061825 Board Meeting

001I thought that we had [Music] 90. Okay. I thought I signed it already. So I thought I signed the resolution. I looked it has an attachment which shows I signed. So I thought a little bit. He's here all night. Bo me a bit. Wait for that. [Applause] It's going to happen over time. I just used the gas. [Music] [Laughter] Got to go to your email now. Hello. I could use some maybe or I'm having difficulty signing in. Is there someone else? He can help. He's good. That's fine. No. [Music] So, sure. [Music] I'm just going to use my phone. I can troubleshoot. Okay. Yes. Oh, I know. Okay. Which time is it? 6:01. Okay. All righty. It's now um It is now 6 Hello. It is now 6:01 p.m. and I'm calling to order this

002regular board meeting of the Sunnyville School District Board of Education. This meeting is available in English and Spanish. Would the translator please give instructions on translation services available? Yes. Uh good afternoon. Today's meeting will be interpreted using Zoom's online interpretation function. And once the host has activated the interpretation function, all participants must choose their language of preference by clicking on the globe in the toolbar located at the bottom of the screen and clicking on the language of your choice. Thank you for your attention and cooperation. Thank you. 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. I see that all board members are present with the exception of trustee Majino. So we can begin. Uh item 1B, the

003pledge of allegiance. Please join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Um, I'd like to invite Trustee Hubri to read the living land acknowledgement. Sanville school district is located on the ancestral and unsusted land of the Oklon tribe who have peacefully honor and care for this land for thousands of years. We recognize that every member of the sag community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom of the Oaklan people and to consider how we might work to repair injustices and how to move forward together in honorable ways. Thank you so much.

004Okay. Um we are on to sorry we are on to item two which is the approval of the agenda. If there's any member of the public who would like to speak on the this item, which is solely the approval of the agenda, please use the raised hand feature now. Great. Seeing none, um board, we have a couple uh tweaks to the agenda. I'd like to pro propose in a motion. Um so if it's okay, I'll just read it out. So I motion to table items 9K which is the in the consent agenda which is to approve the school plans for student achievement the Sipsus and 11B review and discuss strategic plan updates and then there's for mechanical reasons we need to move item 9E which is also under consent um the adoption of a resolution

0052526 in the matter of uh conveyance to dedicate and convey a public utility easement to PG&E for natural gas utility purposes. We need to move that under 10A which is a public hearing on the proposed easement at Lakewood Tech EQ PG& for electrical and natural gas utility purposes. So I second. Thank you. Um that's because they have to go in a certain order and it can't we can't approve it first under consent. In uh previous agendas when we had uh approving the easement when we had um when we had consent at the end of the meeting then it would be okay to approve it on consent. But because it's in the beginning of the meeting that easements um the easement form itself we have to approve after we have a public hearing. So um can

006I clarify the reason we're moving those other two the strategic plan update is so that we can have further discussion in the fall. Correct. So yeah, the idea for tableabling uh the SIPA is because it's a really detailed report about what each of the schools is planning to do next year given the LCAP plans and the data that we have and um Peggy and I were talking about it. We were looking through packet review. There were a lot of comments and questions about it and we thought maybe having the new superintendent there, having MU come and talk to us about um the strategic plan with teaching and learning, we could get all of those um we could get the updates that have sort of the um strategic plan and what the schools are doing. We

007could get that all at once in the fall when we're also when we're all here. So, we'll make sure that it's not the So, you say that and the LCAP? No, we'll leave the LCAP where it is because we want time to discuss the LCAP if anyone has questions. And we have a lot on our agenda tonight. So, those two things rather than just pass it on consent and move on or try to talk about the strategic plan really late at night. Um, like let's give it some time in the fall maybe as one of our first study sessions. Does that sound okay? Yeah. Okay. So, um, we have a motion, second. All those in favor, please say I. I. Chair votes I. And the motion passes. Thank you. Okay. Um, we're on to item

008three, community recognition for Dr. Michael Gallagher. So, we have several presentations uh from the community for our outgoing superintendent, Dr. Mike Gallagher, who's retiring at the end of this month after 16 years with us at Sunnyville School District and a 36-year career in public education in Santa Clara County. You know, Mike, you've been superintendent uh during five years that continue to be labeled as unprecedented times. And you know, during that time, we've reinvented schools several times, making it through that pandemic, completed the facilities master plan, created a strategic plan, finished a couple of huge construction projects, started a few more um you know, and I'm just really proud of all the work that we've done together and that um you've done with your leadership like adding a TK as a grade level, removing cost to

009families for student nutrition and science camp. like our district is flying the the pride flag outside and on the dis this month. Um we have asphalt that's a different color than black top at half of our campuses now and more on the way. And we're scheduled tonight to review and approve anou with the ed foundation for the first time in a really long time. So, so many things it seems like small details um that on their own are actually significant for and you know you just made a big difference in the community and I appreciate all the work that you've done. Um and just as a note you know the work in public education is never really over. It's never really finished. It's a marathon, a sprint and a relay. And even though the team

010is changing, you know, your work will continue and be farther along than if you weren't a part of this. you've made a difference and we are really grateful for your service. Thank you. Um so with that we have several people here to thank you and oh I see board members here as well. So um and okay so I'm going to read from the list that I've been given so far. First we have up uh the council PTA. Welcome. Thank you. Hello everyone. Um my name is Eric Thompson. I'm actually the vice president of leadership for sixth district PTA. Um I'm here on behalf of Kelly Creed, the president of um Certino Fremont Sunnyvil Council of PTAs, who unfortunately wasn't able to make it this evening um and sends her regrets. Um but the Certino Fremont

011Sunnyvil Council of PTAs is happy to present this outstanding administrator award. The this is one of the um awards that's in the family of honorary service awards that California State PTA gives out. Um, these awards also benefit all of the students and families in California by going into scholarship and grants funds when PTAs purchase them. Um, and the note was from the council that uh, Dr. Gallagher, we're really just grateful for your commitment to equity, social social emotional learning, culturally responsive teaching for more than 35 years and they want to wish you well in your retirement and are so grateful for your partnership. Thank you. Thank you. Do you want to do you want a picture now? Why don't you Well, you you're the Why don't you Why don't you go on stand up there?

012Yeah. Why don't you stand over there and take all your stuff and take your photos? Yes. Would you like would you like to [Music] one two three? [Applause] You can my stay right over there. Would you like to have your sash? It's a good time. This is a good time. Okay, great. Next up, we have Fremont Union High School District. Is there a representative here from [Music] the other? Oh, you know, when you get old, it's a legendary. No, it's the angle. Yeah, you were fine before the other way now. It's just upside down. The letters were upside down, but now it's okay, right? No, no, no. Can I It's gonna probably go under the leg, too. So, here. This way. Yeah. And then top, I think. So, I mean, it's just the whole thing.

013Okay. All right. All right. I stand up here. Several trustes. So, Dr. Um, Cutino Union School District and FUHSD have pretty similar resolutions. And so in order to save um time, I'm going to just um talk about the resolution areas that are not covered under CUSB. And so uh we do but we do want to um thank you very much for all the service and work that you have done and your partnership with uh FUHSC and it has in the years that Rosa and I have been on the board. We know that it has really increased our uh participation and um work in uh making sure that all of our students succeed. Um and those students who come from the Sunny Bell School District especially. So um I'm just going to there's about 10 whereases.

014So I'll just pick two of them. So um whereas Dr. Gallagher and his husband Jason are lifelong residents of the South Bay, passionate supporters of the Sun San Jose earthquakes and committed advocates for the empowerment and success of the region's youth. And um now I can't find the other one that I was going to do. So, I'm just going to say now, therefore, be it resolved that the Fremont Union High School District extends its deepest gratitude and heartfelt congratulations to Dr. Michael Gallagher on the occasion of his retirement and honors his enduring contributions to the education and the Sunnybell community. And this was adopted um by unanim unanimously by the entire board. So, thank you [Applause] I did want add a few words because I think I'm the one that has had children come through

015Sunnyville School District and I know that um I've said this many times but very grateful for the great um work that the school district has done and for my my children especially and they were we moved into the district when my oldest was in fifth grade and my youngest was going into first and they thrived and did well and enjoyed their time in the school district and so you were part of that. Maybe you weren't superintended at the time because my kids are older but you were here in the district at the time and so you helped to lay that foundation. So, just want to say thank you and really appreciate your friendship too, Mike, because it's always been fun at AEC and different places to interact with you. And so, thank you very much.

016Thank you. All right. Ready? One, two, three. One, two, three. Got it. Thank you. Thank you. Thank you. Thank you. Here we go. Thank you. Thank you. Okay. Next up, we have Certino Union School District. We go way back. Good evening uh honorable board members, superintendent Gallagher, an executive cabinet. My name is Sylvia Leong. I'm a trustee with the Certino Union School Board and Naomi uh was very kind to let us do the resolution. Um although of course that's late plans never go the way that you want it to. So um on behalf of the Certino Union School District, I am honored to share this commendation with you. Whereas Dr. Dr. Michael Gallagher has dedicated over 35 years of exemplary service to the public schools of Santa Clara County, serving with distinction as a high

017school English teacher, counselor, associate principal, middle school principal, district level director, assistant superintendent, deputy superintendent, and superintendent. And whereas Dr. Gallagher joined the Sunny Bell School District in May of 2009 as assistant superintendent of human resources, progressing to deputy superintendent of human resources and information systems and ultimately assuming the role of superintendent. And whereas as superintendent, Dr. Gallagher initiated the development of the Sunnyville School District's inaugural six-year strategic plan and comprehensive multi-year facilities master plan resulting in the creation of the profile of a Sunnyville learner and the Sunnyale Promise under. And whereas under Dr. After Gallagher's leadership, the Sunnyville School District successfully secured voter approval for a $214 million facilities bond measure with over 72% support and renewed the district's parcel tax with over 80% support. And whereas during his tenure as deputy superintendent, Dr.

018Gallagher introduced the social and emotional dimensions of teaching and learning alongside culturally responsive teaching practices and implemented innovative employee support systems. And whereas, and this is the most important, from 1999 through April 2009, Dr. Gallagher served with the Certino Union School District, first as principal of Miller Middle School and subsequently as CUSD human resources director. And whereas Dr. Gallagher contributes to the community through his services on the board of Sunnyville Community Services, membership in Sunnyville Rotary, board membership in the center for reaching and teaching of a whole child and the Santa Clara County Schools Insurance Group, and his role as adjunct faculty member for San Jose State University's educational doctorate program and Santa Clara University's Masters of Art in education administration program. And whereas Dr. Gallagher earns his doctor of education degree from San Francisco

019State University, his master's degree in counseling education and educational administration, and bachelor's degree in English from Santa Clara University. Now, therefore, let it be resolved that the Certino Union School District does hereby honor, celebrate, and extend sincere commendations to Dr. Michael Gallagher upon his retirement in recognition of his dedicated service and profound contributions to public education and the community. Thank you. [Applause] [Laughter] All right. Ready Jeremy in the background. Hold up. Oh yeah. I'm sorry. One, two, three. Awesome. Thank you. Thanks. Okay. Next up, we have Mr. Tom Pike from the office of Congressman Roana. [Music] Dr. Gallier. Hi. On behi on behalf of Congressman Roana, I just want to thank you for your 35 years of uh education service. Um I think uh as I've said many times before uh parents are certainly invested

020in the process and it's uh a great uh uh benefit to have uh people such as yourself who work for years uh knowing that uh you have what I would call amplified constituents uh with parents and families and children and to be able to work with uh everyone educators um all all people with the district. Uh it's a team effort uh with um high demands but great benefits and uh on behalf of the congressman I would like to thank you for your service and then all I I all of the details are on here. I'm not going to go into it as well, but uh I did want to say also thank you uh personally for uh achieving the aspirational goal of retiring and thereby being a role model for some of us someday. But

021on behalf of Congressman Kana, thank you for your service. Really appreciate one, two, three. One more. One, two, three. Thank you. Thank you very much. Okay. Thank you. Thank you. Next, we have a representative from uh the office of supervisor Lee. [Music] I didn't see you over there. Welcome. Hiding back there. [Music] Yes, I am a representative of the office. Well, good evening everybody. Uh, first of all, thank you very much for giving us the chance to celebrate Dr. Gallagher's retirement today. Uh, and I'm Otto Lee. Yes, I also represent my office as the county supervisor and current ser also as a county president. Honored to be here uh representing the large county in Northern California of two million people. Um we are celebrating one of these amazing people that has now dedicated 36 years

022wow of his life in education. I did 28 years in Navy. I thought that was a long time. That's eight more years there. And actually being of that you joined our Sunni Vasi school district here back in 2009. That was a year actually was in Iraq for years. That was 16 years ago. uh and of course uh all your amazing work as a leader you've been championing the social emotional learning culturally responsive practices and building the innovative systems supporting our staff and students. I'm not going to read all the things that you mentioned but I do want to highlight a couple of things is the fact that you actually passed this $214 million bond with 72% and renewed it right at 80%. And now they're going to be retiring. The county really needs your help.

023We don't lose our money for Medicaid cuts. The Senate talk about a1 trillion dollar cut and we'll lose easily a billion. So, we'll need your help to help us to have a bond in the future. So, please please uh Yeah, Joan. All right. Everybody heard that, right? We got him committed to help us uh raise some money for the county and you know, really it's it's your your your amazing work serving our community education boards, teaching our future leaders at San Jose State, Santa Clair University. uh you know our office actually was part of the alignment team for Sunnyville communitywide strategic planning process back in 2023 and 2024. It was really crystal clear that you had wanted to build the vision of strategic plan that was more welcoming, more inclusive and more supportive for our

024children's health and well-being. Basically, you've been doing DEI for decades before DI was even a term. And this is exactly the time we're going to keep doing it. And Exactly. We're going to keep doing it. Exactly. Thank you. Right. Uh and focusing on everything but that parent really want our kids uh in this school setting and it really is leaders like you right that our children Sunnyville really are so lucky to have this great chance of being the very best version of themselves. So I just want to say Dr. Gallagher, thank you very much from the bottom of our heart for all your partnerships with our office myself since I began this role back in 2021 during the middle of pandemic. And so today, June 18th, the community celebrates your retirement, honoring your deep commitment

025to public service and student success and that the Santa Clair County Board of Supervisor unanimously over the to commend you for your lasting impact on education, our children in Santa Cl County. Congratulations, sir. And I'm sure you won't miss the morning bells. [Applause] One, two, three. Paparazzi. One, two, three. Awesome. Thank you. Thank you very much. Anything the county needs you? All right. Thank you. And next, we have a representative from Senator Hawah's office. Miss Elizabeth. Hi. Good evening. Miss Victoria from Assembly Member Patrick. Thank you so much. It's a great honor to be here today representing state senator Dr. Aisha Wahab along with my colleague Victoria Lo, district director for Assembly Member Patrick Arens. Um it's a true honor to be here today celebrating you Dr. Gallagher for the decades of contribution to education.

