001[Music] Sorry, that's [Music] But I answered with the understanding that that's probably what happened. And I said, "But I look back because what we're thinking, but they're thinking about Yeah. Oh, sorry. Yes, yes, yes, yes, yes, yes, yes. [Music] Yes, but I need to get because >> well I mean we're feeling what some of that would have been now and what you're saying about what you doesn't make sense to beat that person. >> You see what I'm saying? That's what I want to be reinforcing what [Music] You see what I mean? But I don't want to I don't want to give this to that cuz they're not the same. That's the best. [Music] Hello and welcome. It is now 6:02 p.m. and I'm calling to order this regular board meeting of the Sunny School District
002Board of Education. This meeting is available in English and Spanish. Um, is the translator here? >> Yes. >> Great. Um, would the translator please give instruction on translation services available? >> Yes, of course. Good afternoon. Today's meeting will be interpreted using Zoom's interpretation function. Once the host has activated the interpretation function, uh, please choose the language you prefer by clicking on the globe on the toolbar located at the bottom of the screen and clicking on the language of your choice. The method of interpretation will be simultaneous. Thank you. I will now repeat the instructions in Spanish. Thank you. I see that all board members are present. So, welcome. Um and we can begin. Um let's go on to item 1B, which is the pledge of allegiance. Please rise and join me for the pledge of
003allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. [Applause] Okay. And um just as a note to anyone watching from home, uh today's date is August 7th and not August 13th as as described on the screen. Um we're on to item 1 C, which is our living land acknowledgement. And I'd like to invite Trustee Peggy Shen Brewster to please read the living land acknowledgement. Sunnyville School District is located on the ancestral and unseated land of the MuMA Aloney tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of the Sunnyville community continues to benefit from the use and occupation of this land. We
004acknowledge our responsibility to learn from the wisdom of the lonely people and to consider how we might work to repair injustices and to move forward together in honorable ways. >> Thank you, Trusty Sher. Um, item two is the approval of the agenda. If there's any member of the public who wishes to speak on this item, which is solely about the agenda, please uh either present a card to um the executive assistant in the back or use the raised hand feature. Seeing none, um, do we have a motion to approve tonight's agenda? >> I have a quick question. If everybody's here for the Cherry Chase, is there a chance we want to move that um ahead of close session? >> Sure. I'm open to that. >> Is everybody who's going to be here for cherry chase
005here? >> So, >> okay. I move we approve the agenda with the amendment of moving what is the item number? We'll move um starting with items three and four, we'll move close session to after item 15, which is the end >> to the end of the meeting or >> No, no, no. >> Or just move it to >> Yeah. So, we're just doing the charity chase first and then we're going and then we'll close session and then everything else in order. >> Okay. So, that's number six. >> So, number six will go first and then we'll do everything else in the order is said. That's my motion. >> Okay. Do we have a second? >> I second that. >> Thank you. All those in favor, please say I. I chair votes eye and the motion
006passes. Thank you. Okay, so we are on to item six, the board recognition. Um Dr. Crossley. >> Hi, good afternoon everyone. When I start this, if we go to slide 16 please and I want to defer to our chief teaching and learning officer, Dr. No, I just wanted to be sure um who has the items before I start. >> Okay, very good. Well, thanks for being here this evening. We really are happy to see each and every one of you. Um it gives me great honor to recognize Cherry Chase Elementary School this evening as a distinguished school. Cherry Chase sets a stellar example for our district, not only in academic achievement, but in building a welcoming and joyfilled community. This year, 82% of Cherry Chase students scored at or above proficient in math and reading,
007a testament to their commitment to excellence. But beyond the numbers, Cherry Chase is distinguished by the spirit of inclusivity and pride that runs through its halls. From the annual Lunar New Year celebration to active volunteerism amongst family and staff, the school's vision of developing lifelong learners and a safe and nurturing environment inspires us all. With strong academics, robust enrichment programs in art, music, and science, and a focus on well-being, Cherry Chase truly embodies what it means to be a distinguished school. On behalf of the board of education and the entire Sunnyale School District, congratulations to Cherry Chase students, staff, and families. Your hard work and community spirit make us proud and we're grateful for your remarkable contributions. We have a presentation at this time that we want to present and we would like um Miss
008Con Mr to come forward and rec be recognized for your excellence and leadership of Cherry Chase Elementary School. [Applause] Come on. >> Congratulations. >> Thank you. And you want to get your staff and families? >> Yes. Please. Come on. >> This is a This is a team effort here. >> Yes. Come on. [Music] >> Oh my god. This is >> Thank you. Thank you. Thank you. >> Can we move this? Is that okay? Is this Is this wireless? Okay. Yes, we won't. >> Sorry. [Music] >> With a phone. Kristen, come on. >> Come on over. >> Come on. Come on. taking photos of you guys. Big smiles. Congratulations, guys. Super cool. Well done. Well done, >> Cherry Chase. >> Chase. >> Thank you. Thank you. [Applause] Thank you. Thank you. Thank you. Thank you. Thank
009you. Just come and sit. Okay. [Music] Okay. So, um that thank you very much. We're so excited for Cherry T4. Did anyone want to make any comments before we move on to the next item? Um, so my kids went to school at Cherry Chase, uh, both my kids and I've, um, volunteered there on and off over the last 20 years and, uh, it's just an amazing school with wonderful teachers and wonderful families and it was really inspired me to become a teacher and become a board member. So, um, for those of you who are parents out there and, uh, really loving the school and loving the district, um, you know, get ready. Your future is up here. There is, there will be a job here for you one day. Um, and, uh, but we just
010really, it is the whole community working together and just so thrilled for you all. You really deserve the recognition and just so thrilled for all the work you did. So, it didn't it didn't happen just with no effort at all. like it took a ton of effort and and time. So, I just hope you're all really proud of yourselves and have a great year ahead. So, >> Thank you. Anyone else or >> No. Okay. Well, um thank you so much. We are going to move on to our next agenda item uh which is convening to close session. So, so um we will be discussing uh item for 4A is public employee uh uh performance superintendent evaluation and government code 54957 and um thank you all for coming. >> Um is there any public comment for
011close session items? >> Madam President, there are no public comments for the closing items. >> Excellent. Okay. So, with that, um, board, it is now 6:12 and we are going to convene to close session. We plan to be back in the boardroom no later than 7 p.m. Okay. Thank you. It's a good test. [Music] Okay, thank you. Hello and welcome back. Uh it is 7:02. Thank you for your patience. It's picture day, so we are uh getting organized for our school year ahead. Uh we are on um item number five. We just reconvened to open session at 7:02 p.m. Once again, this meeting is available in English and Spanish. If you're at home and you would like to listen to the meeting in Spanish, you can uh go to the lower toolbar and choose the
012globe icon and and choose the language of your preference. 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 those attending the meeting. The board met in close session to discuss superintendent evaluation process. Um, and that is it. We are on to item number seven because we already did item six uh prior to close session. So, we're on to comments from the board and superintendent. We're going to start today with um Trustee Peggy Shen Brewster. >> Hello. Um I've had a really enjoyable past month. Um one of the highlights was attending the summer school uh like touring the summer schools at Ellis Elementary and Columbia Middle School. Um I really appreciate Dr. Valentine bringing taking us around
013um having a schedule of you know all the different classes that we can attend and seeing um all the great work that's being done. Um I want to share this one moment that I feel like I've shared many times with with people individually, but there was a moment where um we were in a classroom. and I believe they were rising third graders and um and all the kids were lining up for for recess and I noticed that Dr. Crossway had noticed noticed that there was a kid um that had put on an LA Dodgers cap and he kind of gave him a fist bump or high five and said something in Spanish I think that was like right on man like that's the right team to root for right and um and this and then
014we stood around in that hallway and um we're just having conversation amongst ourselves as adults but I saw him standing in line his first in line and he was completely starruck right to have the big man like the superintendent talking to him in Spanish. He was a newcomer and I just like saw in his eyes just like this awe and this admiration and he saw he saw himself in you and I thought that was just so wonderful and that moment really stood out to me and that's something I wanted to share with everyone else. Thank you. Um I'm going to send in our um all the different events and stuff. I think that's what we've been doing. We'll continue doing that. >> Okay. >> Yeah, that is a great way to save time, but still
015share. >> Awesome. Thank you. >> Thank you. >> We can go down the line. Thanks. >> Um don't have a whole lot. Um summer had lots of things going on and so and it was really a great summer and um I'm doing so for those who this will be new to um but I it's always like it's I always kind of laugh like why I'm on a school board because when school year starts I'm always a little bit grumpy because I love summertime. But I've worked really hard this year to be less grumpy. And I also was like, instead of having the last few weeks of my summer being grumpy about school starting, I'm going to wait till the day before school starts. And I actually double share with my son too because he was
