001Please be aware that we are recording and may record any sounds you make while you are here. We were in the closed session to discuss the superintendent's evaluation process . And that's all. We are now on item number seven because we already did number six before going to the closed session. So now we're going to hear comments from the board and the superintendent. Today we're going to start with member Prestin Bruster. Hi, I've had a very nice month. One of the best things was going to see the summer school in Alice and at the high school. I really appreciated that Dr. Valentine gave us a tour and saw us during our work hours to see all the work they are doing. I wanted to share a moment that I believe I have shared with many
002individuals, but at one point we were in a classroom, I think it was third grade and all the children were lining up to go to recess. I noticed that Dr. Crossw had seen a student wearing a Dodgers cap and said something to him in Spanish, I think it was something like "well done" or something like that. And then we were standing in the hallway chatting and we saw them in line and that student was very impressed that he had this person who spoke to him in Spanish and I saw the admiration in his eyes and he could see himself in you. I think that was something wonderful, it's something that really comes to mind. Thank you. I'm going to send all the events. It seems that's what we 've been doing. It's a very good
003way to save time. Thank you. We're going to continue with this approach. I don't have much to say because there was a lot to do during the summer. It was a very good summer. It may be something new for some people. Ah, I'm always a little grumpy when the new school year is about to start, but instead of spending these last few weeks feeling a bit grumpy. I'm going to try to be more positive. Ah, we went to a trip and I told him, "We have four more weeks, so you can have fun and then on the first day of school you can decide to be angry." Ah, that's something I found funny. As you know, my oldest son graduated from high school, so in two and a half weeks we're going to send him
004to school in Utah. It's going to be something very big, very different. So I'm enjoying these last few weeks with him, so I think what should be most annoying is going to be Labor Day Monday when I'm driving back from Utah. During the summer we went on a trip as a family, which I really enjoyed. It worked well for my whole family so we could go on a trip. We do n't know every year if everyone will have time, if they already have plans. So, another year that we're going to enjoy with the children. During the summer we go on a weekend retreat. There was a very interesting seminar. That seminar was about mathematics, specifically for Spanish speakers. Uh, it was very interesting material that I want to share with the superintendent, one of the
005students. Uh, I met the guy who was teaching the class. I also really enjoyed opening that month yesterday. All the celebrations we've had. It was a very nice celebration. I really enjoyed the open house for summer school. It was a very good event. I would like to see much more of what is happening during summer school. I wish we could replicate that and make it bigger and bigger. I hope we can have more students each year, and that's my report for the beginning of the year. Thank you. Hello. I ca n't believe we're already here for our first election board meeting . Summer went by very quickly. And we had my third daughter's graduation. You also had a party similar to a quinceañera. We had almost 18 children practicing the val chacha and jula. So
006we're done with that and all the kids really enjoyed coming, so they still come to the house to spend time together. Ah, it was a very nice thing for the whole family, my family and my husband's family. And as Michelle said, I'm preparing for my first daughter who's going to Hawaii to transfer to college. So I'll probably be crying, but as they mentioned, it was a lot of fun going to Colombia and Ales to see the schools and summer programs, seeing how much fun the students have with what they're doing in the classroom. Yesterday I was able to attend the ceremony to open that month. It was very nice. I went with my daughter who will be in fifth grade and she said, "I like this school." So she was very excited about school too.
007Oh, and one of the teachers is at the mall and she's going to transfer to SMS, so she's really excited to be in that building. Many workers, all families, and students. Thank you so much for your ideas and for making this happen. Thank you. I did many of the same things that others have mentioned. I believe that the opening ceremony, this was the first time I went to the open houses and tours of the summer school. There were things like museums and a play, many things where the students were demonstrating the culmination of their experiences, so I enjoyed it a lot. That ceremony was also a way to celebrate all the work from the planning stage and all the planning meetings and all the work we've done behind the scenes, and to be able to
008join with the community who went door-to-door and the children who were pulling the wagon and asking people to put up signs in their yards. to ask for support for all these students and their families. It was a community effort and they supported public education. I was very moved. I'm also very excited about the school year. There was also Dr. Crossw to welcome everyone to the district and to say that I'm very excited for the coming year. Good afternoon everyone. I'm very excited to be here. This was my first official board meeting and I want to thank you for the opportunity to be here at San Nivel School District. It's a wonderful district in a very good community. I am very grateful to everyone who has greeted me and welcomed me. I'm very excited to be