026As a former educator myself, I know how important it is to have administration that is truly supportive not just of teachers and faculty but of students and parents. So, I would first like to thank you and echo all the sentiments from everyone else who's spoken here today, of all the contributions you've made to the city of Sunnyale. Um we have here today a joint commendation actually resolution on behalf of both houses at the state legislature to honor you today for your contributions. So thank you so much. Thank you. Oh hello I was okay. Hi hi Dr. Gallagher. Um we um our office has not represented um Sunnyville for too long. We we got Sunnyville very happily in 2022 and I want to say like during that time we've seen how much heart that you put

027into the school district and it really shows with um with how how you interact with everyone and the students and the families. So thank you so much for for your dedication and time and um as a former Miller Middle School uh graduate and CSD graduate, thank you so much for your dedication and service. [Applause] Must so cool. All right. Ready? One, two, three. This is taller than I am. Thank you. Enjoy your retirement. Um, I wanted to recognize city manager city council. Oh, okay. Council member Eileen Lake, welcome. And former trustee, welcome back. In theory, thank you so much. Um, I'm going to go ahead and read this. It's not a bunch of where's and um it's it's relatively straightforward I think but the city of Sunnyville thanks and recognizes Dr. Michael Gallagher for his

028long career in public service where he served public schools in California for more than 35 years. During his tenure Michael served in a variety of roles starting as a teacher before working his way to the superintendent for the Sunny Belt School District and then the rest of it is more or less been covered by other people here. But I want to highlight um thank you for being a partner with the city during COVID because I was asked by I was asked by a constituent why is Mike retiring? He's so young and I said you don't understand how long the co years for. Thank you. Um, and I just wanted to say I heard um, Trusty Nakan Masimoto talking about, you know, Oh, baby, you're okay about um, having, you know, kids in the district. And

029I just wanted to read this text that you sent me on April 1st, 2024. It's April 1st, so it says, "Just FYI, in case John asks, I visited Lakewood today. I only mention it because John asked, "What's the boss of all the schools doing here?" And I just really appreciate that because that's what you do. You're the boss of all the schools. And I think that's just there's just so much stuff that so many things that you have your fingers in and so many things that you're so knowledgeable about. And that's, you know, what has made you a great superintendent that and being able to um see where the district is going and try to oh, as everyone else has said, developing that facilities master plan, that strategic thinking and um in the strategic plan

030and that's been a real gift of yours and I'm I'm very thankful to have had you as my son's superintendent for his academic career and not this guy's maybe, but in the future. I hope you have a wonderful retirement. On behalf of the city, thank you so much for all your years of service. [Applause] He can totally be in the picture. Cover. Okay. Do you want to say cheese? Cheese. Hold it together. Got it. Perfect. Good. [Laughter] Last but not least, we have trustee and trustee Pat Corpio, also a teacher in Sunnyville School District, Maestra Corpio Galar. Um, thank you so much. Good evening, Word and Dr. Gallagher and Kevin and everybody else here who is celebrating with Dr. Gallagher. Uh, Dr. Dr. Galler, I do not have um any piece of paper to give

031you. What I am giving you is um just a really heartfelt gratitude um because I don't I know you hire so many people for our district and so you probably don't remember um that very first encounter, but I remember the first encounter with you. we remember. It's kind of like our students um they remember us in a way that we might forget because um you know the the the business that you do and so I just want to say thank you. You I remember when um I was in the interview in the second part of the interview and you asked about my graduate degree and I said I do have one from Mexico but I need to get one from here and that's why I'm switching districts. I'm very happy with the district that I

032was working at but I want to be closer where I don't have to commute as far. and you tapped your desk with your hand and you said, "We're going to get you a master degree." And so that stuck with me and this was my classroom right here and you were my teacher and um I remember so much about human resources the way you taught it and school finances and I'm bringing it to good use right now. I also remember um getting to yes on collective bargaining or interest based bargaining and so that book is is coming back to me and I'm like that was Dr. Gallagher. So, um, the way that you impact people may be to use something that you just do, but we remember it and it nestles in our hearts and our

033minds and I just want to say thank you. And, um, you're a great teacher. I hope to keep teaching and I'm living vicariously through you because we're just three months apart. So, I'm looking at like, oh, I could retire. Don't tell anybody in the district yet. So, I know you won't. So, um, thank you so much and I really, really wish you a happy retirement. Gracias. So, um, now, yes. So, actually now we'd like to take a, um, a short recess to celebrate with someone. Oh, there's a Okay, great. I thought that we had Okay. Yes. Uh, if there's anyone, we can do public comments. Um, we had talked about not doing public comments on presentation awards, but this is very special, so of course we will do it. Um, so if you would like

034to make a public comment right now, please use the raise hand feature on Zoom and or feel free to approach the podium, former trustee. Thank you. I just didn't follow any of the rules. So that's kind of the kind of trustee I was immediately online after that. Uh, thank you so much, Bridget. Um, I just could not not be here. Mike, I can't I'm feeling like this is an end of an era and it's really touching me in so many different levels. Um I was on the board for nine years while you were in the district and was on the board that hired you as superintendent and you've grown so much in all these years and done so many amazing things and I heard that list that was read and I was like no wonder

035you're retiring. Like that was a lot of stuff that you've accomplished and hopefully we'll keep you busy still. Um, so my son, I literally just got back late last night from taking him back from UDub Seattle. And so my kids are completely grown as of last night and or as of this weekend. And um, Sunny was amazing for them. Like they just are independent. I don't have to pay for them anymore, which is like miraculous. And they had such a good experience. And I really do um, owe it a lot to you and the district for giving them such an amazing experience. And I know so many other children share that. and there's other children that need more help and you guys have done such an amazing job at working on that because it's a

036challenge that is constant. So, um, we had so many laughs and so many mostly laughs. We had a lot of laughs and lots of trips and lots of working together and I just want to say thank you and I just can't believe that you're gone and um, but I get to still work with you and Silka Valley. So, thank you for that, too. Yeah. All right. Thank you so much. Let's give you a hug. Yeah, congratulations on Thank you. Okay, so we have just one comment online. Um, and then we'll take a short recess. Go ahead. Go ahead, Gita. Hi, Dr. Gagard. Um, are you able to hear me? We can. Okay. Hi. Hi. Um uh thank you so much for being with our district. Um I mostly remember you as the person who drove

037the um the bonds, the measures. They were very successful because you personally involved and you made sure that uh the community knows about them and uh uh and were very appreciative of all the parents that participated. So I really remember that. But I also heard a lot of um comments about uh how well the district did in the during the co time. Unfortunately, my son was also one of the one of the kids uh who accessed the public school uh during his preschool years uh during the co times and uh the district tried its best to do that and I know it's not an easy task and I think that one uh task is probably was the most herculent task for any any educator during that time and uh I really appreciate you uh trying

038hard to make sure that our students remain educated and uh I always thank you for the partnership that you show in with parents do uh involve them and uh include them with the different um input sessions that you've scheduled for um LCAP and all the other strategic planning meeting and all the other ones uh which we really appreciate and uh yeah um you you've been fantastic role model uh in our district on a lot of friends that we all know of. So, uh, thank you so much for that and, uh, wishing you a happy retirement. Hope, um, you can rest well with the laurels that you've earned in this district. Thank you so much. Thank you. Okay, so we would like to take just a short recess for uh, a little bit of chatting and

039congratulating on a one-on-one level. And there's a few refreshments at the back. So, why don't we plan to um we'll take a short break and we will return um we'll shoot for 7 p.m. Okay. So, thank you very much and um we're just going to pause the meeting for a few minutes until 7 p.m. Thank you. So, we can appropriately c is not back yet. We'll just wait one more minute. [Music] That's pretty good. Custom phone custom work for you. Okay. As long as he's been waiting. Okay. Password. Yeah. I mean, thank you. Oh god. So, this one's not on vacation and this one is on vacation. That's pretty good. You see that? Okay, now we're ready. Make sure your microphones are on when you're Okay, thank you. All right, it's 7:01 and we are

040back. Uh we are on to item four. Uh comments from the board and superintendent. We can go down the line today. Is there anyone who'd like to begin? Go ahead. So, we had fun at our um Fairwoods um field day. Um all all of the kids had a lot of fun with the obstacle courses. Um, and it was it's always fun to volunteer. Takes a lot of work um with parents, but um it's always fun. And secondly, my um third daughter graduated um high school. It was um a great celebration. So in the fall, I'll have three um kids in college. And I have Mila over here. She'll be in fifth grade. And we started the summer off with um a three night um camping glamping actually. That was quite nice. It has been as

041always the end of the year kind of busy couple of weeks. Couple of weeks already. Yeah. And uh among the things that I did personally, my oldest son got at last the celebration of his eagle scout that he was he achieved about a year ago. And finally we got to celebrate the court of the court of honor which approach which is a celebration where they swear for the challenge that are going to come in the future. Not just all the achievements during the past and all the achievements of how they are prepared for life but how they are prepared to the next challenges as a good citizen and as a good member of the humankind and part of the society. So it's a very beautiful ceremony and it ask a lot of them to always

042follow the code of honor and the code of scouting which is very neat. So we did that among other things we've been meeting with the Santaara CSBA. We also be meeting a lot with the CLSBA and I hope everybody make it to the unity and yeah and the end of the year celebrations. A lot of things happening in the school. Um so I really enjoyed um attending our first middle school graduation at Columbia Middle School and accepting that graduating class. Um that was a real honor. Um my last graduation and for middle school I I had been a teacher and so it was very different to be up um you know on the stage and um shaking so many hands and lots of lots of smiles. like it was really really a great experience. Um

043the other thing um that I was really that I'm proud of is finishing the masters in governance course. Um we did course five um a couple weekends ago and that was about community relations and advocacy and governance in um integration and um a few of us have been traveling up to Hayward to do those that course work and I thought it was really cool. We had a cohort of maybe 8 to 10 teachers from both Alama and Santa Clara County. And so I think that's a really neat um development is just seeing more educators running for school board. And so we've formed some you know an affinity group around that. um part of the finals for the masters in governance is you like write a they give an assignment and so I had an we

044each wrote an essay and so I just wanted to share a little bit the last part of my essay that I wrote. Um an important learning here is that we evolve and we take from these trainings what is relevant to us at this time. I understand that serving on the govern govern governing board of trustees will be an ever evolving role and I welcome the opportunity for that challenge and I appreciate that the MIG classes have provided the foundational knowledge um for from which to serve the community to the best of my ability with integrity and clarity of purpose. Um so and I will send in the rest of my events. Thank you. Thank you. Um yes. So I just wanted to mention to the public that again we are so excited that it's pride

045month and that we have the flag outside the district office and the flags made it to the dis. Um so I'm I think that's really an accomplishment for our district and also that we have uh we're able to uh celebrate Junth by giving our employees a paid day off right a vacation day. um we're not able to celebrate it in a school classroom setting, but uh because it's a it's a day of celebration and uh to have the day everyone can have the day off. Um, I sent in my activities for the minutes, but I also did want to say that I am very uh I was very excited to be at the promotion ceremony for SMS and I look forward to when we can have both ceremonies attendable in some way, shape or form

046one day. They are very close, a few minutes apart. Um, but that's all I have for now. Thank you. [Music] Okay, I'm gonna I'm gonna try to keep this brief, but I'm going to start off. Thank you so much for putting this together. Um, I really appreciate I guess I didn't really know what to expect, but um it was really nice that so many people came out and um reminded me of like how long I've been doing this. So, that was that was really that was really kind. Um, I guess I want to um start off by thanking this is my last board meeting. Um, thanking the team, the executive cabinet, cabinet, Brandt's here, Brent's here representing the rest of cabinet today with Aliyah and Jesus. Um, and the principles when I think about those

047teams that I work most closely with, there's no better group. There's no there's no better group that we could that we could have for Sunnyale. I'm just really really appreciative um your expertise, your dedication, um your commitment to really to the bottom line to students no matter what the role is is commendable. um and the community too. And I guess I'll go into um just a couple of short reflections. I was thinking you know 36 years you think back to what motivated what motivated me from the beginning and I come from a family of teachers and I think I've shared this before that um my father was also a high school English teacher and um my mother was a high school math teacher which is where I learned that the traditional roles is that women

048go into math and science and men go into languages. that's that was what was in my mind. That's so whatever stereotypes people have, that's the one I had. Um so I went into to become an English teacher and I followed in my my dad's footsteps and he um he passed early and so part of my motivation to pursue my career in the different steps was to honor him and um I think that I have. So I'm thankful for that. And then the other thing that I'll um that I'll share is by the way I've always been emotional. I'm Irish. That's part of it. So that's what you get. I I used to try to hold it back more, but now I don't need to. Um the other thing I'll share is that um this weekend

049um Jason and I went to see a documentary on Harvey Milk and we were reminded that it was in the late 70s when I was in junior high at my most impressionable time that all that happened. It was at a time when there was um an election, Proposition six, in California that would have barred gay people from being in education. So, the flags are nice, but I hope that just by me being here and being who I am has inspired some kids and our employees and our community. So, I thank the community for um giving me that opportunity. Thanks. Thank you. We're on to item five. Uh comments from the Sunnyville Education Association. I see an official representative here. Would you like to take Oh, no. Sunny, I'm just thinking educational foundation. Uh if there's