016feeling grumpy when we came back from our trip. And he was like, "School starts." Like, "You actually have four more weeks." And I was, "You can be grumpy now or you can just have a good time and then the day before school you can choose to be grumpy and then school will be fine." Um, anyways, that was just kind of a funny little thing. And then um I think you guys know, but my oldest is graduated high school and so in two and a half weeks um we're sending him off to school um out in Utah. So that will be a big new different thing. So also I'm just um enjoying the last few weeks with him. So really, that's what I'm actually more grumpy about is come late Monday, Labor Day, when I'm driving
017home from Utah, um, leaving my kid. That's going to be the that's going to be the sad the sad part. Good. So well this summer we still got to travel as a family which was great even though he really is already in college but he somehow this summer work out for everybody going together for a family trip so that was very nice and joy I don't know in next year it's going to it's going to work out for everybody where they already have plans different plans so we'll see. So still one more year to enjoy the boys. We during this summer we got the CLSA retreat who which was a whole weekend. I'm going to say my activity some of them there was a very interesting seminary given by CLSBA referring to equity in math
018and math for Spanish speakers. So it was very interesting. I will bring the material to superintendent although I think that he already knows everything that was given there. He knows the the person who was giving the class. It was I really enjoyed yesterday the opening of the new building at SMS. I am really appreciative of all the celebrations we have been having and it was a great celebration and I really enjoy the open house or summer school. So that was also a great event. I got to see a lot of what was going on during summer school and yeah, I wish that we could replicate and make even bigger every year and get as many students as we as we can and hopefully we can afford to to have more and more students every year.
019So yeah, that's here for the beginning of the year. Thank you. Hi. Um, I can't believe we're here um for our first board meeting. It feels like the summer flew flew by. Um, I was really busy this summer for my um my third daughter's um graduation and turning 18, we had a big um cotilian debut similar to a kineta. So I had um we had adopted 18 almost 18 kids um practicing the walts and chaa and hoola my daughter and her three sisters um and so that's finally behind us um and all the kids miss coming over so they're still coming over and and hanging out. So that was fun. We've had a couple of camping trips with our family, my side and my husband's side. So that was also fun. Um, and I'm like
020Michelle preparing for my um my first to fly. My second one's um moving to Hawaii for her um transfer to college. Um so I'll be crying like a baby behind her back. Probably will just be crying all over the place. Um but she'll do great. Um and um like um David said, it was really fun to go to um Colia and Ellis to see the campuses and to see the um summer school programs. It's amazing how um the kids have so much fun learning and doing what they're doing in the classrooms. And yesterday I um was able to attend the ribbon cutting ceremony at um SMS 2. And that's a beautiful um building. And I went with my daughter who's going to be in fifth grade and she was like, "I like this school." Um,
021so she was um um excited about the school too. And I I um ran into one of the teachers um at the mall um and she is transferring um to SMS. So um she's excited. She'll be in that building. Um, great job to all the hard workers and all the kids and all the families that help um just bring all the ideas and um and and make it happen. It's it's really um awesome. Thank you. Thank you. Yep. For me, uh same thing. Did a lot of the same things that everyone here is talking about. Um, and also, yeah, I think the ribbon cutting for me was uh similar to the this was the first year that um I went to the uh summer school open houses as well as the tour and the open
022houses were uh there were some things like uh living wax museums and a little play and some other things where the kids were really showcasing kind of um the culmination of their experiences. So, I really enjoyed that. Um, and then also just that ribbon cutting just was it was one of those ways to just celebrate all the hard work that went into it from the facilities master plan, all those planning meetings. Um, just all the behind thes scenes work and and everyone's ideas coming together and then the community who went door to door. never forget um the kids pulling the wagon and and asking people to put signs in their yard to support our bond measure to pay for SMS and how important it was and some of the really little kids uh with their
023families. So, um yeah, it was just uh just real community effort and support of public education and uh I I'm was excited about that. And I was also really I'm also very excited about the school year with Dr. Crossway and um just welcoming him to the district. Uh so I'm I'm really looking forward to the year ahead. So Dr. Cresley. >> All right. So my turn. All right. So good evening everyone. I'm so excited to be here at our first official regular board meeting and I can't thank you enough for this opportunity to be this be here in in Sunnyville School District. An amazing district in a deep caring community. I'm uh grateful for everyone that's come by uh said hello and welcome me and just excited about the year ahead as well. If we
024go on to the next slide, I want to just take a brief moment to briefly introduce myself and tell you a little bit about like who am I, right? Um so I have over 30 years now in education and public education and that's a picture from yesterday's rib cutting ceremony. Let's go on to the next slide. >> But just to share a little bit about me. So that's a picture of my mom and I. And so my mom has a second grade education. My dad started fifth grade. And so they don't have a strong formal education. The picture on the right there is uh myself right there in the front. The big head right there. That's me with the big hair. And then those are my siblings and some of my cousins who actually eventually
025ended up moving to Portland, Oregon. Um but we grew up, you know, very humble. Um again, my parents were uh had a very limited formal education. My parents were undocumented. my first language is Spanish. I was that kid who didn't necessarily do well in school. Got into a little bit of trouble. Got sent to the front office a lot. Um, and I just felt like school didn't connect to me. It wasn't relevant to me. It didn't speak to me. Didn't acknowledge my background, my culture, my language. And so, it just wasn't something that was important to me. Uh, let's go next slide. But eventually, I was able to figure it out. But I also wanted to share a picture of my family. That's my wife and our son Noel and our daughter Nene. Uh he's
026going back uh actually he's on a flight right now. I think he should be on a flight right now. I hope he's on a flight right now. Uh back to Portland because he's going to be starting his third year. And our daughter just started her first class in graduate school uh yesterday. So uh very excited about that. And we go on to the next slide, please. And so here's just a little bit of my academic journey. So I I start off with uh the high school diploma that I got to because it was a school that had limited resources. Not a lot of us had the opportunity to continue our education beyond high school, but I was one of those fortunate students who had that opportunity. I ended up going to UCLA, got my degree
027in sociology. And then from there, I started teaching and honestly I wasn't ready. I started teaching at the middle school. I continued my master's education at the Harvard Graduate School of Education. And I won't read everything else there, but that's just my educational journey. Um, but my mom would always tell me in Spanish because you went to school. Basically, like, don't think because you have all these degrees and titles or whatever that you're educated, right? Like I was your first teacher at home and I'm the one that made sure that you got the proper education. So, I always give credit to her as well. She did a great job as a single parent. And let's go to the next slide. And so, just a little bit about my professional journey in public education. And so
028I started off as a middle school teacher, taught English, social studies, uh, EL, and then I became a high school ninth grade predominantly a ninth grade English teacher. But with that, I became a director of K8 and then deputy superintendent. So I did the roles for three and four years. And then most recently, I served as a superintendent for the last eight years in Liberty Unified. And uh, just a a great community. and grateful for everything that they gave me so I can continue doing the good work here in Sunnyville. And next slide, please. So, why am I here? And these are my values. And I'll tell you is that, you know, the reason I'm here is because the values of Sunnyville School District really resonated with me in terms of equity, knowing every kid
029by name, strength, and need, and just the push for equity and and making sure that we do right by all kids. And so, um, here you can see my values in terms of what I believe and what resonates with me. And so this is why I'm here as a public servant is because I want to make sure that we make an impact and that we're able to give all kids hope for them to dream big and to know that they can do whatever they want to do with the proper support systems. And so I also want to just share with you that in my almost five weeks here I've had about 50 onetoone meetings. I've had an opportunity uh to I want to acknowledge our executive team here who have welcomed me and uh put
030up with a lot of my questions as well and so grateful to them for their support. Um, but I met with the association presidents with the teachers union as well as a classified union. Had a chance to meet with Rotary, attend the Sunnyville, meet with the Sunnyville Educational Found Education Foundation, the mayor who seems to be everywhere and uh, of course, we go to the next slide. We also had our leadership retreat. So, here's part of the group. Some of them had to leave a little earlier, but just an amazing opportunity to get to know them a little bit more and understand their purpose and why they're here in Sunnyale. We have an amazing team here in Sunnyville and I can't wait to continue doing the work with them and collaborating with them in terms