009here. Before continuing, I wanted to take a moment to briefly introduce myself and tell you who I am. So I have been in public school for over 30 years and this is a picture from yesterday, from yesterday's ceremony. So to share a little bit about myself, this is what my mom is like. So my mom only went to second grade and my dad to fifth grade. So they do n't have much formal education and I'm standing there in front with big hair and they're all my brothers and some of my cousins who are in Oregon. We were in a very humble home; we didn't have much formal education. My parents were undocumented. Uh, I was one of those students who sometimes got into trouble, I had to go to the office and I felt like
010I didn't connect with the school, that it wasn't relevant to me, it had nothing to do with my background, my culture, my language. the next slide. So we can see that eventually I wanted to show you my family, which is my wife, my daughter, and my son. My son is on a plane right now. She's going back to Portland to start her junior year at university. My daughter just started her first class yesterday, the postgraduate one. So here's my academic journey. Ah, first I started with my high school diploma. It was a school with limited resources, but I was one of the few students who had the opportunity. Uh, then I went to UCLA, got my bachelor's degree in sociology, and then continued my education with my master's degree at Harvard Graduate School of Education,
011so I'm not going to tell you more, but this is a little bit of my academic background, but what my dad always told me was, don't think you're educated. Just because you have all those degrees and titles doesn't mean you have that education. I was your first homeschool teacher, and I'm the one who should take the credit for that. So she was a single mother. So let's talk a little bit about my professional journey in public education. I started as a high school English teacher. Oh, and then I taught at the high school mainly with ninth-grade students and then I was principal and then a vice superintendent for a few years. Then I studied to be a superintendent in other districts, so everything I learned there I want to bring here to Sanibo, because that's
012why I'm here, these are my values. I'm going to tell you that the reason I 'm here is because the values of the Sanibel Institute are truly something that I believe there's that push for equity they have there and to do good for all students. So here are my values and what I believe in, and that's why I'm here, and I want to convey that in a tactful way and to tell your students that everyone can do what they want with the right support. I also wanted to share with you that in the almost 5 weeks I've been here, I've had many individual meetings. Oh, I wanted to thank our executive team who welcomed me and answered all my questions. Ah, I am very grateful for your support, but I would also like to meet
013with the presidents of the associations, the teachers' union and the councilors. Oh, and also to the education foundation in Sanibo, Mayor. Here on the next slide you can see we had a leadership retreat. Here is part of the group. Some had to leave early, but I really enjoyed getting to know them a little better and we have a wonderful team here in San and I'm very excited to be able to continue working with them in the future. So I've been asked a lot of questions, so what are we going to do? So one of the things is right here in front of me. We have clarity, but when we looked at all the high-performing education systems, here we have this chart that talks about those important things. We are going to revisit these structures, these
014policies, and see how we can have more impact on our current students and also on future generations. Here we have yesterday's ceremony. We have a very nice building. I want to thank Edwin and Luna, the students. And I also want to thank Mr. CFY and his team who were there making sure everything was ready for the event. There are people like Jeffrey, our custodians, who were working and making sure everything was ready for this event. And of course, many thanks to the city of San Ibal for their support, to the district and its members who came and anyone who was involved. And of course, a huge thank you to the community for investing in our youth. Uh, the students are telling them that they believe in them, so I'm very grateful to them because without
015them we couldn't do it . And of course, our board of directors too, thank you for having the vision. This is something that has already been mentioned, but it is a lot of work for them to be able to achieve it. So they were ahead of schedule and within budget, and were able to see the other former eighth-grade students who were very excited about the classrooms and all the furniture. I really liked it, that's all . Thank you. So we're at number eight, we're in the comments of the San Nivel Education Association. If there is a representative here online, please raise your hand. No, nobody. I don't see anyone. Then, number nine, comments from the California School Employees Association. If there is an official representative online, please raise your hand if you would like to
016comment. I don't see anyone either. Number 10, comments from the Sanillos Education Foundation. There is an official representative here, please raise your hand. I don't see anyone. Then, number 11, audience comments. This is the time to comment on something that is not on the agenda. This portion of the agenda provides an opportunity for members of the public to address the board directly on any item of public interest, but the provisions of the Brown Act 549, 54.2 and point 3 state that the government cannot take any action on any item that is not on the agenda. Each person is given 3 minutes and a total of 20 minutes for audience comments. We ask that each person provide their name and affiliation so that we can keep a record. If we have a card here from Mr.
