I want to do like but I also just need to know when they are. >> Yeah. >> And then um the next challenge team meeting is going to be on the 25th. >> Okay. >> But I don't know what
143time. >> Yeah. >> So because that's through the DPS, that's not through us. >> Those are usually 8:30. So yeah, >> but they the last last year they moved in a little later, right? That was kind of annoying >> because it was used to be it was like early and they would end >> well they used to be super early but I think it's been 8:30 for a while now. >> Yeah. >> But can more than two of us attend those but I went to last one just you know all of all of us can attend cuz we're not voting on anything. >> Which ones? >> The DPS. >> DPS. >> So the challenge team meeting so in the past because we're not making comments there. >> That's not here. No public anyone can >>
144so we have like we have like it's not official but we have one person who was like the designated if they can't feed it so some occasionally there's information in those that might be helpful like someone will report back say hey at that meeting they talked about whatever like oh there's this cool resource we didn't know about so we have this like official unofficial I don't remember which person if it's Bridget but anyways but anyone can go to those meetings >> okay we just like if there's more than two people then just yeah no one who's they're wanting someone to get or whatever you know because this is that's what our board report should be I believe also including our reports back about the committees that we are attending on behalf of the board right
145so that's an opportunity for us to report back at that time >> yeah so you know Peggy and Isabelle are on the wellness committee um the bond committee right now is Isabelle and Michelle for this here. DACA. I don't I don't think I've ever gotten an invite for the DACA. Maybe. I don't know when that is. >> I got one, but I was something else. >> Well, last year we got one the the week of that we were going to um Mike Sparewell. >> Yeah. >> Didn't it make it >> and we're like, well, we didn't know about it. So, >> yeah. So, um, yeah, I really want to go to the DAC meetings. >> Um, so for, um, next calendar year, you were thinking of maybe having a you were talking about a committee
146for construction. >> Yes. So my one of my recommendations is for you to consider and I see that you have facilities and finance but specifically for the bond. I think that you as elected officials given the support from the community um it's an opportunity for us to for you to get updates any major u significant concerns or changes you should be aware of. And then separately is the communication back to the community in terms of the progress we've made using those bond dollars as well. >> I think that's what that one is. >> That's what that is. That's the bond committee. >> Okay. >> Bond oversight committ. It's it's >> separate from the bond oversight committee though because that's community members, right? where you are being a little bit more proactive in giving us direction
147and asking questions that you may be hearing from the community whereas the bond committee may not necessarily have some of that information. >> And could I just add to that? Uh the excuse me, the bond committee is specifically um to review how the dollars have already been spent. >> I think what Dr. Crossweight is is referring to is something to kind of get in front of. >> Yeah. Ah, >> that sounds interesting. >> Yeah, he said a lot better. >> Okay, I understand the difference. Okay, great. Okay. Um, so we'll maybe get those meeting times for the district ones next week or >> Yeah, but it'll be the same 2D for that. Okay. Yeah. And we'll coordinate these with you. >> Wait, no, not not for the um >> the facilities finance. It's a different
148committee, bond committee. is >> so are you so I think for the new committee that you're wanting to form I think what Bridget is saying we'd want to have a discussion as a board to decide what to go to that that's not necessarily automatically the two the >> Got it okay >> is that what you're saying Bridget >> yeah and actually I was also I was really just saying like for our other assignments will we get like will we find out when DAC is and the health and wellness like in the next week so because because you know our calendars like fill up really fast >> yes Oh, so busy. >> I will work with our team to start giving you like whether it be quarterly or semester or for the annual upcoming dates forever
149these committee meetings as well and then make sure we get them out into your >> Yeah, if this is the committee that's going to remain as is, right? And then the consideration of a potential block as well >> because it's only a couple more months. So, we might as well just do it, right? >> Yeah. It seems like keep everything because it's literally in like two months we're going to have a discussion about changes and then we officially change it >> for any other items since we're meeting tomorrow. Do we want to have remaining governance items tomorrow? I think they would be things like how the agenda is formatted and things like that. We can just talk about that when we're it's just us. >> Yes. >> Okay. All right. Um, great. So the next
150item is actually item 14, which is our future meetings and adjournment. So our next meeting will be tomorrow, September 5th, at 9:00 a.m. uh here at the district office. Uh this meeting is adjourned at 8:41 p.m. Thank you. >> Thank you, Jasine.