031of moving forward. And then let's go to the next slide and then so I've been asked like well what are we going to do? What are you going to do superintendent? Right. So, one of the things that I've been talking about and just happens to be here in front of me is we start off with this book called Clarity, but looking at how high performing educational systems operate and what systems they leave in place, right? So, again, this is just a a graphic that encompasses those things. So, looking at revisiting some of these structures, policies, systems in place, and how do we make refinements so that we can have a greater impact um not only for our kids that we have right now, but for future generations as well. And then the next slide is
032just uh yesterday's ribbon cutting ceremony. Amazing facility. I want to thank um our student speakers Edwin and Luna who did an amazing job. Want to recognize Mr. Cuffy and his team who u were out there making sure that everything was ready for the event. and you know, people like Jeff, people like our custodians who were out there hustling and making sure that the facilities were ready to uh for this event. And of course, a big thank you to the city of Sunnyville for their support, Fremont Union High School District and their trustees for coming out and and everybody that was involved in this. And and of course a huge thank you to the community for investing in our youth for basically putting behind right is is is saying to our youth that we believe in
033you and here's what we're willing to do for you. So big thank you to them because this would not have happened without them. and of course our board for having the vision to be able to do something like this, right? Because this is obviously as has been said before, it's a lot of work behind the scenes and for it to happen the way it did ahead of schedule on budget on before, you know, it was expected to be ready and to see the former eighth graders running around like little kids super excited about the classrooms and the furniture was just brought joy to my heart. So, um, with that, I conclude my presentation. Thank you. >> Thank you. Okay. U So, now we're on to item eight, which is comments from the Sunnyville Education Association.
034If there's an official representative online, please use the raised hand feature. If you wish to speak, none. Okay. Not seeing any. Item nine, comments from the California School Employees Association. If there's an official representative online, please use the raised hand feature if you wish to speak. Also seeing none, comments, uh, item 10, comments from the Sunnyville Education Foundation. If there's an official representative here, uh, please use the raised hand feature. Also none. Okay. Uh, item 11, comments from the public. This is the time to comment about things that are not on the agenda. This portion of the agenda provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. However, provisions of the Brown Act Government Code 54954.2A and.3 preclude any action being taken
035on any item not appearing on the posted agenda. Time limits allocated to public testimony are three minutes per person and 20 minutes in total for public comments. Speakers are asked to give their name and affiliation so that an accurate record is reflected in the minutes. Uh we do have one blue card here for this item uh for Mr. Nicholas Negr. Um if you are online and would like to also speak on this item, please use the raised hand feature now. Um, anyone else here in person, uh, you may hand in a blue card. And let me just say one more thing. Um, as a reminder, per our board bylaw 9323, the board shall not prohibit public criticism of its policies, procedures, programs, services, acts, or emissions. During public comment, we encourage speakers to discuss issues
036with civility, to treat people whose opinions differ from their own with respect, and to focus on ideas, policies, and value. Um, so we just do we have anyone online? >> None. Okay. So, we just have one speaker here in person. Welcome, uh, Mr. Negrai. >> Yeah, Nigeri. >> Okay, Negret. Uh, you have three minutes and you may go ahead. >> Okay. Hi, my name is Nick Negradi. I've got a six-year-old, four-year-old, and two-month-old. My six-year-old will be attending first grade at Ellis. My four-year-old was overflowed to TKF Bishop. I'm here to highlight that regulation 5116, school attendance boundaries, can be discriminatory and does not align with your interdist open enrollment policy 5116.1. Homebased enrollment is based on registration order while your intradistrict enrollment first prioritize siblings then requires a random unbiased method is used. Timebased
037applications can be disproportionate sorry can have a disproportionate impact to racial or marginalized groups. This is due to individuals facing barriers in gathering paperwork due to factors like limited access to technology, lack of transportation, lack of access to healthcare, or inflexible work schedules. The intradist enroll pro enrollment process navigates around this bias. Why not align both policies? I'd like to see policy 5116 updated to prioritize keeping siblings together, then use an arbitrary, unbiased random selection. Ellis recently completed construction seems like there was a lack of foresight to already run into capacity issues just one to two years later. The impact to my family is that I have to decide if I should uproot my first grader to enroll a bishop or deal with two pickup and drop off times, different admins, uh different after school
038programs, school emails, etc. We're 11 days away and I can't even make this decision because I haven't seen any transportation details or school start time uh start and end times. Um that's the end of what I have. I've got a minute left. So, I'll just say uh I appreciate uh Dr. Crossway taking my one-on-one. Um I think that was probably like 10 days in. So, I apologize for being the annoying parent, but um you know, this is something that's impacting me and and appreciate uh everyone's time. So, >> Thank you, Commissioner. We look forward with you on that, too. >> Thank you. >> We do have one more blue card. Okay. Thank you. Uh we have uh Mr. Scott Victorine. Um please refresh the podium. >> All right. Hello everybody. Uh my name is Scott
039Victorine. I am a teacher at uh within the Fremont Union High School District. Uh I am not here on behalf of them, but I did want to welcome Dr. Crossley and uh and probably take a little heat for this, but also a fellow Dodgers fan. So um uh but yes I um I I have a daughter who's now in this school district. I attended Sunnyville Middle and Cumberland myself. So it's a special place for me and uh just on behalf of myself and parents and educators as well, welcome to the district. >> Thank you so much. >> Thank you. >> 30 seconds. >> Okay. Um so we are on to item 12 which is a consent agenda items. Any item on the consent agenda is subject to review and discussion prior to being approved by
040the 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 or online uh who wishes to make a comment on the consent agenda? Um if so, please submit a blue card and let us know or use the raised hand feature to let us know um which item you would like to pull from consent to comment on it or have a separate consideration to both. Okay, seeing none, um board uh would anyone like to pull anything or do we have a motion? Peggy. Um, I'd like to pull item C, compact, from the consent agenda, please. >> Okay. Um, or do I have a second for approval of the consent agenda? So, are you making
041a >> Oh, I can uh I I move to approve the consent agenda um besides everything besides um item C, which I'd like to pull. >> Do we have a second so we can discuss item C? >> I second. >> Great. Um, all those in favor of approving all items except for item C, the general contractor agreements, please say I. >> I. >> Chair votes I. And that part of the consent agenda has passed. Um, Peggy, why don't you I guess we need to for the purposes of discussion make a motion to pass item C to approve item C. for the purposes of discussion. Do we have a motion for that or anything? >> Okay. Yeah. I move to approve item C for the purpose of discussions. >> Second. >> Great. Okay. Okay. Um, so
042the reason I pulled this item is this is all the contractor agreements, the contracts that we have. um and they are on consent and there are there's some information that I would like to know more about the contracts in general just um I think in um in general going forward with contracts I would like to see more information um specifically about these I was wondering about the afterchool programs and where um which schools at which school sites the FRXA and YMCA those after school programs are at as well as the junior museum and zoo city of Palo Alto. Um I do appreciate the new table that shows the department that is requesting the contract and also the funding source. Um but I would like to see more information um in addition to those few like
043the math institute of Wisconsin coaching was wondering if this is a new or continued use of the service. Uh who will the PD be provided to? Um other such things. So, um I'm not cons I I don't necessarily want to not approve anything today, but I'm just asking for um more transparency go going forward with details. >> Yeah, I I would agree with that in terms of um you know, I understand we talked about maybe attaching the contract or something, but I think it's for me it's more about like for um is it an inout? You know, sometimes we we approve a contract or we have an agreement with um a museum or with a field trip provider and um a school has already is doing the paying for it, right? And so for us,
044even if it says it's coming out of budget line out of 42, three, four, I don't know, like some long thing. For me, it's just this is um this is Bishop's first grade field trips, you know, or first grades all across the district are are going to utilize this and um this opens up the contract for that and schools will pay as they go or whatever it is. Like that's just kind of helpful context information like is it just one school? Is it multiple schools? Um I had similar cont I had similar questions about the Palo Alto and the after school programming like just where is it happening you know um so that's that might be more of just a description not just a full detail for me I don't know >> anyone else does
045that seem reasonable or >> yeah so that's definitely something that we can work on because if you have those questions. The public may also have those questions. And there's definitely an opportunity for us to provide additional clarification information in terms of like the schools that are being service aside from the budget, right? And then we can also depending on what you want, we can also include more information in terms of like a a breakdown of cost per kid or per school or per session because typically we are already requesting that information in contract proposals and so we can easily include it on here as well. Like and I also think uh for things like science camp, you know, we're we're approving the the paying the the county for science camp uh just kind of giving