050anyone I don't see official representative here. If you're online and you would like to say anything, please use the raised hand feature now then. Okay. Uh item six, comments from the California School Employees Association. If there's an official representative online, please use the raise hand feature if you wish to speak. Okay. Number seven. Here we are. This is where I got confused for a minute. comments from the Sunnyville Education Foundation. Would you like to take a moment at the mic? I'll take a moment. Uh at last meeting I mentioned that we wish everyone well for the summer break. Of course, now school is out and uh this poem that I had read recently touched me and reminded me of the little moments that can be the most important and powerful moments. and it is by

051the fabulous poet Mary Oliver. It's called Don't Hesitate. And I'd like to share it with you this evening as inspiration as we all look forward to our summer and our break. If you suddenly and unexpectedly feel joy, don't hesitate. Give into it. There are plenty of lives and whole towns destroyed or about to be. We are not wise and not very often kind and much can never be redeemed. Still, life has some possibility left. Perhaps this is its way of fighting back that sometimes something happens better than all the riches or power in the world. It would be it could be anything, but very likely you notice it in the instant when love begins. Anyway, that's often the case. Anyway, whatever it is, don't be afraid of its plenty. Joy is not made to be

052a crumb. Find joy. Embrace it. I wish you all a fabulous summer from the Sunn Education Foundation. We look forward to seeing you when you're all back. Thank you. Thank you. All right. Uh item eight, comments from the public. This is the time to comment about things that are not on the agenda. This portion of the agenda provides the 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 549,54.2A, and.3 preclude any action being taken on any item not appearing on the posted agenda. Time limits allocated to public testimony are three minutes per person and 20 minutes for public comments. Speakers are asked to give their name and affiliation so that an accurate record is reflected in

053the minutes. Um, as a reminder, this is not that. Okay. Um, do we have anybody any cards or any raised hands? If you're online, you can use the raised hand feature now. [Music] None. Okay, great. Then we are on to item nine, consent agenda items. Any item on the consent agenda? is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate action. The public may address the board regarding any items on the consent agenda. Is there any member of the public present who wishes to comment on the consent agenda or pull an item from consent to comment on it and to have a separate consideration or vote, please use the raise hand feature. Okay. Uh board, we've already moved a couple things around from

054the consent agenda. Uh either in tableabling them or moving them later in the meeting. Is there anything else you wish to pull for discussion or would you like to make a motion to pass the consent agenda as I move to pass the consent agenda without the items that are there? I actually going to was going to ask to to talk about some of the items that we pull out, but it's good that we're not. So, I ask to approve the agenda without the two items that you took out. Okay. Do we have a second? I second. All right. All those in favor, please say I. I. Chair was I and the consent agenda passes. Um, all right. We are on to review and action public item 10 A is public hearing on the proposed easement

055at Lakewood Tech EQ. Grant Burns, director of facilities and operations. [Music] All right. Good evening board. Um, tonight we're holding a public hearing as part of the required process to convey an easement to PG& at our Lakewood Elementary EQ elementary school site. Um, PG Gen has requested an easement over three small non-ontiguous areas um, totaling just over 2500 square ft in order to maintain and service their gas and electric infrastructure. This is a two-step process. Step one happened at the June 4th board meeting where we adopted a resolution of intention to convey. Um this is the public hearing that precedes step two which will be the adoption of resolution um which is the resolution of intent. So excuse me the resolution of conveyance. Following this public hearing and assuming there are no legal objections the

056board will be asked to adopt the resolution formally approving the easement under a separate agenda item. Okay. Uh thank you very much. If there's any public comment, please use the race. Actually, we're going to go to a public hearing. We're going to open the public hearing right now at 7:16 p.m. If you are online and would like to speak on this uh item as at our public hearing, you can use the raised hand feature now. Okay, we're going to leave it open for another few seconds. Okay, it's 7:17 p.m. and I'm closing the co public hearing. Well, there's no action on this item, but we've just moved uh 9, the adoption of the resolution up to now. So, it previously was on consion. Yes, please. Um, I'd like to move that we approve resolution 25

05726. Is that correct? Yeah. 2526 in the matter of resolution of conveyance to dedicate and convey a public utility easement to Pacific Gas and Electric Company for electrical and natural gas utility purposes. I say good you. Okay. Um board any discussion or questions there? I just wanted to note that on the document that is on the board meeting it's listed as 25-25 but then on the agenda it's 2526. And I think that might just be um a typo. So to note that in the you mean in the agenda like that's on the side of the assembly like how it's entered on the side and then it's an attachment in the the attachment is one way but the agenda reads another way. Yes. The attachment under 10A and the resolution per Yes. So I think we

058should just clarify that because I read the 25. Is this 2525 on on the the electronic electronic one under 10A the PD the file name the file but the name and within the file is listed as 2525 and then the item that we move from consent is 25-26 and that was the motion that I just made. So, I just wanted to clarify that we are approving 2526. Is that what you're holding up? I'm holding up 2526. Okay. Cuz on mine it says 2526. It's under the supporting documents. It says if you click 25 I know what she's I know what she's saying. Eastman and you click inside title east 2525. Oh, that's on item 10A. And 10A. Yeah. On 10A. Okay. So, the one but actually the one that you're approving, the one that we

059moved from there. So, we didn't do anything with the other one. just listed the wrong name when we were under like the um on the agenda, but when you made the motion, it was for 2526 and item E9 is listed as 2526. So, I don't think there's a problem. I think we're good. Okay. Okay. Thank you. Any other comments, discussion? Okay. Board. All those in favor, please say I. I. All right. Great. the easement. The adoption passes. Uh on to item 10B, approval and adoption of the 24 2024 through 2027 local control and accountability plan in California local indicators. Dr. Chief teaching and learning officer. [Music] Okay, good evening board. It's been a wonderful evening so far and we are excited to get to have an opportunity to further discuss our local accountability plan. Prior

060to doing that, the emphasis of tonight is to review um the findings of our local indicators. And so I'll kind of walk through that process um because that comes in conjunction with additional clarification about our plan and for it to actually be approved. So with that, I will jump in this evening. Okay. So I'm going to go through these next few slides. um pretty efficiently because each time we kind of speak to these a little bit, but this is just a reminder of actually why we do this. It's kind of a self assessment is the way I like to look at it based upon the plan that we've written, our analysis of our work this year. Um looking at the questions that are asked to to basically do that self assessment of how we're doing

061it. And it's just a way for us to really be reflective of the work over the year that guides um our LCAP. What are our strengths? What are our weaknesses? What are areas that we continue to work on? So, a lot of the self-reflection work we do, but there are some targeted questions and um that are identified as a part of that. the areas that there are eight priorities. Um the areas that we um are focused in on are identified. Um and we'll go through those particular survey items for us as a school district. So we have our AC academic indicators which is state priority form. Um then we have our suspension rate indicator which is included in priority six. Uh English lang language learner uh indicator. um chronic absenteeism, graduation rate, which is a

062little different for us um because we're elementary district, but and then career um career indicator, which is primary. So for our local indicators, we'll focus in on the areas that we are responsible for as an elementary school district this evening and we will go through the um assessment that we've gone through those particular areas. So the first is are we providing um our students with um the data and information that they need in our plan um going through the different areas we look at are we meeting it are we not meeting it and um kind of where are we in our process. So we are moving forward and we definitely are attended to the areas that have been identified um for us as a school district. Okay. First standard here is about progress in our

063Williams um settlement and this year we actually um we have been compliant and been 100% with regards to the areas that we need to there um based upon the new formula that the state has gone through this coming school year we will have um two sites that have been identified um to go under a Williams review and so that happens within the first I think it's 45 days of the school year and so you'll get a um surprise visit and they will go to our schools and reassess how those particular schools are doing. Um it's a random way by which they are identifying and we have two schools that have been selected. Vargas and Cherry Chase will be the schools for us this coming school year. Also um as a part of priority one we

064look at um our curriculum. Is it a line? Um and are we providing um clean facilities? And so based upon that, we don't have any missed assignments um for our teachers. We have appropriate staff in the right positions. Uh we have um standards line curriculum um at all of our school sites and for all students and our facilities do meet um it says a good repair should we do type of there but we are meeting the standards that need to be met as it relates to um our schools and facilities and being safe. The next priority areas around implementation of state academic standards. So it's either these next sections that are coming up, it's either um are you in the exploration phase all the way up to full implementation and sustainability. And so as we

065look at that, the first area of emphasis in this particular priority is regards to professional development. And so in that there's a set of questions that we're asked that relate to each of these areas of English language arts um EL history social science mathematics and science standards and of course these are our core academic areas and so based upon that self uh assessment you will see where we are um with that. So we're either in the phase of full implementation or initial implementation um in this particular phase areas. The next area is with regards to instructional materials. Again looking at all of our core areas and these are self um reflection areas. Um here I want to pay special attention to our English language development. Um, I'm highlighting that not because it's just because it's

066a two, but it does um reflect how well we do as a district at being self-reflective. Like our principles, our district, we're looking at that and we know that's an area for need and a lot of those moves while they have been made this year, it's still an area of need um with initiatives that we have coming forth in this coming school year. The next area is regard regarding policies and support programs. You know, looking at how we're delivering um curriculum and instruction, how we have our frameworks. Uh again, looking at the core areas and as we do that self-reflection, we're either in uh full implementation or um um getting closer to sustainability. So, still moving in the right direction uh with regards to our policies and support programs. The final area here um for

067priority two is implementation of our standards. So um I'll let the numbers there speak for themselves. I want to emphasize career and technical education. It's kind of a a gray bucket for us. It's kind of how we describe it as an elementary district. Um at the middle school level um we don't have the level of career and tech that you know you might have at um the high school level. But I just wanted to share one of the things that we have um discussed with regards to this area is maybe this might be an opportunity within our afterchool programming on how we might be able to cultivate that area for some of our students. Um with regards to electives and things like that, uh we're pretty much saturated um as far as what we have

068capacity to offer. Um we do have different programs at both SMS and um Columbia Middle School that kind of support this bucket, but we have been in discussion about how can we cultivate that better and that's one of the areas we're talking about on how that might be a possibility. The next area is on engagement of our school leadership. Um and this is on you know activities with teachers and our school administrators. Um I have to admit I was a little bit surprised that we got threes here but um just because there have been so many conversations this school year um and engagement around um programs and services but nonetheless um based upon these particular areas and the content we are in the implementation phase for many of these areas. The next big bucket is

069with regards to uh state priority area parent engagement. Um and so um we have self assessment that we've done with regards to this. Um overall um looking at a pretty positive span here on kind of where we are and engaging our families, respecting our families um being sure that there are multiple opportunities throughout the year from a district as well as a site level um to engage with our families and opportunities for them to be able to communicate in the way that they need to. And then um the last item is u with regards to welcoming um families in the community. And so both from survey data and input received um from um the rubric um we are scoring for in these particular areas. The other big areas regarding building partnerships for student outcomes. Um

070this is an area we continue to um build and work upon. Um we have a lot of good partnerships in our district. And so um you know one of the elements especially during this particular time where we have um this fiscal transitioning and these relationships become that much more important to either fill gaps strengthen programs that we currently have or actually just offer programs that we don't have the capacity to offer just because of what the particular um programming might be. But we continue to assess in this area and look at what are the right partnerships for us and um in working with our families and also get their input too on particular things that might be of interest to them. Next section is decision making um you know um how are we engaging our

071families um as members in our decision making process. Um there's a multitudes of ways by which that can occur. Um we've self-reflected on this particular area and also based upon some of the feedback that we received. And so at this point we're threes in this area. There are at least three specific initiatives as we look to next school year on how we might um improve upon that. Some of those areas include MTSS systems and teams. Uh the other is with regards to our positive behavior intervention supports uh climate culture on our campuses. And then just how do we seek more dedicated information from like whether it be affinity groups or whatever the case might be but um just how do we go about uh incorporating parents in decision making in a way that makes more

072sense to them as families. And then I just concluded just a snapshot. Um last time did give the detail with regards to um the panorama survey. But as a part of our local indicators, we are supposed to share just the overall results um from those surveys as it relates to how connected do you feel to adults at your school and then students that um how they responded um with positive feelings. Just kind of getting a sense kind of where we are. So, we definitely have some cultivation work we need to do in our middle schools and um through some of the smaller group sessions that we've had this year, whether it be around algebra, um just math in general, um Hunto's programs and other things um how we go about getting the voices of um

073our students and our families will be altering just a little bit to get a little bit more intentional input from them. Um um Paul talked about last time we're also changing our survey process um so that we can think about how we do that. We will continue to have our cross district survey periods but then having shorter um more dedicated surveying so we can get that dedicated information about particular programs or initiatives that we're working on. So that would be some of the ways by which we're hoping to improve upon that particular area. And then um our access to broad course of study from this standpoint um we continue to do well to be sure we are offering what it is we're required to do but also trying to be sure that other elements are

074integrated when appropriate for students. Um whether that be coming from our our teachers or families or our site administrators about things we might want to consider offering in a little different way. So we continue to look at that at our ele uh middle schools. Um there were some questions here um around um our elective courses and so I just want to clarify um the one particular question is around the social movements and justice and really that particular element it comes through in our core work as well but we look at that um happening in our ASD programs um at both middle schools because sometimes that particular period on the campuses is where we're doing um focus on social emotional learning um some of the lifelong learning skills um elements are there. And while it's not

075considered a dedicated area for um for the social movements and justice, it does also happen um within some of the um programming around um funny enough the arts and um music because within those particular genres and opportunities, you can bring forth some of the literature, some of the songs, some and the meaning behind that and it just kind of brings forth um some of those elements. So those are some of the ways by which that um is incorporated for both middle schools and we'll continue to look at that. So with that there should be one more or maybe not. Okay, check my slides. Hold on ahead in there. Give me just a second. Okay. Yeah, stop there. So, basically um the other piece that I wanted to highlight here, I thought I added that slide,

076but I'll just speak to it. Um is um as I left, we're always reflecting on what we're offering at our middle schools. You know, there's interest, there's what will prepare students later for other opportunities, there's what parents think they ought to have, you know, so we're always trying to reflect to look at those particular elements. And um as I spoke to in the other side, the the two big areas I think we're really trying to put a little extra time in um this year is on the career technical education, visual art, performing arts, and then the applied arts area. Just, you know, what does that need to look like? Do we have what we need? Is it do we need to restructure things? So, um principles are busy looking at their schedules now, but as

077far as meeting content of what we need to do, we have that met. just always trying to look at how we can refine it, make it better, and be sure we're meeting not just the compliance side of things, but also what kids want and are interested in. So, so that kind of completes the segment um with regards to the local indicators, what informs our LCAP, what informs our practices and then with that I will um pause to see if there are any particular questions as it relates to the indicators and then we will transition into our capacity question. You said it's CTE and visual and performing arts or was there something else that you're the uh visual and performing arts, career techn education and applied arts. Applied arts. What is applied arts? That could be

078like culinary arts. Yes, those elements. Music a little bit. Yeah. Okay. Great. Um so before we go on that same on that same question um what types of C uh career technical education opportunities you said um you feel like we're saturated in terms of what we can offer during the school day saturated from the standpoint we have what we can have for electives at our school one because of space um number of sections we can have that from that standpoint and that's why we look into the after school program where we can cultivate some of that. So, we do have like, you know, our arts program, we do have um the culinary program. Um we do have our music. So, even though those are not specifically because a a student is taking music to become

079a musician, they are considered paths that can lead to a a technical or career type education. So, so we don't have the opportunity at this time based upon our structure to add any additional courses that may tie more strongly to career and technical education. And that's why we're going to look to afterchool programs to see if that might be a place by which we can cultivate some of those additional interests that some of our students actually do have. So, so can I uh So, last year when Isabelle and I went to the CLSBA conference, which I forgot to say we should we should absolutely try to go to uh they talked about career and technical education which I think can start in sixth grade. Sixth grade or seventh grade you can get funding for it.