017Nicolas Nigrete, if he is online and would also like to speak, please raise your hand virtually. Someone else here in person can give you a blue card. There's just one more thing. I wanted to ask you. We cannot prohibit any complaints about anything during the comments. We would like everyone to be able to discuss things respectfully, and we also need to treat everyone with respect and focus on the policies. If there is anyone online, there is nobody online, so we only have one person here in person. Welcome, Mr. Negrete. It has 3 minutes. Hi, I'm Nick Negr, 6 years old. and two months. My six-year-old daughter is going to Alice and my other son is going to Bishop. But I wanted to tell you that regulation 5116 states that all limits can be discriminatory and
018are not always in line with other laws. This whole thing must be based on orders, but it also has to have a method that is not discriminatory. This can have a greater impact on families based on race, for example, poverty, lack of access to technology or transportation, or inflexible work schedules . We need to have a process that is less discriminatory, and I would like us to update the systems so that students who are siblings can go together. The construction has just finished, but it seems there wasn't much thought put into it, as they're already having problems a year or two later. And now my family doesn't know if we should send my other daughter to Bishop or have to go to two different schools and deal with two different administrations. I do n't know
019what to do about that decision because I haven't seen any information about transportation or school schedules. That's all you had, and I have one more minute. I would like to say that Dr. Crossw met with me. I think it was days after he arrived, so I apologize for being that kind of father, but I really appreciate his time. Let's talk more. Thank you. We have one more card. Thank you. We have Mr. Scottini here, please come to the microphone. Hello everyone, I'm Scott, I'm a teacher in the Fre Union High School District. I'm not here on their behalf, but I did want to welcome Dr. Crossw. Oh, I'm also a Dodgers fan, although they might get mad at me for that. I have a daughter who lives here in this district. I also attended Cumberland
020and Sanivel Middle School, so speaking for myself. And also parents and educators, welcome to the district. Ah, in 30 seconds. We are now on item 12. Consent to the agenda items. Any item on the consent agenda can be discussed and reviewed before approval. If necessary, any item may be removed for separate action. The public may address the table regarding any item on the consent agenda. Is there anyone in the audience who would like to make a comment? Please, uh, give us a blue card or raise your hand and tell us which item you would like to have further discussion or be in separate. I don't see anyone. There is someone at the table who would like to move something if we have a motion. I would like, uh, one second, I would like to try
021everything except item C, which I would like to remove for a second so we can discuss item C. Second, everyone is in favor of approving everything except item C of the general contract agreements. If they say yes, Madam President, vote yes. So all that has happened. Peg, why don't you start? It seems that for the purposes of the agenda we have to make a motion in order to be able to discuss. We have a motion. I'd like to try a motion to discuss, [Music] so we're all talking about the contracts we have. I had some questions about this and wanted more information about the contracts. If I wanted to know more about , for example, the YMC, which schools will they be in? I appreciate the table they sent us, but I would like to
022see more information beyond that. Uh, for example, Wisconsin Coaching and who is going to be given this information and this money. It's not that I don't want to approve anything, but I would like more transparency. I agree. [Music] I wanted to know more about whether it's coming in, going out. For example, sometimes we have an agreement with a museum or some other place where we can go on a trip and the school is already paying for it. They're saying it's going over budget 1 2 3 something very long. which are , for example, having some kind of outing for all the first-grade students in the district, so we have a contract for that and the schools are going to pay for it or whatever . This information would be very helpful to us. It's one
023school, it's several schools. I wanted to know where it was happening, and if I would like more descriptions for myself. Anyone else? Does that seem reasonable to you? That's something we can work on, because if you have those questions, the public can have them too. So I would like to have an opportunity to give more information, more clarity about the budget. Depending on what you want, we can also provide even more information, for example, the cost per student, per school, per session. So that information already comes in the contract proposals, so we can include it here too for things like the science camp, and we're paying the county for it. I wanted to know how much it costs, because our students went at different times, so how much it costs now, up or down, is
024$0. How much is it? What is that number? So yes, we can add more about the cost. I also had questions about the camp because it seems to have gone up a lot. We do n't know much, so we don't know what to do. So let's go. Ah, we're going back. I will implement the comments later. So yes, we do have a fundraising program, so we also want to know to make sure everything is accurate. We're ready to vote, so everyone in favor of testing item C. Please say yes. The president votes yes to the motion to pass. So we've reached number 13A. Let's pass and review, we have a lot of people here, but it looks like we're going to start with Dr. Jean. Let's start with you. Yes, thanks. So let's talk about
025plans for student performance. This is something we do very often, so yes, we have several ah team members. We have worked in collaboration with tax services and also with education to be able to provide the documents and to write the plans and they also have support to be able to write this and write all the schools. So we are going to present the plans for supporting students who are learning church, and we are also working with the councils of each school who also give us feedback and guide us for each school's plan. We also have assistance. We also have more information about the CSI, but we haven't taken part in it and we want to keep it here. So for the plans for 2025, 2026, here are the plans for each school, and they are