046us an idea of like, well, how much is it? You know, because we we all had our kids go through at different times. So like, >> yeah, >> what's it at right now? You know, has it gone up? Has it gone down? Is it still 300 bucks? Is it 500 bucks? Like what are we what's that number? >> Yeah. And for things like that, we can put the total cost and then the costs that let's say the schools are contributing or the district office or family contributions, we can include those as well. >> And I heard a question about science camp that it seems to have increased a lot this year. So that would be good to know. >> I mean, it's not like we can do anything about it, but it would be good
047to know how much it's increasing. Yeah, we'll work with our team to make some adjustments, come back to you, and then we appreciate you giving us the feedback so we can continue to meet the requirements. >> Great. Thank you. >> Yeah. Um, for the science camp, it's it's particularly relevant because the Sunnyville Education Foundation is fundraising um so as to cover some of those costs. So, we want to make sure that um our advertising and the marketing around that is also accurate. So, appreciate that extra detail. Thank you. >> Okay. Are you ready to vote on this? >> All right. Um, all those in favor of approving item C, please say I. I. >> Chair votes I. And the motion passes. We're on to item 13A, which is uh review and action approving the school
048plans for student achievement, the Sipsus. We have a whole bunch of people listed on the program, but I'm guessing it's starting with Dr. Dean from teaching and learning, chief learning teaching and learning officer. So, we'll start with you. >> Yes. Thank you. Um so we're bringing um our student plan uh student uh achievement um for review. Um this is an annual compliance item for us. Um I also wanted to offer a bit of clarification. Yes, it does include a few team members because we do work on this in collaboration um as u with fiscal services as well as with teaching and learning and to be sure one our documents are compliant but also to support our um administrators in writing their plans so that they're clear about what they need to do and they also
049have support in writing um compliant but also functional plans to lead their schools. So we're bringing um the plans forth. Um it's an emphasis um around and support for English language learners is a part of this also in collaboration with our school site council um at each of the schools also um offer input and guidance to our principles which helps them to finalize their actual school plans. In addition in the plan we have emphasis around the areas of um attendance which is the ATSI or CDSI. Um for us um the emphasis has been the ATSI um um for some of the support of our schools. We have not been um a part of the CSI and we want to keep it that way. Um so we're coming to you this evening um in order to
050approve our 202526 school plans for student achievement for each of our schools. And these plans are aligned with not only our local control accountability plan but also with our strategic plan. And at this time, I would like to ask for your approval of the plans and also an opportunity to um address any questions that you might have. >> Thank you, Dr. Dean. Uh before we do that, u and the board has uh discussion, we will first move to public comment. If there's any member of the public who would like to comment on this item, please use the raised hand feature. Or if you're in the room and you'd like to comment, feel free to a blue card. [Music] Okay. Um, seeing none, um, for could we have a motion to approve so we can discuss.
051Since this is renew and >> I approve this, >> I >> Great. Um, all right. Who would like to begin our conversation? We can start with Peggy. you can go down the line and then >> um Okay. Well, I'm very happy to have the SIPs on review and discussion review and action today. Um they were last on our agenda as a consent item and um I felt like there wasn't much opportunity to look at school specific data um in a board meeting setting. And so I'm I'm really happy that we're able to talk about this. Now, um I guess in general, my general question is how is the district supporting schools in um making and um supporting the plan making and also the follow through of the plans. Um and um just wondering about the
052the regularity, the alignment there and wondering about seeing data um throughout the year. Yeah, great question. This is one of the things that we've talked about in terms of how do we better support our school principles and align our data to make sure that it's consistent and rather than having schools each individually work on their data is what we want to do moving forward is give them the data and help them analyze the data and make sure that they're also engaged in conversations with their community including staff and parents so that they have that type of support. The other thing is we want to make sure that we have a clear timeline in terms of those expectations and how are we moving forward with supporting them along the way so that it's not a big
053project that's due at the end of the year or whatever month it might be due and then where we're doing it and giving them feedback. But we want to make sure that there's also opportunities for our our schools to collaborate across the organization especially our two middle schools right in terms of how they're working together and how do we help them also share like these are some of the successful things that we use for parent engagement for uh interventions for making sure that we have good teaching from the very beginning because if we're having good things at one school that are making an impact we need to make sure that those are also available to the rest of the students in other school sets as I hope that helps a little bit. >> Were you
054wondering about um process as well with the um school side council and things like did you I thought you answer questions around that. >> Well, in terms of the data, are there other opportunities for us to review how schools are doing and and I've never reviewed I've never approved a SIPas before. So, I'm just wondering about the process in the calendar about where we're looking at data and um the support at the school site level. I was on the school site council and I know that we I I as a member of that group >> didn't feel like I had a lot of information from which to >> like make decisions about how to make goals for our school. >> Yes. >> It felt kind of like in a vacuum. So, >> yeah. So for
055me as a new superintendent here, I began the conversations with our leadership team in terms of data and I know we want to have a data conversation here with the board in a public way so that it's transparent in terms of what are our strengths and where do we need to focus on right in terms of making an impact. But separately is I want to make sure that we have an opportunity to have a state of the district >> and we're looking at potentially October 14th as a possible date and that's another opportunity for us to share with the public about where are we as an organization in terms of our data right and then at the end of the year I will also have another presentation in December of highlighting you know the whole
056year 2025 in terms of where we're at and then any additional data that we can have but as we get closer to developing the budget and bringing forward the LCAPS for next June and uh board meeting is we should have multiple opportunities to touch conver and have conversations about the data as well as our budget uh moving forward. So my recommendation is that we also try to have another one in the in the spring but separately it may also be a good opportunity for us to have another study session for us to dive deeper into those data. But how do we have consistency in terms of how do we tell the story behind the data? How do we build up our capacity across the organization so that all of our principles and parents and other
057community members are truly able to see our data? And how do we put that on our website for example? How do we encourage input from families in terms of the needs moving forward? And so data should not be a one shot, not a one presentation. It should be ongoing throughout the year. Yeah, I it seems that that was actually one of my doubts and questions. I was I couldn't find when I was coming where I left it, but I I tagged by color and I I was happy to be able to understand all the data that was there and looking at the at the little colorcoded data for each school were all over the place. But I wanted to understand then how differs the plan from one school to another depending of if they are
058in the red or if they are in the green. How exactly are we approaching that to take the ones that are in the red all the way to the green? So I couldn't see that story easily. >> Yeah. also for the thousand pages but easy for me to understand and of course is there is also the idea that we want to have a consistent plan for everybody that is the school how we do everything in the district but I suppose that some needs more than others >> correct >> and there should be some adjustment depending of where we are at and there were also some doubts that I had about when I saw So the two middle schools, it seems that they look like they have similar classes like in EOD and in Spanish and
059similar curriculum for the different levels of math. Well, I always understood that they have different somehow they have different populations and they have different amount of well and one of them has huntos of different levels of for Spanish and Spanish learning and inclusivity. So I just wanted to know if that was just a strategy over both of them or and they are actually different or that was each of them have different. >> Yeah, I'll defer to Dr. Dean in a second, but schools should have some consistency in how they develop their plans and what's included or expected to be in the plans. Unfortunately, the school plans to your point have become these lengthy documents that are really more about compliance now, but they should also they do present an opportunity to communicate and engage the
060public in terms of where we're at and our goals, right? Including staff on on campus. Um, and I have been engaged in some conversations at the state level to try to go back to re-evaluating the format of the single plan so that they're more user friendly and their actual tools. Um, and yes, the school should have some consistency, but because their data and their needs and their strengths are different, they also have that opportunity to have some autonomy and personalize what they're going to do based on those needs. But in terms of like the other question, I'll refer to Dr. I'm not sure I know exactly which programs you're referring to as it relates to the middle school, but while some of their population and demographics are a little bit different, our approaches to English