080So there's grants available and there was a group there for example that did both inschool summer and after school programs on filmography and like film making and so they come in with all the equipment soundboards the lights they trying to get people to do all parts of film making and so there's other like niche programs that do that and you can get grant funding for a certain age but it's not really for um elementary school. It's more for middle school and high school. Correct. I think we might have had that group. I think you might have talked to that group. Was that the one you found, Isabelle? Yes. Yeah, we've had some conversations with that. It It's a great program. It's expensive, but it's great program. Yeah. Um Okay. So, any other clarifying questions? Um

081yeah, I have a question about um the elective courses. Where did the words social movements and justice come from? That was very exciting for me to read. But then when you explained it just now, it sounded like social emotional learning at EST. Yeah, we had a more dedicated um course, but based again based upon and that course was more about you know um um equity um trying to think of some of the other big topics there. But when we shifted a little bit more to our current um um social science program um curriculum and some of the elements that are coming forth in that then some of the some of that element took over in the core areas um also um trying to balance interests of students as it relates to culinary arts um music

082and drama. Um, and so it's been more fused. I would say more heavily there, but that's where it came about from from open schools. I just wanted to point out now about the numbers over here and online it says 24 to 27, but actually in the package is 25 to 27. The LCAP. Yeah, it should be 24 to 27. I mean, yeah. 24 to 27. Yeah. 2024 to 2027 because it's a three-year plan. Here it just says 25 26. Yeah. Cuz that's the update. Cuz that's it. Yeah. But we will for the final cuz we will have updates for you. It will say that. But we just to help the brain understand we're talking about this year's update. Yes, it is a three year. That is correct. Okay. So, why don't we move to public

083comment on the LCAP and then we can ask our questions and have our discussion. So, uh I don't have any blue cards, but if you if you're in the room and you'd like to ask a question or make a comment about the LCAP, now is the time to fill out one of those cards. If you're at home online, please use the raise hand feature on Zoom now. Okay, see none. uh board who would like to start I have some more I have some more clarifying questions if you don't mind during the um during your presentation about the local indicators um uh so there's a few questions but the first one was about the Williams um you said there were um visits at two schools what is that what are they looking for there we are

084required to ensure that all core curriculum that students are using is actually in the classroom So when they arrive they want to be sure that every don't count the students how many students are there be sure they they have all the materials whatever we say we we give them a list of everything that's required um this is done through the county by the way they will be the review is um coming out and then they basically call each textbook and material and be sure that every child has what they're supposed to have to learn each day. So, so they um we know when they're coming. We we don't we have a a global window, but we don't know the day you're coming. They show up and Okay. We prepare. Do you mind if I ask?

085Okay. Um at one point you were we were looking at the um the numbers uh the 234 and you said, "I'm surprised we got threes." So, I was wondering what are these numbers? How are we getting these numbers? Um there's a local indicator survey from the state and they have particular questions that we ask and then um let me put the top back up and then we have the rubric that we have to use which is um the one through five. And so yeah and so based upon that we um when I say we I mean district leadership site administrators um and then we take we take the analysis we we take the questions and we say okay how are we rating ourselves based based upon the data based upon feedback that we've given and

086so we use the rubric to rate that particular area. We take it, average it, and then we we analyze that information to say, okay, this is where we are. How does this then coincide with our L cap plan for us? What we're also doing is thinking about how does that relate to our strategic plan? you know the initiatives that we're going to have or actions what do we need to strengthen and improve upon so we can move from being say initial implementation to full and then of course sustainability is number five where we want to get to okay so that is our self um it's like a self evaluation many many people are taking it individually and they yeah and the piece um the piece with regards to climate and parent um that piece comes

087based upon our surveys and feedback that we've gotten so it's it's our feedback as well, but we also take in the survey data and other feedback that we receive in order to finalize our self eval in that particular area. Okay. And then um the panorama survey is going goodbye, right? That is correct. And there's a new survey tool or can you tell us about that? What's the difference there? Uh what's the difference? Well, one uh this survey too is really just for surveys. um our current panorama was kind of a blend between our survey um platform. That's kind of how we started with it. But then it was also um kind of an opportunity to like filter in some of our MTSS and SST like our student plans and our multi-ter systems of support plans

088and incorporate that information in a kind of a dashboard for students so that as we uh principles and teams are looking at students that information was in there. Um but with our move towards some of the data teams that we've been focused on um some of our initiatives around NWA data um the platform just was not able to to take that information in the way that we needed it. So um so we've kind of decided to go a different direction so we can be more efficient with the data side of having a a data infrastructure to take the data that we need to do student review teams and multi-ter systems and then just focus on the surveys over here. Um the other piece of that shift was so we can do those kind of mini

089surveys and get get the survey out more efficiently and get it back. Um the panorama survey has served the purpose for us, but we've kind of moved beyond that and we just need more intentional um responsive information about smaller um chunks of information that we need to inform our processes. So that's and you know we and it will have some level of norms. That's the other piece of panorama kind of norms for whoever is using it making comparisons. Right now we're just going to take the data based upon Sunday and what they say and apply it and do what we need to do with it basically. So that would be an issue. Anything else? Okay. Any other uh questions or comments from the board? Well, no. I I I I think that with last time

090and and the few times that we've been looking at it and asking question between that and the package from you, you know, clarification. Just curious um where it says electives for um priority 7 um for SMS, it it had um PE um and CMS didn't have it. Then on the CMS side, it said leadership and it didn't have PE. Um does that mean CMS doesn't have PE or what does that mean? The reason it's on Sunny Hill Middle um is they have what's called Let me see if I can get it right is physical education for human development. And so it so it's not the exact um core um physical education we're required and that was put there for some students who they want to do physical education but maybe not in the traditional sense.

091And so it it offers an opportunity for them to kind of learn more about the body, nutrition, some other aspects that do coincide with physical education, but because of that they named it an elective because it's not the core physical education program. And at Colombia, they actually incorporate that across the board in their physical education programming. So they don't have it as a separate unit. And so does does SMS have a leadership um elective? They do. They do indeed. Yes. Two. Good question. So, um, my question was more I think last time I made a comment where I said there was a lot of positivity in here and it like wasn't matching with some of the like the numbers, you know, that and and you said, well, you know, we're going to we're going to

092have a discussion like we need to show you where the measures and outcomes are. And I would just say that like there seems to I think that I think it's in the extra it's in putting all the other jobs in there. It's in putting all the other all the other money in there, right? And so my general question is like if we have those, you know, pages and pages of job descriptions, right, of like all the things that go into like making it a welcoming environment. Um, my first thought is I know you're putting the percentages there, you know, of like what percent of the budget, like let's just put the number. It's like very it's very it's how it used to be set up in the previous LCAP. It was very easy to scan

093if it's possible. I know I understand that like the big number at the top is what they all roll up into. However, like it is just it is very difficult to um like it doesn't it's it's much more work to go in and say what is 10% of 20 million and what is 15.5%. You know what I mean? like you're going in and trying to figure that out and it's like at a glance it would be easier and then my question is like there's a description but some of the desri some of the descriptions are you know all of these things which do create I'm just using 1.1 as an example right all of these things that create an inclusive and nurturing environment um you know there like it's a nice paragraph summary of it

094but my thought is um you know there's there's complexities within each of these right and so it's true that like for the state of California maybe other districts don't have uh administrative assistants and front office staff or human resources staff or technology staff. I'm guessing that they do. Um but I mean they maybe they don't all have mental health and wellness associates or you know behavior specialists and one thing too. So, it's just very um it's it's like the part where it goes in and talks about I think in the SIPA there was more um you know it really went into the details of like what's working and what's not working but like for the year one outcomes how things were going uh the it's it's uh it just feels like wow we are doing

095all these many many things and then we get to the numbers and the numbers are still kind of bleak in places you know what I mean so because like I just I'm just a little I'm still I'm still trying to understand how we get to like the document from like the update document we had from 2023 like versus the one that we had from this year there were it was the other stuff wasn't in there and it was still just as thick right it was exactly it was just there was just as much in there right and so I understand it's a new form that we're trying something by putting all our money in there or most of our money in there, but it's it's burying I'm worried that it might bury the information that

096this is supposed to be highlighting, right? Like this is supposed to be highlighting the parts of the budget that are for our for like moving the students forward. So, okay. Okay. I want Yeah, I want to walk through again the process. I I definitely hear you and understand for sure. Um especially coming from my special education background, I really get it. But um if we look at the goal analysis um for goal number one, you start off with the actual metrics, which is the bottom line. Like you could have all kinds of analysis and whatever you want, but that's the real bottom line. That's what we're really measuring ourselves on. So So you have your metrics, but then um the reflection of each year comes in the goal analysis. So you look at kind of

097where you are and what you've been doing. And then as you go to a description of effectiveness or ineffectiveness, um you walk through what were the actions and the resources that you were utilizing and what's working, what's not, and you refer back to the metrics because really again that's kind of your accountability system. Are you follow are these resources and actions that you're taking making a difference or not? And if so, to what degree? And then from there we go to a description of any changes made to the plan, goal, metrics, etc. So the idea there is if um um this year if there was something we were doing that we just thought we should just stop doing that because that's just having no impact whatsoever, then this is you know we would say that.

098But based upon the data and the details that we have today, we we don't have any actions or goals that tell us to do that at this point. Do we need to make some improvements? Yes. Some of those were highlighted and discussed. Uh some things are being done less, some things are being done more. Um, so I definitely get that it's not taking maybe I'm just going to say 10 elements and then you just hone in on those 10 elements and everything else you're doing you're just kind of doing it. Um, so that is the shift to this plan. So I get that. I guess my question with all of that is for you all as a board. Um, what is missing to be sure you feel like you have that element as you read

099and approve the plan? I think you're saying the the dollar figures the dollar figures would help like the dollar figures would just make it more transparent for a community member who picked it up and just wanted to see what are we spending. Okay. But I also like my other thought is is that because there's so much there is a lot of narrative around the other stuff like do we have a do we have a goal this year like an academic goal around uh English language arts? We I see EL in 2.1, but 2.2 is local math assessments. Do we? And then we have IEP goals and other stuff. Where's the So, so in goal one and then go two cuz they're in different places. And then I think we jump to goal four if I'm

100not mistaken. Let me get my bearings here. Oh, for the master core. Yeah. Okay. So, yeah. So it'll so it'll this kind of goes back to um so it has this um eels's it has um access to the core curriculum and then it has our ind uh local indicator information and then it'll have the percentage of English learners um students making progress towards English language proficiency English learner classification rates and then it's our Hispanic student on local EL assessments and then also our ELA a um test and cast information and then algebra. What number is the page 77? Page 77 through 8, right? What which one is the ELA cast one? The ELA cast one is 4.9. Um but we tied it um at the recommendation of the county, we tied it back to our

101local indicator data which is also tied to our CASP data. Okay, that's what I was missing because I because because of all the local indicator rubric is as follows like that is not as clear as saying like that is that is not as clear as saying like English language arts where where like where is the I see EL and also ours emphasis was around math and English language learners. So the the so the English language arts information is there but it's tied to who our more target students are which is our Hispanic and our eels's right but so this is the implementation of state standards 4.9 but it's 4.9 but if you look to um 4.7 4.6 4.5 4.4 four. Those are all related, but the emphasis is around our students who are English language

102learners and then also um the ELPI level. So, the emphasis was around ELS's and our Hispanic students. Yes. So, not everyone I mean everyone we are monitoring but as far as our LCAP where we need to be more intentional was around our ELS and our Hispanic EL students. Okay. Okay. And for our Hispanic students, do we also have is there a mouthful for them as well? Uh the emphasis there was around the algebra one because that was one of the areas that we needed we talked about improv improving on and so that was the area of target there but nothing to do with like the state assessments or anything like that. No. Okay. But because we focused on our um um access was one of our big areas and then also our um um electives