026aligned. with the strategic plan. I would also like to ask you to approve these plans, but also answer any questions you may have. Thank you very much, Dr. Jean. Before that, we will have some public comments. If there is anyone in the audience who would like to make a comment, please raise your hand if you are here. Uh, please hand out a blue card. I don't see anyone. We have a motion to try, so I would like to approve it. Second. Brilliant. Who would like to start the conversation? And I like being able to have this here for discussion. Ah, I think the last time they were on the agenda it was a consent item and I feel like there wasn't much of an opportunity to see the specific information for each school. Um, during
027the board meeting, so I'm very happy that we can discuss it today. So my main question is how are we supporting schools and supporting the creation of this plan and also the implementation of the plan? Ah, I'd like to know more about what's going on. This is something we've discussed, specifically how we can align the data. Ah, instead of having each school working on the data, we're doing it together and helping them analyze it so we can have these conversations with the community, with the staff, with the families, so they have the opportunity to have that time and how we're going to support them, and instead of having a project that expires at the end of the year, any month it may be. There are also opportunities for our schools to collaborate with other organizations,
028working together, and how we can also help share some of the successful things we have done to improve participation in interventions, making sure we have good teachers from the start, because we need to make sure those services are also available. But that helps a little. I was asking you about the process too, and I thought I had some questions about it . If, in terms of data, there are other opportunities for us to review how the schools are doing, because I've never tried this type of process before, so I'm wondering about the process in the calendar, and how we are supporting schools at the school level, because I was part of the school board and as a member of the group I didn't feel that I had much information on which I could make decisions
029about how to set goals for our schools. I felt like I had no voice in that environment. So if we started conversations with the leadership team and I know we wanted to have a conversation, uh, in a public way, so we need to think about what our strengths are and where we need to focus. I want to make sure we have a chance. We're looking at the 14th, up to a possible date. It's an opportunity for us to share with the public where we stand with the organization and with our data. At the end of the year I will also have another presentation in September, highlighting where we were in 2025 and any additional data we may have. We also need to take into account the budget and the ELCAPs for the upcoming ELCPs we
030have. We need to have several opportunities to discuss the data from here on out. So my recommendation is that we do another one in the spring. December can also be a good opportunity for us to explore further. We need to think about how we can be consistent in how we share the story behind the data, how we foster our ability so that other members can also see our data clearly, and how we publish that on our website, for example. Uh, we need to think about that moving forward . It should be more than just a single presentation; it should be something we talk about continuously. Yes, in fact, this was one of the questions I had. I couldn't understand what I was focusing on, but I was very happy to understand all the data that
031was there and to see that it had the color code for each school. He helped me, but I wanted to understand how the plan differs from one school to another. Uh, if one is in red and the other in green, how exactly are we dealing with that? So, if we're thinking about those that are in red, how do they go towards green? I didn't see that story. It wasn't easy for me to understand, and of course there's also the idea that we want a consistent plan for everyone. So I guess some people meet more than others, and it depends on where we are. So I also had some doubts about high schools. It seems to me that some high schools have different classes. For example, in Spanish they have a similar curriculum, mathematics. I always
032understood that they had differences, that is, different students, different numbers. Well, one was together that they had different levels for Spanish and learning Spanish. So I wanted to know if that was a strategy for each one if they are different. Yes, Dr. Din will talk about it in a moment , but it 's important to see how the paths develop. These documents are really more about benchmarks. But if they present an opportunity to communicate and engage the public regarding where we are in our schools, I've been talking about trying to re-evaluate what the loose classrooms are like, I mean, the loose classes. There are tools. Yes, the school should have some consistency, but since each school is different, they can also have autonomy and personalize what they are doing depending on the needs of the
033students in the particular school. I'm not sure I understand exactly which book you're referring to regarding high school, but in terms of the student population, our approach to English language development is consistent across all schools, and in those schools, collaboration is essential, and the schools do collaborate a lot in those programs, so there are some similarities. And that has to do with communication and collaboration with those programs, but they also have very specific data for each school. So when you just take a look, uh, they seem the same, but they are taking into account the differences between each school. Yes, I'm thinking about the first few years I spent at the table, what my role is, what the purpose is, the reason why we're focusing on this compliance document. And I know there are things
034we can do to learn more about these programs, so I'm wondering if it's a good space we can have in one of our governing meetings, what are the roles of the board members in these kinds of processes, something we can talk about. It's a thought I had, and also going back to the previous point, from what I understand, the data from schools, there is n't room to really delve into the data in other settings. There are other times to do that. Maybe I'm wrong, but I think there's another time to delve deeper into that data. In other words, generally, throughout the year, when one is reviewing the data, having this opportunity to talk about schools is a good opportunity to ask that question. But at what other times can we delve deeper into the data,