061language development are very consistent and align above across both campuses. And I will say that our middle schools um an advantage of having only two is kind of forces collaboration and they do collaborate very often on most programs across the district. So if you see some similarity, that's probably their communication and collaboration around those programs. But they have taken their unique data and applied it to their schools specifically in both their plans. So even if at first glance it looks like it may be the same, they are taking in consideration their actual data from their particular schools. >> Michelle, do you have any thoughts? Uh I think the one thing I just kind of as we were talking and I'm thinking back and I just remember you know my first couple years on the board
062um right essentially anytime newcome it's like what is my role in this like what exactly is this purpose is it a compliance document is this a document where you see kind of all that stuff and I know we did end up I don't know what year was but we had um I don't exactly study session but kind of study session like thing to kind of learn about them better and so that's kind of my wondering is Maybe we want to have I don't know if it's study session, maybe it's a good space at like one of our governance meetings to kind of talk about what is like what is the SIPA, what is board members roles in the SIPA and just kind of go through some of that stuff. So that's just kind of like
063a thought that I had. Um, and then just circling back, I think you maybe got this, Peggy, but I think from my understanding data from schools like diving into that like SIF says is not the space to do that like these other spaces. >> But I could be wrong, right? But that would just be my like that is an important thing. But we would do that at other times, not necessarily such. But again, like if we had a bigger discussion like maybe I'm wrong on that. Maybe this is a good time. >> I think she meant for her school site like >> No, I meant like in general like during the year when do we get to look at data? And I thought that look having this opportunity for SIPs >> to talk about school
064sites was a good opportunity to ask that question when do what other times will we be able to look at data? Um but piggybacking off of what you said, what is our role in Sips? I also want to I'm also interested in our role in um like the alignment with the strategic plan in LCAT and SIPs and how we can better understand that outside of the compliance aspects of it but in terms of um like what are we as a community a greater community um or each school sites what's the narrative there what are we working on what are we what can we be proud of and um How can we share those within our girls? >> Evelyn, do you have any Oh, I'm sorry. Michelle, were you >> Evelyn, do you have any comments
065or thoughts on that? >> Okay. Um, so I I had a couple things. Um, first of all, I think this is one of the documents that a few years ago Dr. Valentine worked on to make more cohesive. I think she did that with the safety plans and she did that with the SIPAs and some other things. um where it is they do have more common language than before. But um I sort of I I'm relating I was definitely nodding along to what everyone was saying because um I do think that um the differences school to school. I can imagine that for a school site council receiving information just about their school, it would be very difficult to say like, well, what's our goal based on this? Because you're not really sure what's happening at other
066schools that might be similar to you. Um, not necessarily every school, but maybe, you know, maybe there's a buddy situation that could happen or something like that. but um or in relationship to like how overall our district is performing like this is your school and this is this is what the data means and and just giving you a deeper understanding of that. But um but I was thinking you know I focused in on the two middle schools um because well just in general for all of them I want to say I really do enjoy the reflection piece of it. It's clear that the principles and their teams take a minute and they say this is how we thought the year was going to go and this these are all the things we tried and these
067are the these are the initiatives that we were able to complete and these are the initiatives that we could not get to um and or are just incomplete or they're a work in process. So, I really appreciate that like reflection on the year. But then for the two middle schools, I was looking at how they were approaching the next year and I was reading through their reflections on the year and I was just getting more and more alarmed. Um, just because I was thinking to myself, you know, how can we ensure if we have a school that like last year in the Sips it says all of CMS was in the orange, right? and like for both language arts and for uh math. And then for the middle school, SMS had some groups that were
068that were in the red or the orange uh some significant student groups. And so I was thinking about it and then when I was looking at the the outcomes, they said, "Well, we we offered we wanted to offer after school tutorials But no, no teacher signed up for it. Like it just wasn't it didn't happen. So we had we had a school of a thousand students where we had hundreds of students who were below grade level and we had no we might have had other groups coming in and we had things coming in from the high school but we had no intervention available for them because it was elected based on teacher sign up. And I think like for me that raises an alarm for me because it makes me think like maybe what we're
069the incentives aren't good enough, right? Or maybe maybe uh like we had talked a couple years ago uh where CMS was talking about experimenting with scheduling so that some teachers days would be staggered so they would be available for the afterchool kind of part of the day. So I just think that that would be an opportunity. So how can we ensure that things that we know that we need like extended time even though we we I agree that we we have to make sure that our in-class time is useful but if you have a student if you the middle school teachers have like 120 150 students they have each of them for either 50 minutes or maybe a longer block every other day depending on their schedule. They do not have the time to get
070that kid caught up if that kid is 150 points below standard, which is a couple of grade levels. They they just are not going to be able to get that kid caught up. And that kid's probably below standard in a couple of different areas. So, we have to have systems for extended time built in. So how can we as a district ensure that we have those afterchool supports that are in our school plan that that happens. Then the second thing was that I saw with the school plans which things like at CMS we hear over and over the concern for parents like at middle school overall is bullying, right? bathroom safety bullying and just walking in the hallway bullying bullying and like whatever it means to parents, you know, someone said something mean. Is it
071actual bullying? You know, there's all sorts of systems, but nobody wants their kid to be bullied. But the restorative justice piece that was in the school plan, it didn't happen last year. It happened like intermittently. And it was like it was not clear to me that it was going to be happening the next time or they said culturally responsive teaching. We want to do training so that we have culturally responsive teaching so that each that all students feel really welcome. It didn't happen. Maybe there's no money for the training. But that's what we're that's what's dropping off. And I'm just I'm just concerned that that even if it's even we're getting a snapshot of reality um of how things went or what was the other one? Oh, the strategic plan. Both school principles when the
072strategic plan came out, both middle school principles were very excited about the idea of studentled conferences. They were pumped about it. And then they said, well, for whatever reason, it was in SMS's plan. It was not in CMS's plan for studentled conferences as a way to show child directed learning. So the principal wrote in the plan at his end of year reflection that we had they had 15,000 14,000 something dollars set aside to pay teachers to do studentled conferences as a pilot. They were planning on matching it through the Ed Foundation grants and matching it through PTA. So that's like $30,000 of money, pot of money sitting there. They had no teachers take them up on it. Not one teacher in the school. And that's just so disappointing because it's the like it's foundational of
073like what we wanted to do. So if it can't happen after school, so rather than just eliminating that from the school plan, is there a way to say, okay, it didn't work after school, maybe we if that's something that we think is really important that's that we find a way to do restorative justice, we find a way to do studentled learning. um that we we build these things into other parts of our thing and not just say, well, we're not going to do item number E. Um if it's really a core thing that we're trying for. So um that's what I would be look interested in like having a conversation about like at a later date like about you know for these initiatives that we want to try um that we think as a district
074are important. How do we support them so that they actually happen at the school site? Um, even when we learned it didn't work the first year that we tried it, you know. Um, so and then my other thought was, um, you know, I saw a couple things on there that I didn't really understand. Um, like for CMS, for example, it said one thing that we're doing is we're going to have less families access onto campus. And I didn't understand if that was like less family events because they were ser cir focusing on academics or if there were less families. Um like if there was a reason or I just didn't understand you know some of the questions in there. Um, and then I was hoping I know it's a compliance issue that we we list
075that there are children um that children with special needs uh are in the you know they're performing below grade level standard. Those are students with IEPs if they're listed on there or is it 504s and IEPs or is it >> if it's special? It's it's not 504s unless they have a 504 and special ed. >> So special ed would be students with IEPs. >> That is correct. >> Okay. So, I think that like for me personally, I understand that we need to make a plan, but the students with IEPs have a pretty detailed phone book size plan of like how they're going to meet their goals incrementally and it's tailored like on a whole spectrum of um needs, right? So they have like um you know the learning goals are very tailored to that child.