103and programs at the middle schools. Just being sure that our mathematics programs were not conflicting with um students having access to the mathematics that they need at the level that they needed. So that was based upon prioritizing who we said we wanted to prioritize um who our targeted students are as a school district. So it's not to say we're not doing that, but that's that's not our biggest target. This is our focus. This is like where we really need to do the work. And so that's what was highlighted in the plan. So okay. So then did you have a question? And then the other area sorry is um for the ELA um area that you were speaking of the area that we looked at is 3.3 which is on page 69. And also um so

104you'll look at when you get to that page if you look at metric 3.2 2 and 3.3. Those are the areas that are related to the mathematics and to the English language arts. Okay. And so that would be the information that's based upon the standardized um dashboard. Yes. Okay. So, how are we determining these goals? Um, and where's um where's the analysis? Like I was looking at the the money like on page 107, 108, 109. Um, and it has a column that says contributed to increased or improved services, yes or no. And then if it says no, it seems like there's no change in the um expenditures that are projected. So I'm wondering what happens between like where's the analysis of is this working what should we continue or what should we discontinue that's each

105of the goal areas that I was outlining where it talks about let me go back to the goal so it it starts with the goal and then it goes to description I'll start with number one page 29 it'll say a description of any change made to the plan goal so that's one portion of what you're doing and Then as you um go to the previous page, page 27, it's where it talks about the effectiveness or ineffectiveness of the specific actions to date in making progress towards the goal. [Music] And I'm using that particular one because one of the things we're going to um we're going to have to make one change based upon the county's input to me today. As a matter of fact, um is just reorganize our effectiveness and ineffectiveness to be sure

106that it's in the same order as our contributing actions are beneath that. So that'll be one check. The information will be there, but it'll be in order of um how they're proceeding in the contributing action section. And so that's the area that um describes the goal analysis talks about in general what's going on details related to that referring back to actions and metrics. Um the effectiveness ineffectiveness speaks to what went well why what not and other details that you may want to share. Um those are the details that's the sections where that information comes on uh 3.2 2, which is on page 68, the distance from standard and math on the state tests. Um, you see in distance standard from English language arts, Hispanic students are on there. There's just a few categories. Um, and

107then on the 3.2, they're not listed. So, is that of a that based upon dashboard and how they were identified when we wrote the plan? um those were the required um groups that we needed to identify and address within the plan based upon compliance. And so once we write the plan, even if like this year we get updates and it's different, we still focus on what we wrote the plan on when we started in 2024. We don't we don't shift it. We can speak to it and talk to it, but we don't shift our metric um within the cycle within the three-year cycle. But that would come up for us of course in our strategic plan. So if something rose to say we needed to bring it as a priority in a different way and

108it wasn't a part of our priorities that would be the place by which we would raise that particular issue and be sure it does get addressed. So, when we're looking for example at metric 4.5 with Hispanic student um performance on local ELA assessments and the difference from T2 2024 and March 2025 is they're um it's mostly decreasing um and we're still about 20%age points away from the target outcome. Mhm. Are there um adjustments in like how we're targeting the students or different resources um based on those numbers? Yes. Um some of the work we're doing right now with regards to a change in pilots for a reading or English language arts curriculum um is one of those big areas that we're um looking at. Um while of course that's going to support all students, it's

109very clear that um our approach to what we're using for English language arts has not been effective. Our data is very clear and so that's a reason for the pilot. Uh the other um area for that is the shift and we're hoping we see it in our scores um coming up. But that's why we also had the early um um newcomer curriculum that rolled out to address that so we could be more targeted and supportive in that particular area. Um and then also just in general um being more effective with interventions that we currently do have right. So there are um you know not just now we're talking about the data all year long. There's things where you can celebrate and see it. So trying to share that with other teachers, other principles. Um but

110those are some of the bigger areas that we're focusing in on. And I would say our methodology for teaching reading um trying to have more um focus on all the domain areas that are needed in reading. And so um getting more of the reading and science um that element into our instruction. Um and then the other big element that we're focused on this coming year um to support this initiative with just being sure we're clear about what the standards actually are and what does that look like in instruction on a daily basis. Um I think sometimes when you know you you get going and you're doing what you need to do as a teacher um but sometimes pivots are needed and so we're just kind of calibrating a little bit um looking at some additional

111supports and then the final piece um on where we're hoping um we can see some additional gains. um can't promise what we're going to be able to do because we're still calibrating what the budget will allow us to do, but providing more um intervention support during our after school programming. Um we have done some support, more enrichment level programming, but we want to try to utilize that time for the students that we do have and that are attending. how can we provide them more targeted um support in English, Spanish language arts and mathematics during that time in addition to the enrichment that's been a part of that programming. But we want to begin to change that programming and what it looks like a little bit next year. So, an area that I um and one

112of the reasons that I wanted to talk about the sips more was wondering how like at San Miguel if there's 69% Hispanic students versus like Cherry Chase is 9.9%. What is the difference in um support at those different school sites? I know there's title one funding, but if this is like a specific group that we are targeting, what other types of um supports are there for different sites that have different racial compositions? Um I think Mr. Cuffy talked about this a little bit, but basically each school site's budget factors in their ratios, if you will, like what are their title one, um um who they have as eels, um other factors that we're in there. So, we're trying to take in all the different data points that go with the school site and that factors

113into their budget. Above and beyond that would come a unique initiative or something else that they're looking at that we need to talk about. So, that would come forth um to have a conversation. But as far as their actual budgets and how they need to target based upon who's at their school site, that's specifically what their school plans are for. Like, what do we need to do? How are we going to use our resources to maximize on what our challenges are specifically as a school site? Of course, is what they they still need to do focus on what we said we need to do as a district, but then they have to go to the next element. Okay, in addition to that, who do we need to serve and how are we going to make

114that happen for our school site? So they may give teacher siphons to do a certain thing or they you know they they have some level of autonomy there to come up with a plan to the best of their ability to address what's unique about their school. Okay. So um follow up on that. So for example like at Bishop the Hispanic students have like I'm looking at the points below standard for below um below standard it's 80.4 4 points below at Bishop versus um for Hispanic students versus 2.3 points below at Cherry Chase. So, in terms of like LCAP, um how are we supporting those school sites differently if we see such a big difference in our student outcomes for those specific students? um as opposed to like like yes they can decide that this is

115working well at their school site but like what kind of integration across the district or what kind of conversations are like this is working really well at Cherry Chase or Cumberland for our Hispanic students how can we bring that to Lakewood or Bishop or San Miguel we do that this past year there kind of three ways by which we do that one we have our instructional leadership meetings which happen monthly um that's a time where we provide information but we also get information as instructional leadership team. So that's one of the ways by which we do that. Um this past year in addition to that what we um have been engaged in this is our second year. This coming year will be third and it'll look and feel a little bit different but we do

116walkthroughs and the reason we do those walkthroughs is so we get principles and coaches and teach some teachers in other school sites to see what you know what instruction is looking like, what programming is looking like. Um, we look at that information, we calibrate, we talk about what we saw. That's an opportunity for principles to dialogue, take back something that they saw that they could use and take over or coaches collaborate, get some new ideas. Let me try that over here. Um, even like, can I have your teacher come over and give their input? So, that's kind of the dialogue that is uh occurring throughout the year um for conversations. And then the third way that we've done that is uh with the support of um Dr. Benson Institute with our principles and the dedicated

117coaching. Um that's one of the reasons we engaged in that because it's not just to have data. If you don't have the data and know what to do with it and how to help it inform your instructional practice, it's just data. And so a big part of that is really developing a culture of one we do look at our data and talk about it and we're okay and we can put it out there and be comfortable with that. So we at that place now I think anywhere you ask someone about data they're going to be like yeah I have some data here it is and be able to speak to it but then also having that level of comfort with our teachers that it's not about we're not evaluating you because we have this information.

118It's just what can we learn from what we're doing and what's working um so we can build on the skills programs that you're using whatever it is like if somewhere it's going really well what are you doing and what can we bring over and so that's been a part of our ongoing um conversation this year and how we're trying to um improve upon that. So that's some of the ways and then moving forward in next year we want to get more into the content in our walkthroughs. So it won't just be observing instructional practice, but specifically when we talk about if we're teaching this ELA lesson, this is what we expect. What are we seeing when we go in, how can we get better in that dialogue. So those that's a progression and we just

119want to become more fluent with it. So we get better results and we do think some of these initiatives and things that we're doing will kind of help with that. So, um, just as a time check, we probably need to move on, but what I want to say to like Evelyn and Peggy is that something I was sharing with Peggy earlier was like this LCAP, like this LCAP was like written and approved and it was approved by like I mean, uh, Eileen was on the board, right? Nancy was on the board and like so and like we approved the LCAP and that was out of work that came not just from the strategic plan but from lots of conversations about priorities and like lots of lots of feedback and and you know learnings over time

120and so by the time we get to the next one the next LCAP that the team is going to write together we'll have new composition because we'll have learned more we'll have moved the ball forward But we'll have had more conversations together and it'll be it'll be different because it will be a different team and it will be a different time. Right. So like don't and what and then the strategic plan and the strategic plan which we did not have in place when we when we started writing when they started working on that like they they started this is the first one where they're trying to put it all together and probably the next one it'll go smoother and they'll be like this is it'll and it'll make more sense because you'll have been on

121the board the whole time. Do you know what I mean? So like don't be too overwhelmed. I I did have the question of if they can like can we add the dollar amount in later or not possible? Yeah, I was going to respond to that. So, I'm hoping the the percentage is to give you you guys in the public um the scope of that item uh was helpful. So, I would like to keep that and add Yeah. the dollar if that Yeah, that's totally doable. And then for the section that had no percentages even though it was still it was only like a 1.5 million like but compared to some of the other buckets it was smaller even though it's still a lot of money. I think the answer in packet review is oh those

122are contracts that you already approve but for the majority of the public like if anyone wanted to just look at that or for us approving it it's very difficult to like we're not like I don't have the contract in front of me right like we might have looked at it six months ago or it's coming forward later like if it's just put there as well like that would be really helpful maybe like to follow the same pattern yeah I was brainstorming how to how to accomplish that in an efficient way. Um, and I have some ideas. I think the the more significant like contracts rather than every PO for like3 4,000. I mean, could it be endless? No, no, it's by the chunks you have there like by the chunks. Do want to clarify one

123piece with that because we're right at the end of our approval with the county for the future. Okay. I just wanted to clarify where we are just for next year. Okay. All right. Just wanted to clarify because we have to approve this one the way it is so it gets in on time. Just wanted to clarify. Does that sound anything else? Um yeah, I'm really in um the reason I wanted to talk about SIPs and strategic plan um after we approved LCAP is because I'm kind of confused about how everything integrates and what are our goals and how are the school sites um using the LCAP goals in their own site specific things. So I'm looking forward to that conversation in the fall. Um but there's just this one question that I I didn't really

124understand the packet review answer. Okay. So on on page 108 there is um for metric um 4.3 the action 4.3 the last year's planned expenditures was 196,000 and then the estimated actual expenditures was 5.6 million that's where students achieve mastery based resources and services. So that's um very different. So um what accounts for that huge delta there? I can take that please. So basically in the beginning of the the budget cycle about a year ago when we adopted the L cap um it was assumed that all positions and this is in the master of core content areas was assumed that all let's say special education positions will be filled. Um we have position control numbers. We can estimate how much those positions will cost. I was also very new to Sunnyville. Um, so I assumed

125something that was that did not come true. Um, but if you look at the aggregate of the staffing, so 4.1 4.3. So what wasn't filled in our personnel was filled in contracts. So if you put those two together, they're actually less than a percent variance. It's like 75% variance when you add those two together. So basically the the story is um many positions we weren't able to fill internally and we had to fill externally um through contracts. Thank you. Okay. So board are we ready to um are we ready to vote? Yeah. All those in favor please say I. I chair votes I. And the motion passes. So we approve the LCAP. Thank you very much. Thank you. Appreciate it. Is there a motion? We had to make a motion to discuss, right? I never

126received it. Oh, we never Oh, okay. Well, let's make a motion. We approve the Lap. I'm sorry. I thought we did that earlier. We should not have been talking. Second. Okay. Evelyn seconds. And all those in favor, please say I. I. Chair votes eye. Motion now passes. Okay. Well, that was interesting. I'm so sorry. All right. We are on to uh 10 C approval and adoption of the 2025 2026 budget and approval of resolution R2529. Am I the right one? Okay. Uh are the coffee chief business officer? [Music] I'm so sorry. 20 minutes. Great. Relax. All right. So, just as a note um before you begin, I think because we've seen the budget, I think our focus tonight is to understand the resolution that's proposed with it. That that would be okay. Yes. Thank you.