035and what is our role? And I'm also interested in our goal of aligning with the ELCAP strategic plan and how we can better understand that beyond compliance aspects, and also in terms of who we are as a community today in each school, what the narrative is, what we're working on, what we can be proud of, and how we can share that with the schools. Evely, or excuse me, Michelle, Evely, do you have any comments or thoughts on this ? Well, a few things I wanted to mention. Firstly, I believe this is one of the documents that the doctor worked on a few years ago to make it more consistent. I think he did it with the plans. They have more common language compared to before, but I was definitely feeling like that with, I mean,
036with my head listening to everything the others were saying. Because I do think that the differences from one school to another, I can imagine that for a school board receiving information only about its own school would make it very difficult to determine, well, what our goal is based solely on that, because one does not know what is happening in the other schools, because there may be several situations that are affecting the overall performance in our district. if he does well at this school and so on at another. In other words, it's good to understand those points. But I was thinking, I was focusing on the two high schools because, well, in general for everyone, I wanted to say that I really liked the reflection part. Um, it seemed clear to me that our directors and
037teams spent some time thinking, well, we thought the year was going to be like this, these are all the things we tried to do, these are the initiatives we did and these are the ones we didn't manage to do or are incomplete or are still in process. So I really appreciate that reflection on the year. And for the two secondary schools I was trying to see how they are approaching the coming year and I was reading the reflections they had on the year and I was getting a bit shocked because I was thinking, how can we make sure that if we have a school that, well, last year the CMS, everything to do with CMS, was sorted, right?, for language and literature and also for mathematics. And then for high school. That month I had
038some groups that were in red or orange, uh, significant groups of students. So I was thinking about it and when I was looking at the results they said, well, we offered, we wanted to offer after-school tutoring, but there wasn't a single teacher who signed up, I mean, it didn't happen, it didn't occur. So we had a school with 1000 students where there were hundreds of students who were below grade level and we had things coming from the high school, but we didn't have any intervention available for them because that depended on the teachers' enrollment and to me that's like a red flag, right? Which makes me think, well, maybe we do n't have enough incentives, or maybe, as we talked about a few years ago when we were talking about experimentation, what they wanted to
039do with the schedules so that some of the teachers could have certain hours available to support after school in the after-school program. So how can we ensure that the things we know we need, like extended time, and I agree that we need to make sure that the time within the classroom is also useful? But for high school teachers, let's say they have 120, 150 students, they see them for 50 minutes or maybe a little longer, depending on each student's schedule. They have time to update, to keep that child up to date if he is 150 points below the grade level, because that is about two grade levels lower than where he should be. How can that child get through the day? Uh, we need to have systems for extended, prolonged time. So, as a district,
040how can we ensure that we have after- school support? after the school day, that they are on the school plan. And the second thing I noticed, which we seem to hear time and time again from CMS, is that the main concern for parents in high school is bullying , right? Uh, bathroom safety and harassment, being in the hallway, harassment. I mean, parents sometimes, let's say sometimes a child might say something rude, but it's not necessarily bullying, but nobody wants their child to face bullying at school. But there was a part of justice that was in the plan that didn't happen last year; it happened intermittently, but it wasn't clear to me what was going to happen next time. In other words, culture-based teaching . We wanted to do training to have a teaching that responds
041to cultures and goes to cultures. That training did not happen. Maybe there wasn't any money, but no, I mean, we didn't do it in the end. And I'm concerned that despite, I mean, we're seeing a picture of reality, let's say, of how things were and what was the other thing, if the strategic plan of each school principal of each high school was very excited about the idea of student-led conferences . We are very excited. For some reason, it was on the SMS plan, but not on the CMS. Student-led lectures are one way to demonstrate student-led learning. So, the principal of that school presented a plan; they had some $1,000 on hand to help make guided lectures a pilot program, and then they wanted to have, in fact, $30,000, but none of the teachers wanted to
042take on that responsibility. And it's very unfortunate because that's foundational, that is, it forms a very important part of what we wanted to do. So, instead of just removing that from the school plan, there's a way to say, "Well, it didn't work after school. Oh, look, if it's something we think is really important, maybe we can find a way to do restorative justice. We can find a way to do teacher-led learning. We can just incorporate it into other parts of the plan instead of just saying, ' Well, we're not going to do it.' If it's a key thing, right? Something we want to try. I'm interested in having a conversation at a later date about these initiatives that we want to try, that we think as a district are important, how we can support these
043initiatives so they actually happen in the schools. And even if we learn that it didn't work the first year we tried it, at least try it. And the other thought I had is that I saw a few things that I didn't really understand for CMC. For example, she said, "One thing we're doing is we're going to have fewer families accessing the campus," and I did n't understand if that meant fewer events for families. because they were focusing on academics, or if there was less of one, or if there was a reason. It's something I just didn't understand, some of the questions I didn't quite grasp, and I was hoping and I know it has to do with compliance. In other words, children with special needs are, or rather, their performance is below grade-level standards. Those
044are students with IPS (Health Service Provider). uh if they are there or if they are plans uh 504 IP. If it's special education, it's not 504, unless they have 504 and an individualized education plan. Correct? So, for me personally, I understand that we need to make a plan, but students with IPS have a pretty detailed plan about how they're going to achieve their goals little by little, and that covers a whole spectrum of needs. So, they have, for example, learning goals that are adapted depending on the child, right? So, for me, I was wondering, for all the other students we have, for the English language students, the Hispanic students, we have, is there a thought of creating an individual language plan or an individual academic recovery plan. How do we get students who are far