076So for me, I I was wondering um for all these other students that we have for the English language learners um our Hispanic students, do we have any like is there any thought of creating um you know an individual language plan for them or like an academic recovery plan for them for those students who are far below grade level? How do we move them to grade level? Um, and last but not least, there was an issue, a question about transparency. Um, I had a talk with principal just in passing at this at the ri after the ribbon cutting ceremony and um, we were talking about the sips and you know Q said, "Oh, I haven't gotten around to it, but I really want to understand the the relationship of their grades with the CAST scores
077because if parents don't have any idea how far below standard their kids are, their kids are receiving ing grades that are, you know, approaching approaching is like a three, right? Or >> be a two >> is a two and meat standard is a three and above is a four >> or is it a three four? What is the what is the >> the three the three you were >> it's a three >> approaching is a three and meets above is a four. So if I see if I'm a normal human adult that is not in education and I think okay a four is an A, a three is a B and a two is a C and a one is a D. And I'm thinking my kid has all threes. I'm thinking my kid's doing
078pretty good but my kid is approaching. So where does that put them on the CASP? like where how do our CASP scores correlate to the grades that we're giving our students? How aware are parents? How do they interpret that CASP score that they get over the summer? Um, so you know, those are all things I was like thinking about just looking at the two schools. Um, and I don't think it's I don't think those are questions that get answered by reviewing the SIPs. I think those are like bigger questions for like how we as a district like manage our own expectations of ourselves, right? So, I'm grateful that they have reflection, but I'm a little I'm a little kind of just alarmed by, you know, how how it's shaken out so far. I just remember
079that in the last few years we talked few times as a board and in governance that to put in the calendar somehow it has been too complicated and never happened to put in the in the calendar a round table with leadership in middle schools together and try to move forward both middle school together seeing the good things talking to each other see how they can help each other and what they want what are the proposals to improve somehow try to make a round table with the board and with the principles and somehow leaderships and I think we say that we have been saying that for two or three years because I was I was the president at the time and but there was always complications and there was never time But just wanted to put
080it out there that >> especially because now we have the Sunnyvil promise where we promising to get them ready for high school and beyond, right? So if we promise to get you ready for high school and you're in middle school and we're not there, like how do we get you there, you know, in the in the um in the short time we have with you in the last part of your career? And then there there's also on the SIPs, the other thing about when we get into the regular data meeting on the SIPs, you know, what ne what doesn't show up and what's kind of invisible when they when schools used to come and present their data one at a time, we would run into the same thing we would see on the SIPs where
081there are those groups of kids that are minorities where there's only a handful of unhoused kids or foster youth or um African-American students or these small small populations, but overall there it's a large enough group where we could look at the data for them. But if we just go school by school, then it's just like no no information, right? We can't tell you information because it could identify somebody. So, I think when we do our data meeting, if we make sure we get those smaller student groups with needs, um, uh, that we can really take a look at because when we did the strategic plan, um, we saw a lot of red in areas that we hadn't seen when we did it school by school. It's it's not in the SPS booklet. >> So, those
082are my thoughts. I would love to get a just a visioning session with both both middle school teams. Maybe we could talk about putting that on the calendar. Um, but this is a compliance measure. This does need to be approved by September or something. Well, there's no strict timeline to be honest with you, but my recommendation is given that the timing of the year, if we were to send it back to the schools to meet with their staff and with their parents and then wait for it to come back for board back in October, it will impact um some of the programs or plans that they have in place. >> I'm not interested in doing that. I know that these were written in the spring. Um, and these are plans that the schools are ready
083to launch with, right? I I guess my question is more around how are we as a district supporting the schools throughout the year so that we don't get to a point for example with the um student le conferences um where they just weren't able to do it because of the resources and we didn't know about it until the reflection a year later >> and or the no tutoring I mean >> absolutely absolutely and the resources and the desire was there but it was it didn't happen and then it just turns out to be like um you know just a reflection, a disappointment. But there must have been points in between where like there could have been a little bit more support in order to make that happen to support the schools in in doing in
084following through on their vision of what would support students because they they do know best. They should know best. >> Just may just add something. So just based on that too is is working with our team to figure out how we do a check-in with them, you know, so that's not till the end of the year with the reflection, but that we can also provide that monitor and make some adjustments in terms of pivoting resources as well. >> Yeah. And I I am not I I personally like after reading this I I am not going to go hammer on anybody to go do studentled conferences if that did not happen. if that has happened for a reason. But I I really feel that um this board has discussed a bunch of times about the importance
085of um getting targeted tutoring and the importance of um restorative justice practices. And I really feel like um that those should be strongly pursued and if they've been cut out of their plans because they're just thinking that that's just one more thing they have to do. I don't know how I don't know how we're going to make the progress that we want to make or um that we're going to uh make an impact on uh students lived experiences at school if we don't lean into some form of restorative justice um and >> intervention. Exactly. Thank you. >> So I I mean I would I would hope that would be the that would be my only I'm not saying go back and revise everything but you know as you're talking to principles and stuff I would
086just hope that that comes back in the I mean, is that just me or I mean board are we >> still in agreement on that or Isabelle's saying yes. Evelyn's not saying yes. >> Peggy's saying yes. Michelle, what do you think? >> Well, I'm right. I want staff to decide if that's the priority, right? Like I mean, so if staff also agrees that that is the focus, then yes. But if staff thinks something else is the focus to help move the needle, I would go but I would support what staff wants to do. But I don't think it's a bad thing like right like these things are not these are good things. That's not >> so we also have the governance calendar coming up on the next item. >> Yeah. and and that's an other
087opportunity for us to look at the governance calendar and figure out like where would be appropriate times for us to engage in some of these conversations but also it's like okay what will make the impact right and like how much do we want to get into the development of the single plans knowing that it's partially it's a compliance item yeah >> we're supposed to go through the process >> but to your points earlier about how do we provide that support and guidance and how do we check in with them It's just like, hey, we're having a hard time finding teachers for this tutoring program and how can be we how can we be creative at supporting them so that they're are able to provide those additional supports for students. >> Okay. Well, let's do let's
088do that. Let's talk about it at the governance um thing. Let's vote on this. Um all those in favor to approve the SIPas, please say I. I. I. >> I. Okay. Chair votes I. We approve that thing. >> Go. >> Thank you. Thanks for all all the hard work on that. Um, okay. We're on to item 14, uh, review and discussion. Uh, so we'll review and discuss the governance calendar. Dr. Cresley, >> just do they have a hard copy of the governance calendar that we have? >> I don't know. >> Yeah. Can we get some hard copies for them so that they read? But basically it's an opportunity just we executive team has gone through the governance calendar draft to make sure that any required items are on the calendar as needed. For example, how
089budget presentations but also things like employee recognitions. We want to make sure that we make space for things like that. but also in terms of some of the discussion that you were having earlier about supporting schools, right? Um but also for you professional development for you in terms of what are some of the things that you would like to see um you know going earlier was mentioned about perhaps training on single plans and the purpose and roles of uh the single plans, right? Um, so with that, we'll get you hard copies right now, but um, it's just a good opportunity for us to be a little clearer in terms of what we want to bring forward to you for discussion topics, professional development, any data points or other presentations that you may need as well.