127So, we are skipping all the way to slide 25. Okay, I have a timer going within 20 minutes or less. All right. Uh, Arthur Cuffy, chief business officer. U, this is a continuence of the 2526 adopted budget presentation. Uh, we started this uh on the 4th of June. So in order to keep us within the 20 minutes uh other than quick clarification I'd like to ask that we hold questions to the end see how that goes. Um today's focus will be we're going to um unpack the the work of the equity and sustainable staffing committee. Also wanted to go through why long range planning and early action uh is critical especially as a basic a district. Uh and then finally I wanted to clarify the intent and the role of the accompanying resolution attached to

128this item. So we're going to double click quickly um on the on the revenue assumptions. So property tax growth is trending lower than usual. Uh commercial real estate remains a sticky area for just last week. 23 and me down the street sold for less than half of what it was purchased for in 2019. Um we have over a billion dollars of active appeals um that is being currently being disputed by Apple. Um we also have over uh over a billion being disputed by applied material. Um and so the takeaway there and sorry Apple had a hearing scheduled for last week and applied material has a hearing scheduled for July 9th. Um so the takeaway there is there's a lot of risk uh in that and so we're those are uh areas that we're paying close

129attention to. The only thing I wanted to point out in the uh assumptions on the expense side is that compensation increases are reflected in this in these assumptions are reserved. So, I think the visual um is pretty clear. While we're highly resourced, um our spending patterns are unsustainable under these current trends. And so, the story here is pretty clear. It hasn't changed. um while while our staff growth of almost 30%. Uh while simultaneously declining in enrollment of 13% uh that is the model that we cannot sustain and we will need to address that structural imbalance. All right. So our goal our goal is simply sustainability, equitable resource allocation, improving outcomes for our students and uh we try to see the opportunity in everything that that we do and all the work that we do. So

130here um I wanted to just briefly identify the challenge. So, I included um some recent guidance that the Santa Clara County uh county office of education provided to school districts and basically they were telling uh all districts that uh were experiencing deficit spending. Um they're imploring us to u to put in front of our board and have our board acknowledge stabilization measures. Um and so the language is almost identical to what we are accomplishing in the resolution. Um they provided a sample resolution which is for the most part the same as what what's in front of you. Um we just included a call out for transparency um and collaboration, engagement with our labor partners, etc. I I kind of took that from the board's the the comments in the past of um transparency and such

131from the board. So this slide uh simply put it just shows that based on our latest assumptions here's what we would need to do in order to maintain our 20% minimum reserve. This was actually something that um a member of the board asked to see. So this clearly calls that out. So basically um by the start of 2627 we would need to reduce our deficit by 7.7 million and 3.7 million by the start of 2728 to eliminate the deficit. Now one might ask why is 20% reserve important? Well, funding and cash flow stabilization. Uh we are funded primarily on property taxes, not attendance. So when property taxes decline, we don't get an automatic backfield from the state like an LCFF district would. Our reserve is our safety net. uh LTF districts receive a guaranteed entitlement

132based on the highest of either current year, prior year, or a three-year average uh average daily attendance with the funding being distributed consistently uh through monthly aortionments, typically a five or 9% um aortionment each month. In contrast, we as a basic a district, our primary revenue source is local property taxes, which are received in just two large installments each year. Uh, which creates an uneven cash flow, where there are several months where we receive no property tax revenue. Um, and to add context, given our general fund expenditures averaging about $14 million per month, the statutory minimum reserve of 3% would last us less than 10 days. Also, uh why 20% reserves would be important is because of uncontrollable circumstances such as a mandated expansion of TK or a sudden influx of students from a local

133charter that uh has closed which are realities in our world um with no accompanying funding to support that. uh and so our reserve is our safety net in these cases. And lastly, I'll say uh without maintaining our 20% minimum, we risk encountering cash flow challenges during months where there's no income uh from property taxes. In such cases, we would have to explore short-term borrowing options to meet those obligations uh which would incur interest costs and add further strain to our budget. So we talked about the challenge a bit. Now let's get to the opportunity because we are highly re a highly resourced district. We have opportunities that other districts do not. Um as you can see on the in the chart uh we are funded um high we we have we receive more funding per

134pupil um than 99% of school districts in California and in that lies opportunity. The question becomes how might we reallocate uh or become more efficient with our resources. And although although um although initiated by the need to adjust for our financial realities, might this be an opportunity to imagine new more efficient possibilities? Um, one of the the things that I mentioned which is um a part of the the committee um was we we wanted to introduce the concept of if we could rewind to the ratios of 10 years ago which would save us $44 million a year. Would we rebuild our educational infrastructure in the same way? and we would more than likely make some changes and and not rebuild it in the same exact way. So, um I wanted to point out I wanted

135to bring us back to our core values. Um through behind the leadership of Dr. Gallagher who stepped in at the height of the pandemic. Um we addressed the ch the challenges of the time mitigating learning loss dealing with social emotional challenges and accomplished a lot that are tied to the first three goals of joy, compassion, and justice. But as we face these new challenges today, I believe we'll have to lean heavily on the other two, courage and excellence, where we create opportunities for positive change by boldly facing challenges, trusting one another, and imagining new possibilities. When we hold high expectations for ourselves and others, strive for continuous improvement. Sorry, and strive for continuous improvement. I just found that both of those were fairly relevant to where we are today. All right, [Music] look at that.

136Under 10 minutes. Okay, so uh I won't go through each bullet point, but we've made some progress since we were here in March for second. Um the the most notable was the establishment of the equity and sustainable staffing committee. um wanted to make sure that I pointed out there have been no decisions made by that committee. It's not a decision making body. Um and no board priorities would ever be altered by such committee. All right. And to the committee. So it's a 12 member committee. Um the you can see the the components that went into the committee. There's directors, principles. We lost that one's still on over there. We have directors, we have principles, myself, behavior and special ed program managers. Um, a total ex experience in education of 260 years between the 12 members,

137average of 22 years. Okay, I have it here as well. So, an average of 22 years in education for each member. Um, total of 161 years in leadership roles. um for an average of 13 years per committee member. The purpose and the goal of the committee again was not to make decisions but um was simply to start the conversations you know knowing that we have financial challenges ahead of us um knowing that we're we're headed for a transition and and leadership um with our new superintendent coming in in July. Uh we and again under Dr. Daiger's leadership um we were tasked to start these conversations right and so um we did so but it was more to vet ideas and options and explore how we might um what what we might recommend um in terms

138of changes in the future that would not only lead us to sustainability but also uh infuse equity in our system and Um I I'll get to that in a in a bit. Trustee Shen Brewster. Um you've been very consistent about um pushing us towards equity and I appreciate that. So I talked about the approach of you know just thinking about if we were able to rewind back 10 years. So we used that approach. Uh and and another main uh component was we we wanted to make sure that we understood um there were still some components that were unknown to the committee. Um but the idea was bring forward some recommendations um get some work uh and some discussion started. uh but the strategy would be hopefully we can identify areas where we would like to

139strategically reduce over time and utilize natural attrition um in the process. Some of the emerging themes that came out of the committee were um the tiers of equity and the idea of support packages. Last thing I'll say there before I go to the tiers of equity is the discussions will continue into the fall. Again, we'll have um Dr. Crossweight here. I'm sure he has um he'll have his own ideas. He'll have his own experience to lead us. Um and so we await we await him um in in in those ideas, but there there will likely need to be uh continued subcommittees to kind of identify opportunities. All right. Tears of equity. So what came from the committee was um the idea that in order for us to ensure equity in our system um we we

140would have to we'd have to build a system that infused equity in it in the way that we allocate staff. Now I got here just over a year ago and one of the first things I did with the discretionary budgets which are in the Simpsons is um I made sure to infuse equity in the allocation of those budgets. So there are uh subgroups and and uh target groups such as English learners um foster youth and free and reduced u eligible students. So if you have the same amount of students as another school, but you have a lot more targeted students, uh your your LCAP budget will come in higher. So that is something that's already in place. Now that the the committee talked about how do we make that type of a system work for

141staffing, right? Because that's where the majority of the resources are. And so again, no decisions made, but that was one of the emerging themes. Now, um the the state established the the three criteria, English learner, foster youth, and free and reduced price eligible students. Um we thought those were good to to have, but also conversations came about um students with IEPs. If your site has uh more students that have IEPs, there are needs that come with that. Also, specifically SPC students. So maybe there was a factor and an add-on for for those students. And then last but not least, what came about was there there might be students that meet none of those criteria but are still underperforming. And so might there be an additional factor for those students? So these are just ideas that

142are being discussed. Um and again the the conversations will continue. Um we are in the very beginning stages of them. Again the the committee has only existed for two months. Um and so these conversations will continue the road ahead. Uh we are working with our labor partners to to continue discussions. We we will be bringing things back to the board level um as appropriate as you guys see fit. Uh again, we we eagerly await um Dr. Dr. Crawway to see what his ideas are for this, but um we want to we want to make sure that we remain thoughtful. Um Sunnydale has been a special place. Again, I've been here almost 15 months. Uh, and the one thing that stands that stood out from the moment I stepped in the door and still stands out

143is the way that Sunny cares for his people. Very thoughtful about, you know, being trying to be respectful to our students, our staff, and our community. And so, um, that's not something that that we plan on changing anytime soon. So, with that, I will close and move to discussion. Okay, we're going to go to public comment and then we will make a motion. So, uh, if there's any member of the public who would like to speak on this item which currently contains two topics, um, the approval of the adoption of the 2526 budget and the resolution. Please use the raised hand feature now. No. Okay. Uh, board, do we have a motion for the purposes of discussion? Um and actually I would like to suggest that for the purposes of discussion I would like to

144separate the two so that um could we get a motion first just to adopt the 2526 budget? I still move. Do we have a second? I I second. Okay. So just for the budget alone, uh are there any disc questions or comments or any further because we had a presentation last time anything? Go ahead, Arthur. I want to um commend your thoughtfulness and your diligence in um making sure that we have money and we can we can last we can we can stick around. Um, I am I approve um I admire your conservative approach and um I think that's a great voice for us to have. I do have a question about this um equity and sustainability staffing committee. We're going to talk about that next. Oh, wait. As part of this presentation. So, is

145this appropriate for I mean Oh, actually, you're right. We could talk about it now. I love these words equity and sustainability. May I be a fly on the wall in this meeting in these meetings? Well, actually, you know, I thought that for some reason, it's funny that you say that because I really was thinking of this being more part of the the resolution, but I'm okay talking about it here because I have I have concerns about the committee work so far, like the composition of the committee. I know you're saying there's many many years, but the board has had no reports on it other than a brief meeting, right, where we had we had a short meeting uh where you met with us one-on-one, but there was no there were no materials from it, right?

146Because nothing's been decided. And um I took some notes, but you know, it was concerning for me that there were no um there were no title one principles in the meetings. Uh and even though you could say, well, the reason there were no title one principles in those in that committee was because the people that they had they had no kind of fat to cut. So I understood that as the message. However, I would think that the title one principles would be so creative with Was it Manny in the committee? Oh, I thought you said there was I thought there were none. There's one. Okay. So, all all principles were part of the the IoT discussions we had. Okay. Well, I just it feels like there's been a lot of work without much insight from

147the board and I understand that it's sensitive because you're talking about um you know eventually uh reducing the budget right for staffing. So I understand that like there's a reluctance to come to the board or to the public because once you talk to the board you're talking to representatives of the public but like it can't be done. So what would you recommend moving forward? Well, I feel like we ought to be updated with like there should be minutes, there should be if there maybe uh a board representative. I feel like there should be there should be some way that there's vision in I'm willing to work that out with the next superintendent team. Yeah. So, I the way I see it and you know I won't be here but is that that group's work is

148finished. they've come up with a general model and then now the next step is the broader it's just what you're saying. So my question, my concern about the general model is that it's a new formula. The current formula for public education is flawed. Like very very flawed. And there's there's um all sorts of discussions at the state level about how unfair the general funding formula is for public education. The LCF, correct? And even though we're community funded and we're above that, if we ever dip below, that's what we would be under, right? Like it's just the basic funding idea. So by creating our own funding formula, like I understand that from conversations with Mike this week that the funding formula would be like a check against whatever decisions we're making. However, again, that's how I

149would do it. However, I have been in conversations where like once the board approves something or we say, "Yeah, we we understood we to you'd say, well, you approved it. There's a funding formula. You knew we were going to have these tears. The board approved this. If you're if like I am not comfortable with any of this like I am just not I'm not there. I don't have any information about it. I like in theory like I'm just worried that we would be creating another flawed formula that would be like not the right way to approach problems about serving students. So I'm I'm frustrated because I I don't have an understanding the idea of a tiered system. uh you know like students with IEPs, those are contracts. We legally have to provide everything within them.

150So the district is already signing off on providing everything within that IEP, including time, including resources, including staffing, including stuff in the room. So that money should be there for those students no matter what. We don't even have a choice about that. Um, yeah, but if you're, for example, when I was a principal, I had all of the, and I'm still complaining about this 20 years later, I had all the special ed programs on my campus. Yeah. And so, sure, they came in, those kids came with, you know, funding for their parents and their teachers and all that, but not for the the office time or the assistant principal's time. So there are some extra as I understand what you're saying. The bulk of that it's a it's a factor, but how you consider it

151is a fair question. Sure. But I I mean I feel like there's a I don't know. I just I'm hoping that we can have a conversation with like the new superintendent, you know, even if you just handed if you just say, well, this is the slide. This is what we came up with the in you know these are some other categories. These are the state categories and then which is already um already kind of broadly accepted and then we think there ought to be these other groups like these other these other categories of students that there's additional formulaic funding for it funding for it like you know I I don't I'm not even confident that like that this is sufficient or appropriate like I just so what would be so my thought would be like

152if we go forward we would have these would be meetings that we would structure in a different way and that people should be taking notes during these meetings and and boards should be have been given summaries of them yeah no so I hear all of that I appreciate that I think so took over my I I think the what at least what I'm hearing ing the apprehension that you have is a healthy one, right? Uh these are complex things and quite frankly they're not to be figured out in 10 20 minutes. They're to be figured out over a long course of time um through many channels of being vetted. And so again, at this point, we know we have a financial challenge in front of us. We know we knew going into the meetings um

153we would have to or it would be prudent to at least start the work to identify areas where we might explore where we could become more efficient and in the process um I think again it's from the board and the community's um own direction that we think about equity in our system. So how exactly that looks, it's not determined. And you're right. I I would think that would be work that Dr. Crossway and yourselves would uh work through, but um you know, it's not for me to decide. Um but yeah, I think I'm proud of the work that the committee has done thus far. Um there's just recommendations, there's just ideas. Uh there's there is no decision. So the fact that But it is it is time to broaden it out and to start like

154sunshining some of the ideas. I think there's no question about that. J um I was surprised to hear about the committee and that there were multiple full days with 12 members um already without having heard about it from the board. Um, I feel like that is something that we should have been at least informed of as we were creating the committee just in terms of oversight and accountability of how decisions are being made. Um, so that was no decision. I know, but we're spending hundreds of hours of people's time in a meeting to decide like tiers of equity and we don't even know if the concept of equity as the district understands it is the same as what the community understands. So, I think just having that commonality in like direction and terms that we're

155using and the purpose, I'd like to be part of that conversation in the future going forward. And I also do want to echo what we've all been saying is that we have a new superintendent coming in. He's going to have his own ideas. Um, and I am reluctant to make any decisions or pass a resolution, frankly, that is going to tie our actions to a certain We're going to talk about that in a minute. Okay. So, period. So, are there any questions about the budget side of things? the budget but we need to the question is we do need to approve this budget today. So the committee is a different thing that we don't need to approve right now and I do have the same or similar questions or issues about it. But the the