045below grade level up to grade level? And to finish up that issue about transparency, uh, I spoke briefly with Director Awasaki at the ceremony I attended. We're talking about, well, the principal told me that I really want to understand the relationship between grades and CAS results, because if parents have no idea how far below standards their children are and they're seeing grades as, like, meeting standards, approaching standards, I think it's three or maybe two. Reaching the standards is three and exceeding them is four, or how is it? It's three, right? Reaching, approaching the standards is three, reaching the standards is four. So, I'm a normal person who doesn't participate in education. I would think, well, four is A, three is B, two is C, and one is D. And if I see that my child
046has only threes, I'm going to think that my child is doing quite well, but my child is getting closer to the standards. So, where would the CASP be? Our results in the CASP, which have to do with the grades we are giving to students, the parents, how they interpret the CAS score they receive in the summer, all those things, I was thinking about them, looking at both schools. And I don't think these are questions that can be answered in this way; they are bigger questions about how we as a district can manage our own expectations. So I'm grateful that they're reflecting, but at the same time I'm a little shocked, aren't I? Because that's the way things have happened so far. And I think that in recent years, as a table and in government, we
047want to incorporate the calendar in some way, well, to bring together the high schools to try to move forward, two high schools together talking to each other. Well, see how they can help each other, what they want, how they want to improve, and somehow make that available through the table and leadership. And I think, that's something we've been saying for a few years now , actually, and there were always complications, it was never a good time, but I just wanted to mention it. Especially because now we have that promise from Sanibel. We're promising that we're going to prepare them for high school and beyond . So if we're making that promise and they're in middle school and not yet ready for high school, well, how can we do it in the short time we have
048with the students? How can we do it? And the other thing, uh, when we review the regular data and the meaning in losses, right? What doesn't appear, what is somewhat invisible, is that when schools used to present the data one by one, we always saw the same thing we saw in the IPSES, that there are groups of children who are from the minority and only a few homeless children, children in the foster care system, African American students and small groups. But it's generally a large enough group for us to review the data, but if we only analyze them school by school, there isn't enough information. So I think that in the meeting about the data, if we can incorporate those smaller groups of students with particular needs, we can review it thoroughly, because when we
049made the strategic plan we saw a lot of red that we hadn't seen and that isn't in the Sipsec brochure either. [Music] is what I think, but I would love to do like a session with the high school teams, just to talk about the vision we have and that they have. E is a compliance measure that must be approved by September, if I'm not mistaken. There is no specific and strict timeline for making the truth, but we do want to send it back to the schools to meet with staff and parents and then present it again to the table in October . We need it, but I'm not interested in doing that. I know these were written in the spring and are plans that schools are ready to launch, but the question I have is,
050how are we as a district supporting schools throughout the year so that we don't reach a point, for example, with student-led conferences, where they simply couldn't do it because of a lack of resources and we didn't know that until later, or the lack of tutoring that they couldn't do, but we did n't realize that until later. Things that don't happen in the end, and then it turns out that it's a big disappointment, but surely there were moments when if there had been more support, then maybe it could have happened. So, we're working with our team to determine how we can, well, check how they're doing throughout the year instead of just asking at the end of the year, right? In other words, to take it one step at a time throughout the year, based on
051how things are going for them. And I personally, after reading this, I mean, if it didn't happen in the end that they held the student conferences, if it happened for a reason, I don't know, uh, I'm not going to complain to anyone about it. But I believe the board has spoken several times about the importance of focused mentoring and the importance of justice, restorative justice practices . And I feel very strongly that these two aspects need to be pursued strongly because they are thinking, well, it's one more thing they need to do, but I don't know how we are going to make the progress we want to make or how we are going to have an impact on the real experiences of students in schools, if we do n't focus in some way on restorative
052justice and interventions. Exactly. Okay, thanks. So, that would be me . I'm not saying we have to go and change everything, but as they talk to the directors, my hope is that, well, I mean, I wonder, am I the only one thinking this way or does everyone agree with what I said? Or Isabel is saying yes, Evely, let's see, she 's saying yes, Michelle, what do you think? I want the staff to decide if it's a priority. So, if the staff also says yes, then I say yes too, but I support whatever the staff wants to do, but these things are positive things. I 'm not saying no. Yes, yes. So we also have the next pending point which is another opportunity to see in the governorship calendar when would be a good time to
053have these kinds of conversations. So , what would the impact be like? In other words, to what extent do we want to develop a specific plan? Knowing that there is a process we need to go through, but as you said, we need to know how we can get that support. If teachers, if schools say that we are having trouble finding teachers for this tutoring program, how can we support the school if they reach that point? Okay, let's talk about it at the governor's meeting. We can vote now. Everyone who is in favor, please speak up. Oh. Well, yes. Okay, we approve it. Thank you for all the work you've done on this. Okay, let's continue with number 14. We're going to talk about the governorship calendar. Do you also have a printed copy of this