090And it's a lot. So, >> we won't be able to put everything in there, but we got to be strategic about what we want to prioritize as well. That helps. >> Okay. Um, so >> quick comment. I apologize. Um, just for clarification, I apologize that it's there's some um cells on it that are green. That was my notes to myself as I went through and I forgot to clear them before that. So, the green means nothing. I apologize. >> Thanks, Jerry. We know it means now we know. >> Just for clarity. >> Now we know. And it's kind of a nice teal. >> It's fine. Okay. So, um, now it's time for public comment. Um, if any member of the public wishes to comment on this item, please use the raised hand feature now or
091submit a blue card if you're in the room. >> Okay. Uh, seeing none, we uh, board, we do not need a motion to begin discussing. Uh, we would we like to would anyone like to start the discussion? Um so the what we see on the agenda right now is um is this just a carryover of what we previously seen um like from this from this past school year and so that was brought in and now we we want to see what else we want to discuss. Is that the purpose of this >> right here right now? >> Okay. But all the things that are populated currently are things that >> not everything is on there. Not everything is on there from our list. >> Okay. Uh I mean in terms of like the compliance aspect
092of the like reports that need to be reviewed at a certain time or like the interim reports that's that all of that is Williams things. >> Yeah. We have our items that we have to have and and when they should be on there as well. >> Okay. Well, I think connected to that, what I was curious is we have and I think it's I think it's held in our governance handbook, but somewhere the like the governance cal well the calendar not the clock the clock is that other thing but the calendar right that isn't like detailed of like this this exact meeting we're doing this specific thing but it has those I think what you're talking about those general like LCAP review happens in March and or I mean it's not then whatever right like
093yeah there's that calendar earth So that's kind of asking is everything from that calendar on here because that would kind of have all the things you know that are like we have to do and then also just our practices right like our board self-evaluation like that doesn't technically have to happen but that's something we choose to do right so that would be on that governance calendar and we usually do that in November which I mean that is on here but so I guess that's my only question is did we pull everything from that >> I see the or board organization on there and I see the Um so like for example in November we typically have the board organization discussion >> um and then we vote on it in December. Right. Yeah. Um and then
094it takes effect in January and then um the that all caps are listed under the review and discussion and then review and action like it goes back and forth between the columns. Um, so anyone else want to further questions? Do you want us to do you want to ask if we can print out the page that you're talking about from the handbook? >> I don't really care about us going through it. that just like if they've gone through it to make sure everything on that is captured here >> and may I also make a recommendation this isn't the final right so if you have feedback you can email me directly and then I can work with President Watson to figure out the best time for us to um address those potential topics. One of the
095other things that you may also want to consider is an opportunity for presentation on facilities, right? Given the bond and and be transparent with the public about the progress and timelines. I know we have a separate COC, but as a board, you may also want to consider um having a separate committee for facilities that meet more regularly than the CLC to get updates and to be able to share that information out with the public as well. another meeting >> and that that would be at the um would we wait until November to do that or >> well yeah that's that's what you consider and then we would try to figure out as a team when would be a good time for us to present that without overloading a meeting with other topics as well and
096then separately my other recommendation is you know today we were able to do the recognition for Cherry Chase there's a lot of amazing programs staff who are doing great things, right? So, how do we also um moving forward look at recognizing more of our staff, our students throughout the year as well? >> How can we identify those people to be celebrated? >> Yeah. So, we're working on that and we're reaching out to principles. Aaliyah is also um taking a lead on those efforts and we also want to develop some parameters and some language so that people are clear as to when we're going to do these recognitions. But we're open to your feedback and and hearing from you in terms of some of the programs or services staff that we can also recognize throughout the
097year. >> Is the idea to do it every meeting or like once a month? Like I know we kind of started it in the spring. The plan then was once a month we would do it. So about every other meeting. >> Yeah, it's it depends on who we have to recognize, right? So we're not just recognize to recognize but who we're recognizing and also just the tenor of our board meetings as well. Um in addition to the facilities report um and perhaps subcommittee around that. So for more regular updates um in your five weeks here have you noticed any other areas where you feel like we could use some more um just conversation around our presentation? I think the other areas that u are always important budget staffing special ed right um the data you've
098already brought up I mean those are five different meetings right there alone so that's a lot >> on top of everything else that we already have on here for consideration as well >> so can we put those in like what is this the time to do that or I mean is that like that's based on >> yeah this is just a conversation was my understanding right no action taken on any of these things right now. >> Okay. Okay. I'm not by following. Are you saying create additional meetings for discussions for all of those things? >> No. >> Okay. >> Yeah. Only for >> I was going to say I don't feel like >> only for facilities is what >> and then the facilities one because I kind of feel like not feel like that's not
099feeling I it seems to me that we get about twice a year. It seems like there's one in the fall and one in the spring that we get >> in mid year too. We >> on So yeah. So I it seems to me that we are already getting updates on the construction and things that are happening. So I personally don't feel like we need to get more than what we have been getting. Others might feel differently. >> Yeah. I just didn't see it on the calendar. >> Yeah. >> So let's just make sure that it's on here as well. >> Yeah. And I and I think a lot of that's because I think Brandt's usually pretty on top of Brand's like, "Hey, we're doing all these awesome things I want to share with." So maybe
100it's actually more than twice a year he's getting them. >> Good. Yes. >> I guess I because he also gives the bus and transportation updates too. >> Yeah. Okay. >> Bridget, did you >> Well, I think I think that we've gotten them because we've had a few things that have come up where they've needed some feedback from the board. um like particularly on um multi-use bathrooms or things that >> so we we had a you know and then at the same time like we've been looking at our transportation and other stuff. So I think I think we've gotten some things but then there were other things where um you know we didn't get an update on like the um that was kind of decided in the um it was decided in the uh bond committee
101um like I mentioned I mentioned it to Isabelle that I was surprised and she's like oh yeah we talked about that a while ago and I'm like no like we haven't the rest of the board hadn't been informed about it and um you know that we were going from a remodeling to a new building and like just that whole change and like for things like what does the front of a building look like? Like I would really like to see that >> and we didn't even see the process. No, but that came later after everything was decided. I remember we had a discussion in one of the bond committees that after the remodel got to be it was cheaper to make a new building because >> then I don't know the the percentage of things
102that were going to be different. It was too big anyway >> and the the district architect wasn't going to accept it as a remodel. So it was going to be a new building. So they decided to throw it away. I never saw the process and then they brought us the new project completely different just to approve in consent agenda and that was like wow what happened here like >> so I think like I think that that could be refined a little bit so that we get that especially when we're talking about like hey what does the front of the building look like stuff like that >> um so I because I still would like to know because when we had the original design for the the remodeled building we got to see the um >>
103you know the kind of the design layout like when you walk up it looks like this. So things like that. Um and then uh you know I really do love the idea of a middle school envisioning just a conversation. We don't have to decide anything. Um and then when we work these things out like I think we had talked last year we had had we kind of had one meeting where it was um all the programs of choice and school focuses together. Um, and lots of parents were in interested and showed up at that meeting and then because it was everyone altogether, it it wasn't enough to satisfy the community, >> I think. And we didn't get to really go deep enough into like really understanding them. So, I think if we do over the