156the budget needs to be approved right now correct by I love by everything and there isn't even a question on the table to approve a committee. That's not that's not on the table. It's not Yeah, it's not but your input on that is valuable. Yeah. But I think the committee actually it does it feeds into it's the committee is responding to the budget. So like that's why it's appropriate to talk about it now. Yeah. Um and the budget forecast and all the assumptions that are in the budget. Um and then the committee is also a big part of the resolution. So and there there's something really important that I want to clarify here. Um the work that the committee has done over the last two months I think will be integral in Dr. Crossweight's um

157start because he's not coming in um to to know information. The the reason why I I believe there's time urgency is because it goes back to what I said about Sunnyville really caring about his people. If if we when we wait to identify areas that we couldn't even explore or if we were to wait then we bypass our strategy of of using natural attrition and what if we kick that can down the road it will result in more abrupt um layoffs right to if we were to maintain our 20% reserve. So, that was the reason why we wanted to have some work done for him to react to when he gets here. Um, and like I said, we like I appreciate the concerns. Um, we we're going to continue to work on it and we're

158going to follow his lead. Um, at it sounds like we're okay about the budget. I'm just trying to Yeah, I want to vote on the budget. I think that's let's pass the budget and then we can continue a little bit more because we may have a little more to say about the committee and the feedback and the resolution, right? Okay. So, all those in favor of passing the budget, please say I. I. Chair votes I. The budget passes. Okay. Compliance's done. Um, go ahead Isabelle. Yeah. about the second part. I think I when I came few months after Mike came and I remember in many of the discussions and we always say like wait we know it's part of Mike's overall plan and strategy. So we're going to trust him and make him do this

159or that decision. So a lot of times he came and gave us a particular decision that he was making that it was a strong a big change and we will normally trust him very good that we did and we move forward with those changes and I think we in in the in the same way we own the same the same way to the next superintendent if he needs to make big changes in in our budget or or the way how we manage the the money. We need to probably wait and see if he has a big strategy before we move forward. It's good that we already have a a a blueprint in case he just need to move to keep pushing the same ideas. But if not, then we all the same courtesy. I suppose

160we're trusting. I I appreciate that there are um these 12 members that come together and um share um um goals. Um but I understand what the board is saying that um we should be, you know, a part of of the information that they come together and and gather. Um I think that would be good. Yeah. And you know for me like I also feel like you know rather than creating a formula right like there may be structural changes coming like there just may be and it may be you know it may be something that we can't even see because we're in the water right and they did the whole thing about you know fish don't know you can't see that you fish don't know what water is like we're in the water. So having someone

161coming from the outside I think is is going to be helpful for us like just as a district in general and um just like when you came in you had ideas right like you you're like this this seems different like we do this totally differently somewhere else like I think as you know having someone a new perspective will be good and um you know I I personally do not want to lock into you know uh into something that we're just is not going to have any any window into um okay so let's make a motion for the resolution. Can I get a um to pass the uh resolution for the purposes of discussion and then we'll we'll discuss a little more about whether or not we want to make the resolution now. Um but we

162need a motion to discuss it. Anybody discuss it? No, that was the budget. Now we have to then we talked about the committee but the other piece of this was the resolution R2529 that says that we are gonna um basically looking at reducing and that we will come up with measures and so is there a motion for the resolution portion? I move by for the purpose of discussion that we pass resolution 2529. Have a second. I second. Okay. So, I also appreciate a conservative, let's not go to jail, let's not lose everything approach. Like, I like that and I think that's really good. Um, and that's part of being a CBO, right? Is that you have to like keep an eye on the money and the future. So, I do like that idea. But what

163I what I want to do is I wanna not I want to have that conversation in the fall. Personally, I just I not because I don't believe that we, you know, not to say that we can't bring it back in the fall. It's not like I'm not passing it forever. I just really want to get the new person's state. I'll just let me jump in here and I think I think that's fine. That's a fine approach as I'm reading the resolution as it's written. Um, point one says that we're identifying a need for reductions in solutions. Solutions means revenue enhancements. Um, and that's just in the budget already. Um, number two directs the superintendent or designate to develop and present a comprehensive list of proposed ongoing budget reductions and other fiscal solutions for 2627. There's

164no timeline as to when that would happen. Um, so it would be consistent with the resolution to say, "Dr. Crossweight, here's what our situation is. Um, go to work with the team." Um, requires it to be included in the in the adopted budget. Um, the list of reductions or solutions. So, it gives us a timeline to get this done for next year and commits to transparency. So, you know, I I think it would be fine to look at the resolution again in the fall. As as I read it, just as it's written, there's I don't see a reason for that. I I don't think there's because I think there's some concern about the committee that the committee isn't included in the resolution. So, whatever whatever is your pleasure. What is the purpose of this resolution

165now as opposed to a couple months from now? Great question. Um it goes back to if we could get the the slides back up the advice from the county office. Yeah. So I I spoke to the county advisors um the business advisor and so basically there's one of three avenues for us. Um one would be to revise our existing resolution um of a 20% minimum. I would not recommend that to the board. Um but that would be one solution. Um the the other solution would be a resolution such as this that clearly identifies that we we understand um that if we don't do anything, we would drop below our uh local reserve minimum. Um, and then the third would be it it doesn't have to be a resolution, but they're going to want to see

166um a clear plan identified. Uh, and so those are really the three things that they're looking for as oversight of of us as a district. This gets it in front of that. Um, I I agree with Dr. Gallagher. Like I don't think it'd be the end of the world to do it in the fall, but um you know, if you're not comfortable, you guys vote as you please. But um this is our recommendation that you do approve this because of those um those factors. I just I feel I just feel a little burned by the lack of transparency to date. So that's why that's my whole discomfort level. And you know, maybe I need to get over it, but I I just, you know, I just really I just Can you elaborate just a bit?

167Yeah. I mean, we really just found out about the this committee that's been going on since March, which is four months ago. We just found out about it. This resolution um is not about the committee, but it is. It is about the committee. It's it is because it's going to build on the work that the committee's done so far. That is not a true statement. Okay. So tell me how it's not a this resolution is again it is declaring that we understand if with these assumptions with the tenative agreements and compensation increases um and the current fiscal position if we do nothing we will drop below the board approved resolution of a 20% minimum. Now, that is something that the county office of education is very um keen to look at in their oversight role.

168And so, um yeah, when they write when they write their letter to the board president saying like, "Yeah, we looked at your budget and you're going to have above the 3% reserve," there's going to be a line in there about, "Yeah, but what about your 20% minimum because your deficit spending?" They're going to ask for this or a plan at first interim. So, like I said, I it we could push it, but it is not our recommendation to do so. Again, this I don't want this to be confused with any committee. Again, there's no decisions that have been made from a committee. It was just work to explore what are options for the next superintendent uh when he does get here. So, I think we've said everything there is to say. So, it's just Isn't

169it the budget already? The plan when you say that they need the plan. Oh, because the budget is the budget lays out a plan that leads to us have deficit spending. Yeah. So, we need an additional plan. So, where is I could so I still don't have any idea where are the recommendations other than the one slide. Where are the recommend like what is the map that you're going to be handing? You said you hours and hours of meetings. What is it you're handing to the new superintendent as a baseline plan? We don't know. That's a great That's a great question. what what we presented to um our instructional leadership team and quiet and what we presented now is what is ready to be presented. There's still a lot of discussions and things that are

170not ready. Um so when when Dr. Crossway gets here, I will we have you talked about meeting minutes. We have plenty of those. Um, can we see those meeting minutes and be presented at the same time or before Dr. Crossweight? That would not be a part of the decision. Okay. Well, then let's Dr. Crossweight. Yes. Yes. Yeah. I would like to have that information as well. Right. So, so like again, I I hear the concerns. I hear what you guys are saying. I would anticipate that when he does get here, which will be in a matter of few weeks, um those discussions will happen and you guys will work that out amongst yourselves. I would envision. I'm just saying that the this resolution um gets ahead of what's on the screen right now, which is

171the recent guidance that just came from the the county that basically is saying if you're in this position, we expect to see this. Why don't why don't we say so if we if we need to my question is so first interim is when we will be bringing that mid December like December 12th or so that so I think we have what's the likelihood that we're going to have a conditional approval from the county office of education that's when you fall below three okay so we are not that's not going to happen to us because I saw the resolution is meant to mitigate that chance but we're not like at risk of that happening in the next couple months. So, let me clarify. Um, there there would be a conditional approval. However, they will ask for

172this at the next time that we present something December. Okay. December. Got it. Okay. So, um I I really I personally would vote that we would, you know, we could have Dr. Crossway here and he could say, "That's the first thing I want to do." Great. He can talk to us about it. He can give us the plan. He can make suggestions about sharing of information. Let's do that when he's here in a couple of weeks. It's not as neat as approving it together with the budget. Um but that's I mean that's what I So I would vote I would vote no on it now with the I but I'm totally open to bringing it back. Have a vote. Yes. Have a vote. So you need three yes votes. You need three yes votes to

173pass it. Okay. So, let's just Are you Let's just vote. This is Yeah. Yeah. Unless you want to talk more. No, that's it. This is All right. All those in favor, please say I. All those opposed, please say nay. Nay. Chair votes nay. And the motion is not approved. Okay. But we have direction. Welcome to bring it back. Okay. Excellent. Um board, do you want to take a short break? Yes, I do. Okay. Like five minutes. So, thank you for together. Cute. Did you put the little things on? Okay. So, she she got this one. You got this one. And um this one you put she put SSD on there because the fan and this says LCAP. Oh, great. But that's that's work, Mike. Yeah. Okay. 17. You did great. The timer helps, right? It

174does. No, no, I got I got to get Yeah, we were getting so final [Music] today. We're almost about 90 85 90%. [Music] Go ahead. [Music] We have three disclosures and then 08. What time? That's 9:30. Take a look. [Music] It's kind of fun. Totally funny. I know he's thinking I need to go do that right now. from our break. Uh we are on to item 10D, the tenative the tenative agreement between Sunnyville School District and the Sunnyville Education Association. And our contact person on this is Mr. Jeremy Nishihara, Assistant Superintendent, Human Resources and Information Systems. Excellent. Um, good evening. Um, I am thrilled to present to the board um for approval the tenative agreement between Sunnyville School District and Sunnyville Education Association um for a full three-year closed agreement um resolving all the issues

175in the successor agreement for our negotiations. Um I just wanted to thank um the negotiation teams for both SEA and the district as well as everyone up here on this dis. We've been working at this since I don't know August, September time frame. There was the October um interestbased bargaining training way back then and then we started in this but with sunshine in January and then February, March, April, May we were in negotiations and they're um very pleased with the um scope and breath of what we've been able to discuss. Um, and so I am also I'm trying to scroll down. Sorry for the formatting. The bulleted formatting got a little wonky. Um, but it is my recommendation that the board of education approved a tenative agreement uh between the Sunnyale School District and the

176Sunnyvale Education Association for an agreement um for the years 2526, 2627, and 2728. Great. Um, if we have any comments from the public, please use the raised hand feature online. See none. Uh board, do we have a motion? [Music] I move that we approve the tenative agreement between the central school district and the central education association and the public disclosure of the financial input in accordance with AB 1200. Okay, we have a second. A second. Okay, thank you Peggy. uh board any discussion very excited about all the hard work that's been done here. It sounds like it's been quite a heroic effort. Appreciate that. Okay. Um board, let's vote. All those in favor, please say I. I. I. Chair votes I. And the motion passes. Thank you. Thank you. Now I'm I was like waiting

177until officially um and if you don't mind I have one other comment and thank you for your approval under the consent agenda the new 2526 school year calendar. Um so there was a question about once this was approved how we're going to start notifying everybody. I'm starting that right now. So with the approval of the SDA agreement as well as the uh new 2526 calendar um there will be some changes. Um just really quick some highlights. There's going to be a shortened early release period for TK um increasing instructional time and providing relief for parents and guardians for child care likely or similarly the kindergarten um early release period has been reduced since the assessment period that was originally there is no longer required. We're accomplishing that uh other places. So um kinder starting next

178year will be um a full day from day one which is amazing. Um and then there's a new um October unified conference week, but more information to that on this to come. Um but that information will go out from Aaliyah in the next 24 to 48 hours and then we're going to remind them again in July and then the school sites will then also follow up in early August to make sure everybody knows. So thank you everybody for all that. Thank you. Okay, so we are on to item E, which is approval of the tenative agreement between the Sunny Valley School District and California School Employees Association, and it's chapter number two 205 and the public disclosure of the financial input in accordance with AB1200. Yes. So, I am thrilled to bring this agreement, I

179don't know, I'm trying to use a different word than excited. Um, and so I'm thrilled to bring uh this three-year agreement, tenative agreement with CSTA and its chapter 205. Um again same comments about the hard work on both negotiation teams. Um and it was yeah again same process uh everyone was engaged. It really made the the process very productive. As you can see again a wide breath of of number of articles um andus that came out of this. Um and so very pleased to recommend that the board of education approve the tenative ten tenative tenative agreement between the Sunnyville School District and California School Employees Association and its chapter number 205. Thank you. Uh if there's any member of the public who'd like to comment on this item, please use the raise hand feature online.