054calendar? If they give us some printed copies, it 's basically an opportunity. The executive team has reviewed the draft governance calendar to ensure that all mandatory matters are on the schedule. Uh, and there are also things like, for example, employee recognition. We want to create a space for those kinds of events and also the discussion they were having earlier about the support we can provide to schools. And what are some things they would like to see. They were also talking earlier about perhaps some training on student plans. Okay, we'll get some printed copies, but this is a good opportunity to get clarity on what we want to talk about. Any reference point we need to discuss is a lot of information; we can't incorporate it all, but we can think about what we want to
055prioritize. Very good. Just a comment, excuse me. [Music] I mean, I put on a note that I agreed with. In other words, green doesn't mean anything. Sorry, just to clarify. And it's a beautiful color. In fact, it's time to make the comments public. If any member of the public would like to comment on this matter, please raise your hand, present a card to make your comment live, or electronically. Well, we don't need a motion to discuss it. Is there anyone who wants to start the conversation? Yes, what we see now in the agenda is what we had previously seen in the previous school year. So, now we want to see what else we want to talk about in this meeting. Not everything is there; some things are missing from the list. Regarding compliance with the
056reports that we have to review periodically, or the internal reports, the Williams thing, the budget. So if we have all that, it must already be present and connected to it. I believe there is something in our governance manual. Ah, not on the calendar, the clock is another thing, but there are details about it in this meeting. We're going to do these things. So they have those general things like the chapter review is in March, for example, and we have that calendar. If everything from that calendar is here, because it has everything we have to do and also our practices, for example, self-evaluation, which is something we have to do. Everything is on that calendar. So that's my question. Yes, we got everything from there. So yes, I do see the organization thing, for example, in
057November we usually have a discussion about the organization of the table and then we vote in December and then it comes into effect in January. The ACLs are under review and action and then review and discussion, so switch between the columns. Does anyone else want to say anything? Any other questions? Would you like us to print the manual page? Ah, I don't mind if we go over it , or rather if they've gone over it , to make sure that all of that is here in this plan. So this is not the final copy either. So if you have any comments, you can email me and I will work with the president to find the best time to talk about those issues. Perhaps they also want to consider the opportunities that are down here, to
058talk about progress. We absolutely have to, and perhaps they want to consider having a separate committee for things like this, so that we can have that information available to the public as well . And it would be another meeting. [Music] So we would wait until November. That's something they can consider, and then as a team we would think about when would be a good time to present it without it conflicting with other issues. Oh, the other thing is that, for example, today we had the knowledge for Cherry Chase, so that's a very good thing. So in the future, how can we recognize more of our staff and students, and how can we identify those people we want to celebrate? We're working on it, we're talking to the directors. Al is also leading that project to
059see when we're going to do it. We're also collecting more feedback from you to see which staff members we can recognize throughout the year. So we would do it at every meeting or once more. And I know we started in spring and the plan was to do it once a month, so it's going to depend on who we're going to recognize, and it's also going to depend on our meetings. Additionally, with that campus report, so that we can have more regular reports during your 5 weeks here, have you noticed any other place where we could have a similar conversation or presentation? I believe that areas that are always important are, uh, personal budget, uh, and also special education, for example. So there are several things on top of what we already have to consider, so
060we can include them. This is the time to do it. Yes, this is just a conversation. So let's not get it straight. Are we going to have more meetings to discuss these things? No, because he's going to say, "I don't know, only for buildings." I think we already have reports twice a year, in the spring and fall, so I feel like we're already getting reports about all the construction and everything that's going on, so I don't think we need any more. Ah, very good. I just didn't see it on the calendar, so we need to make sure it's on the calendar. Ah, I think Brand is very up to date on that. Yes, great. It also talks about buses and transportation. But I had something to say. Well, I think we've received those reports because
061there have been things that have come up, especially in the multipurpose bathrooms, and then at the same time we're also looking at transportation, so I think we have received some reports, but there are other things where we didn't receive a report. This is something that was decided in a bond committee. Ah, I mentioned it to Michel and he said, "Oh, yes, we discussed it a while ago, but the rest of the board hadn't received the report that they were going to remodel a new building and all that change. So for things like how the front of a building looks, I'd like to have that information." [Music] And I remember we had the discussion in one of the committees after the renovation started, they said it was going to be cheaper to make a new building
062and the district architect wasn't going to ask for the renovation. So that's why they ruled it out. I never saw the process and then they brought us the new project on the consent agenda and then I was like, "Wow, what happened here?" So I think we can refine that, especially when we're talking about building facades. I'd like to know that. When we had the initial designs for the remodel, ah, I said, "When they arrive it's going to look like this ." And yes, I love the idea of having a view of high schools, just a conversation, we don't have to decide anything. We can work on this later. I think last year we had a meeting with all the election programs. There were many interested parents who attended that meeting, but since they were all