104course of next year revisit our school focuses and programs of choice, I think we should break them out um just so we can go deeper because I know people will will be interested. And as far as celebrations, I'm I am excited for celebrations. You know, we've been to other districts where they they really lean into having a um celebration for um like at a district level for uh students who um are reclassified for reclassification. And we have, you know, we have a theater, we have like Ellis, we have we have other places it would not have to be here, but some sort of a reclassification ceremony. I don't think all the celebrations belong in a board meeting because we have a lot of business in some of our things. Um, but I love the idea
105of district level celebrations for the some of that stuff. >> Um, but then as far as bringing students in and celebrating what's going on at the schools in our meetings, I think that's fantastic. And um you know I would love to see some of the um some of the quieter work also recognized you know like our um our uh classified staff. I would love to see um some uh some of the parent volunteers. I would love to see some of our, you know, make sure that our our programs for like maybe some of our family groups um the work that goes on in programs like Strive, you know, I think those would be some great areas to highlight because they're they're invisible. A lot of people don't know that they're happening. >> Yeah. and if
106there's like a way to elevate them and do something for them, I think that'd be really fun. But I'm open to anything and I would love I would I'm just excited that we're going to do it. And then we have um when Dr. request plate and I meet with um Peggy and we go through all the um things that were already on our list for discussion. We can it's a matter of like when when the teams can get that work together. >> Um yeah, I'm really interested in bringing this Huntos um advisory committee um earlier. Right now it's in December as a study session, the Hunto's program goals and family engagement. And I know that's that's a call that um families have been making to be more involved and and be in conversation with with
107the district about um the program for their students and the purpose and where we're going with that. So, um I'd like to see that happen >> earlier than December as well as um the school focuses that are kind of um ambiguous right now like the Vargas and Lakewood um specifically Fairwood, right? And Bishop, we have we have something going and we have an employee, right? So, but I'm really curious about are is this going well? are we supporting them as well you know and also with Bishop um what is that what is the theory right what's the theory of action there what do we expect to happen because we have this new person providing these classes I don't think we really had that discussion so I'm curious um about how we can collect data around
108that how we can show that it's working or not working um you know how that's that's the question about I I think all of our our school focus and and programs of choice is are we doing what we want it to do is like and how do we know that >> or or just a check-in? >> Yeah, I mean that's the other thing I think if we had this some of these as discussions um discussion items or presentations that were discuss opportunities for the board just to see where things are. I don't think it has to be like this is what we've decided, this is our plan, this is our recommendation going forward. It could be like this is the status of where we're at. You know, this is we're we're feeling a little lost
109here and um or we're we're getting we're building momentum around this interest area. Um yeah, I'd really rather not have the this is what we decided presentations because I feel like that's happened before. And then I felt like was there an opportunity to input? I didn't feel like there was an opportunity for the board to input on things that were already decided now coming to us on the agenda like now it's time for you to prove it but I'm just learning about it you know so like I think um more opportunities to engage just to learn more or for updates that that is of interest to me you touch a topic that is not here and I think is important we do everyone once in a while and we should keep doing that. Touch on
110programs of choice, >> the goals, how are they doing, how have they improved, yes, are they doing what they want to do, why not, etc. >> So, a study session on them. >> Yeah. Yeah. And I'm really stuck on the name for the October 9th meeting that it's a governance data meeting because typically our governance meetings are not our governance meetings are not broadcast. They're not translations available upon request, but they are not recorded and and in the same way. And I really would like to have that strategic plan update meeting and the data meeting. I would really like to have that with public on public view. I think that's really important. So if it's maybe it's just not called a governance data meeting, it's just a regular board meeting where we have one topic
111and it's a study session for the whole meeting and it's >> you know because I think if we call it a governance meeting then later people might say well you recorded that one but you're not recording other ones and >> you know we want to get a governance meeting or the governance ones are more casual. >> Okay. >> Yeah. generally are le I mean public's welcome but they're generally more for us as opposed to like things like data would be very important to everybody. Um and another another reason to bring in like the Huntos meeting earlier would be you know last year we were asking the questions around um efficacy of the Huntos program and you know if it is making a difference compared to our programming for um the nonHunto students at the same
112school at San Miguel in particular. So, you know, for December, is December, if we do that in December, is that enough time to to make plans for the following year if we if we wanted to change thing or if the data is telling us or the recommendation is to begin to shift things, you know, what is that is is that enough time? By the way, when I was talking about school of choice or I think we gave it a different name >> school focus and for focus >> both >> is a better name. They don't it's not about puntos. It's about the other schools that we have. >> Right. Like Fairwood, Lakewood, Vargas and Bishop. >> And Bishop. Exactly. >> Yeah. If it's whole school. >> Yes. >> Exactly. So we can have a special
113day for Hund and then a special day for the other schools. >> Yes. Yeah. >> Okay. And then for the superintendent uh evaluations, um we just like we had had a um a conversation last spring someone I don't know if it was Evelyn or Peggy someone one of them went to the masters in governance and there was I mean you both did you both finished it bravo for you. Uh but you I think someone came back and they said like well um I think you shared that some some districts have superintendent evaluation on every agenda just so that they can talk about it and check in about um superintendent goals. So what did what did you do at your other district? Did you just stick to when it was like an actual evaluation or >>
114Yeah. So typically it would be um during the summer at a regular board meeting for close session and that's when we established the go and metrics for the evaluation and then we would touch base around September October again and then the evaluation was back on the agenda typically about three to four meetings in a row from January through early March. Mhm. >> So there's multiple conversations um leading up to the final evaluation. >> Okay. >> And I I think when we used to meet the presidents of when I was president of Certino and Fremont Union High School, I think Fremont, they do something that once a month they have something they call a superintendent evaluation. But as I understand it's similar to our Friday reports where he use reports what's going on and brings everything
115that has to do with facilities or with something important that that month but they have it built in. So it's a report on the superintendent to to the board of something that he thinks important to be during close session. >> Okay. But that that was I think Certino does that which is a different model. I don't know. Just putting it out there. It's not that I wanted. It's just >> they do it differently. We do it through weekly updates and >> Yeah, exactly. It's just they do it differently. >> Okay. I say we haven't heard from Evelyn. I know like you're new to all this, but do you have any thoughts or questions or >> trying to absorb everything? It's a lot. Thank you. >> Okay. Um, well, great. So, I think we hashed it
116out. I think we'll be able to start putting things on there. And then will we will we still have access to like last year we had we couldn't it was view only, but we could see what was coming ahead for future meetings. Will we have access to this like in soft copy again like last year? View only. Yeah, >> view as view only. >> Okay. Um because that's kind of helpful so you can see like what's what's next >> on the agenda. Okay. Um anything else? No. Okay. Great. Excellent. So um we are on to item 15 which is information uh information agenda. Williams uniform complaint settlement quarterly report is looking really good. Um so that is information that's available uh on the agenda. Uh item 16 is future meetings and adjournments. Our next meeting
117will be Thursday um is that correct? Thursday, August 21st, right? Uh 6 p.m. It will be a governance meeting here at the district office. Uh this meeting is adjourned at 8:31 p.m. Thank you. Y done. >> Thank you, Angela. Thank you. >> Thank you. Have a good evening.