063together, it wasn't enough to satisfy the communication needs, and we couldn't go into detail to understand that I think we will discuss those approaches and our school choices again during the year. I know people are interested, and as for the celebrations, ah, I'm very excited about the celebrations. We have been to other districts where they have many celebrations in the district for students , for example, for students who are reclassifying. We also have a theater, we have... it doesn't have to be here. But some ceremony for the reclassification. I do n't think all celebrations should be at board meetings because we have a lot of business, but I love the idea of having district-level celebrations in terms of bringing students in and celebrating what's happening during meetings. I think that's fantastic. I would also like
064us to recognize the quieter work, for example, our classified staff. I would like to see some of the volunteer parents, perhaps some of our programs or family groups, and the work that is done in programs like Stride. I think these are great areas to celebrate because they are invisible. Many people don't know what's happening, so if there's a way to raise awareness and do something about it, I think that would be a lot of fun. I'm open to anything and I'm excited that we're going to do it. Then when I crosswise meet with Peggy and we go over everything that's already on the discussion list. So, we need to see when the teams will have everything ready, and I'd like to see more about the advisory committees. It's now December. for family initiatives. For example,
065I know that families want to be more involved and talk with the district about programs for their students. So I'd like to see that sooner, before December. There are also approaches in schools. It's a bit ambiguous right now, like Vargas and Laker, specifically Bishop as well. We have something and we have an employee, but I'm very curious. It's going well, we're supporting them with Bishop too. What's the theory? theory, what we think is going to happen, that we have that person providing these classes. I don't think we've had that discussion, so I'm very curious about how we can gather and collect data if it's working. Uh, that's the question, I think it covers all approaches and schools of choice. Ah, we're doing what we wanted and how we know how, or just to see how
066they're doing. We have them as discussions and to have presentations and opportunities for the table to see how they progress. It does n't have to be that way, that's what we've decided, that's the plan. Ah, it could also be how we're doing or we need help here. or we are doing well in this area of interest. If I don't want to have the presentation of what we've decided because I feel it's already happened. I felt like I didn't have the opportunity, or we didn't have the opportunity, to comment on things that have already been decided and so now they have to prove it, but I'm just now hearing that I would like to have more opportunities to collaborate. That's something that interests me. That's a topic that's not here, which I think is important, ah,
067I think we have to do it from time to time about the choice programs, the goals, are they doing what they wanted to do, so have a study session about that. So I kept the name here for the October meeting because it says it's about government and data because it's something we do n't do . So we can ask for interpretation, but it's not done in the same way. And I would like to have that meeting about the strategic plan and the data, so that it can be seen by the public, maybe not call it data governance. Maybe it's just a regular meeting and we only talked about one thing. They'll say, well, they didn't record this one, but they haven't recorded the others either. Uh-huh . But the governance ones are more casual, so
068the public can be present, but it's more for us. And another reason why we need to have the Juntos meeting sooner is because we were asking questions about the effectiveness of the Juntos program, whether it is having an impact compared to programming for students who are not part of Juntos at the same school, specifically in San Miguel. Ah, if we do it in December, that would be enough time to make a plan for the coming year. If we wanted to make any changes, or if we had the data or recommendations to start making any changes, we would have enough time. And speaking also about school choice, I don't know if we have a meeting to focus on school and schools of choice. It's not about being together, it's about the other schools. Yes, like Fairwood,
069Lakwood, Vargas, and Bishop. And what if it's for the whole school? Exact. So we can have a special day together. and then another one for the other schools. So for the superintendent's evaluations, [Music] we had a conversation last spring with someone, I don't know if it was Evelyn or Peggy, someone went to Masters and Governance. Oh, and we both finished it, and congratulations, and someone came back and shared something with us. But some districts have evaluations for the superintendent, for each person, so they can talk and talk about the goals you made in your other district. You only did it when it was a formal evaluation. Yes, it's usually done during the summer during a closed session of a regular meeting, and that's when we set the goals and how we're going to measure them,
070and then we discuss it again, starting in January until the beginning of March, and there are several meetings. That's how we did the evaluations. I believe that when we met with the presidents, and when I was also president of Pupertino Union High School, they had a goal assessment once a month . Ah, I understand it's very similar to our Friday reports on what's happening or anything important. So it's a report from the superintendent to the board of directors asking if they need support or something similar. I don't think Cupertino does that. Ah, yes, it's something different, but I just wanted to mention it. They do it differently. We do it through weekly updates. We have n't heard from Evelyen. I know it's very new. Do you have any questions or comments? Very good. I think
071that now we can start incorporating that and we'll still have access. Last year we were able to review it, but we could see, we will also have access to an electronic version like last year or it looks very good because that way one can see what will happen next on the agenda, for example. Very good. Anything else? Not very well. Excellent. So let's continue with number 15, which is the news agenda. Uh, the quarterly report looks very good, so that information is available in the agenda. Number 16, future meetings. The next meeting will be on Thursday, August 21st at 6 pm. It's going to be a governor's meeting. This meeting ends at 8:31. Thank you. Let them in . Good night. Thank you. Yeah.