180None. Okay, see none. Uh board, can we have a motion? I move to approve the tentative agreement between the Sagal School District and California School Employees Association and it chapter 205 and the public disclosure of the financial input in accordance with AB1200. A second. Okay. Thank you board. Any comments other than thank you Jeremy and his team again and everybody involved. Thank you. Okay. Let's vote. All those in favor, please say I. I. Chair votes I. Okay. Thank you. Um and I'm not going to react until it is official. I don't want to jinx anything. Um and again, just as we did this year, we are committed to um continue working with both of our closers associations meeting bi-weekly still. Um as we broke from both of those negotiations, we said now that we finalize

181this, the the the other work can begin. It's kind of a funny way to look at it, but we're um still looking forward to having those conversations. So, thank you for that. Great. We're on to 10F, approval of the tenative agreement between Sunnyville School District and SEC AM, which is uh the Sunny Oh, wait, where is it? Um, yeah. Uh, Sunnyville Certificated and Classified Association for Management Personnel. Mr. Nishihara, thank you. Uh, I am exhilarated to bring uh you this um agreement and uh what is it? amendments to the SCAMPOU agreement. We they aren't a formal um bargaining unit, but we do meet and convert with our our management team um and have agreed to make um these two um adjustments to theou compensation and benefits and the reproductive loss leave one-year pilot that applies

182to both the SBA and SDA as well. Um and then we are committing to actually meet with um SCAM to keep them up to date maybe quarterly um as well just kind of mirroring um our our our uh interactions with our two other labor associations. So we're pleased to do that and that will bring additional um tweaks and updates to theou along the way. So um I would like uh or I recommend the board approve the revisions of theou between the Sunnyale Certificated and Classified Association for Management Personnel and the Sunnyvale School District. Thank you. Uh, if there's any member of the public who'd like to comment on this online or those of you in the room, please let us know through your raised hand feature or a blue card. She's still thinking about it.

183All right. Okay. Board, do we have a motion? Okay. I move for the approval of the Sunnel certificate and classify association for management personnel and Sunnal school district provisions of memorandum of understanding public disclo disclosure of the financial input in accordance to AB1200. I second. Thanks also. Thank you again with any any discussion ready to vote. All those in favor please say I. I chair votes I. also passes. Outstanding. Thank you so much. Great. Texting people now. Okay, we're on to item 10 G, approval of the Sunnyville Middle School campus modernization project. Uh, Mr. Brandt Burns, director of facilities operations. Let me get the presentation going. Um, Jeremy took all the adjectives that I could use, so I'm just going to say good evening members of the board. I'm looking forward to providing an update

184on progress of the Sunnyville Middle School modernization. Um, since our last presentation in January, we've made some important developments, including alternative design options, uh, that I'd like to walk you through this evening. Uh tonight we'll revisit the original plan highlighted by the uh potential design changes that we have emerged through collaboration with our steering committee uh focus groups, project partners um as well as our project team. We will also walk through our current phasing construction schedule, share an updated budget, and give you a look at the funding strategies we're pursuing to support this work. your hand. Oh, excuse me. Um, while you're figuring that out, uh, board, we need a motion to extend the meeting. Thanks, Trusty. You made the motion for the agenda. I made the motion for the Oh, I did make the

185motion for the agenda. Okay. So, um, because I do not think that we will be here this long, but I refuse to like run out of time for anything. So, I'm just going to make the motion to extend to 11. I do not think it would be that long. I second. Okay. Um all this Did you originally second it? We will not be here till 11, but I we're stuck in this thing where we cannot extend it even by one more minute. So um all those in favor, please say I. I. Okay. All right. So painful. Thank you. Okay. So, so on this slide, uh, when this first when this project first appeared in the facility master plan, the intent or what was shown was to keep the majority of the campus intact. Um, that

186was our starting point, but through planning, listening, and researching, including many conversations with our varying teams, we found opportunities to deliver a much more cohesive and optimal future ready campus. Now, five months ago, the proposed plan was to keep the existing administration building, modernize the locker rooms, and exclude the pool. The proposed two-story classroom building at that time had 10 rooms. Since the January 16th board update, district staff and our project team have taken deliberate steps to evaluate the scope, cost, and long-term value of the project. Following the receipt of the initial cost estimates in February, which highlighted the significant investment for seismic upgrades, we began exploring alternative design options to explore a more strategic and and potentially more cost-effective long-term approach. Both of those centered around value. Over that time, we engaged the entire

187project team. And for clarification, when I'm talking about project team, that is everybody from the steering committee, contractor, architect, and anybody else that was collaborating with us. Uh we also had multiple rounds of estimating and value engineering to better understand the budget impacts of any of these design changes. Finally, we also initiated discussions with the city of Sunnyale around a around a cost sharing opportunity and the inclusion of the pool modernization. I highlight these steps to review that it takes time to explore options, gather reliable data, and build consensus. And now we're confident that we're presenting reflects the best value for long-term vision and the campus and students and staff. This slide represents proposed updates to the campus plan for Sunnyville Middle School. This shows new administration building located to the front of the school,

188a change in the two-story classroom building layout, a more open and receptive front entryway, as well as a new locker room, and the inclusion of modernizing the pool. Now, I'll go over the next few slides. Um, I'll go over these relatively quickly. We can go back to them if you have questions at the end of this. So, there are a few reasons why we're proposing a new administration building over modernizing the existing. One of the main reasons is that we received the cost estimates discussed in the seismic upgrades that were going to be required. We were getting to the point where modernizing and seismically upgrading the existing building A would have cost 60 to 70% of replacing it with new. That building was built in the 1960s. So even with seismic retrofits and modernizing, you

189still have a 60-year-old building. Um so with the discussion of the team, we started to explore what a new administration building would create. The second reason is that we could rightsize the space and create the openest personality and curb appeal for our community. This new space, 4,500 square ft in the previous admin space was just over 6,300. The reason why the admin space is shown to shrink um is because much of the staff located in the admin office currently will be relocated around the campus in the new campus design. So, just real quick, I wanted to jump in on that. Um, you mentioned how seismic mitigations were pushing us towards the point where it made less sense to go that route. Um, I just wanted to interject in addition to that once you start the

190seismic mitigation and you can probably speak to this and you start ripping into the actual building um, who knows what the end cost will be. So, we factor that in as well um to to this process. Thank you. And one of the one of the details of that is that our architect firm um QKA did the project down at Homestead High School. They had six of these buildings on that campus. Their original plan was to modernize each one of them. They got through the first two and realized how much money they were spending on the modernization efforts and ended up ripping down the rest and building new. So, we're trying to learn and not repeat the same the same approach that they have. It was the same architect and contractor on those homestead projects, right?

191Yeah. And this buildings were built at the same time. Okay. So, jumping to the new twostory classroom building. The building in that you saw in January had 10 classes. This new proposed design has 12. This would house the entire sixth grade cohort as well as the TLC center with two offices. It would also have a collaboration space. And one of the other reasons why we are proposing this new design is because of the cost savings and engineering efficiency. This is the same building that you will see at the seventh and eighth grade classroom wings. So we save in cost in regards to engineering and construction cost variables. This new proposed plan also includes a 4,800 square foot new locker room. want to say that the locker rooms out at Sunville Middle School were a point

192of conversation throughout the entire steering committee um meetings and it didn't long time and with the proposal to remove building A um created the opportunity and the necessity to explore a new locker room building. Um again as mentioned in the report this was well received by the entire committee. um is shown here be situated right in front of the pool. [Applause] Now, building F hasn't changed much, but I did want to highlight the existing location of the girls locker room at the bottom left of that screen. If we were to move forward with the new locker room space, that current existing space would be turned into storage for the campus, something that the campus desperately needs. um which is also an extremely low cost of modernization to that space. Um we also have the as

193we mentioned last time on the north side of the building in the center of the campus is our wellness center. Um that is about 1,500 square ft excuse me that is not 1500 ft [Applause] but it is consistent of nine class nine office spaces and the support staff to have students come in. um during any point of the day to receive the support they need or just find a little bit of time to relax and recenter themselves. Um I know that our architect team at the last meeting brought it up, but we wanted to say that we're proud of the location of where it is because it is at the center of campus and not on the outskirts. The new multi-use is dedicated strictly to PE. And then you'll have the new music room to

194the top right. Not only are we redesigning the interior of the music room, but we are dedicating an outside area for that band and music to practice and play during um the school day. This is a rendering um of what the student wellness center looks like um with the design motivations that got us to that point. a lot of glass, a lot of openness um with the confidential spaces scattered throughout that. Now, the student union building has not changed much, but we did want to highlight um a couple things. One is that at the north side of the student union building, we have a dedicated culinary classroom. Um, after meeting with the culinary teacher, we wanted to design it a lot, excuse me, wanted to design it around a couple other culinary classrooms that he

195drew motivation from that is Hillsburg. Um, this is a impressive flexible lab area. Obviously, currently we have a culinary classroom, but this could easily be converted to any other lab space um in the future if um any of the educational offerings were to were to change. Um the space is about 1500 square f feet in total. There will be fixed stainless steel countertops, cabinets at the perimeter of the room to provide storage and sinks. Additional storage will be provided as furniture um including mobile cabinets and wire racks. Um student workstations that you see there will utilize mobile stainless steel tables and the room will provide overhead power for electric burners at the student workstations. Convection ovens will be provided at the perimeter of the classroom along with cold storage. basically state-of-the-art culinary classroom at the

196middle school level. Does um just a quick does it is it the same size or larger as as the current one or Oh, great question. I want to say larger, but I would have to go back and confirm the square footage of the current one. And then the current one they have a storage room. So, you're saying this one they will just have wall storage? Correct. There's no other storage room for them. Um, the closest storage room to them is actually inside the food service and it's theirs. It's not theirs. No. And I don't know. I don't know that if you're allowed to have um Well, that you said you didn't say the word refrigerator, but you said cold storage. Cold storage. Refrigerator. Refrigerator. Freezer. Freezer. Refrigerator. Cold storage. Yes. Sorry. Thank you. Just checking.

197I didn't know you know. Mhm. Okay. Oh my gosh. I just real I'm going to have to have those beautiful poster boards that I don't have with me. They're in my office. Um I'm going to bring those over so you guys can take a look. Um so this is uh inside the student union building. Um the picture to the left is the multi-use space like the cafeteria area. Um as you can see there's giant rollup doors that flow right outside to the outdoor covered eating area. Um the servy is on the other side of the flowered wall there. Again, these are not finished details. Like it's not going to be a flower wall, but that's what's shown there. Um but it flows all together. They have areas for students to queue up to get their

198food. They have areas inside the cafeteria area as well as outside for them to eat. In the upper right, you have your library resource center. Um that is the space that um will house a lot of the staff meetings throughout the school year. Um, instead of the staff room that is currently there in building A, this space again is the LRC, but has the capability to be transformed into a staff meeting area as there's AE on both walls. You see the double TVs over the librarian's desk as well as the wall on the storefront windows facing the playground. So, this becomes the new staff game room. Correct. Pretty much. Now, I know I speak relatively monotoned, so you won't get the excitement out of my voice of this, but this is the rendering that like

199really starts to make you believe and feel and see what this campus is going to be. This is as you are walking onto the campus from the public side. Whether you just checked in at the office and are walking on the campus or if you're walking through the gates at the beginning of your school day, this is what it feels like. I think I'm supposed to say this at the end of the presentation. But when I see this, I would with confidence put this up against any other middle schools or high schools in the area. Um, this is the view from the new two-story classroom building that's currently being constructed looking back towards the new student union building. This is now Spartan Circle, um, which is next to Spartan Square. We're going to also try

200to have Spartan triangle. Um, go in a rectangle, too. Okay. Yeah. But but again, you start to feel how much connection there is across that campus from the seventh and eighth grade wings down to the sixth grade wings all the way to the front of the school. It's a lot of connectivity. And that was one of the themes at the beginning of this project that everybody talked about was that sense of community that they wanted to start to bolster. Um, I I was taught very early in my career to to stay relatively on the peripheries when you're talking about colors and and finishes like this. Yes. But but um I'm really I'm really pleased with what the committee has has landed on. These are the color palettes that the committee said represent Sunnyville Middle School.

201Um and I think it looks really nice. This would be what? So, this looks very similar or look very familiar, I should say, but this is the proposed sixth grade classroom building. Um, is the exact same as the seventh and eighth grade classroom buildings. Okay. So now into [Applause] project schedule and actually I do want to highlight with the presented campus design that I just went over in total we would have the following 46 total teaching stations 18 total offices six total collaboration spaces a 2600T wellness center that was the square footage that I messed up earlier courtyards on both sides of the campuses that would totally 70,000 square ft with designated areas that have music or areas for music, covered lunch areas, and student respit. Five chips designed buildings, green building designed throughout the

202campus in the form of biosils, trees, landscaping, and solar power, a modernized pool with a new locker room, and one campus that I would confidently put up against any middle school. I told you I was supposed to say that somewhere. Okay, so moving in the project schedule to continue, we progress. brokenness project in the three major increments. You'll have two DSA applications and what you see there are the dates at which we're proposing to go into DSA. Increment one, which is just the demolition and site utilities for building C and D and all the connections that will be needed for future construction are into DSA and we've already received fact check comments. What's DSA stand for? Sorry, division of the state architect. They're the governing body that approves all the plans and specifications. Thank you.

203It's a good question. Anytime I speak in acronyms, please stop me. Yeah, it's a habit. Um, the next increment we are tenatively planned to go into DSA um late summer. Right now it' be September 25th is the new projected date to go in the DSA um with construction hopefully starting in February, March of 2026. That increment would include the student union building as well as the new two-story classroom building. Then we're going to do an entirely separate DSA application capturing the administration building, the locker rooms, the pool, um, and the modernization of building F, which is the gym building. Now, I wanted to quickly highlight for the board the demolition plan moving forward into the summer. Um if you've had the opportunity to go over there recently, we are getting ready for one of the

204biggest moves we've done over the course of a summer. Um and after that, classroom building C and D are scheduled to start coming down um in September. Um we have to go through an abatement process in August and we're going to do a bunch of preparation work um throughout the summer, but those buildings are scheduled to start coming down in September. Uh the portable buildings that you see in red there running north to south. There four of them. They're shown to be demolished. They are not going to be demolished at this time. Those are being used as classrooms for this coming school year. [Applause] Okay. Um budget summary. Um one of the most important parts of this presentation tonight. The original budget was $71 million. That was based on the updated scope I've described. Based

205on the updated scope I've described, the new proposed budget is $81 million. That $10 million difference is intentional and the result of those four primary factors. $4 million is the proposed, excuse me, $4 million from the project cost is the pool. $4 million would be the new locker room. And the difference in modernizing new construction, the difference between modernizing and new construction of building A. And then there's a lot of allowances that are included in between design and construction contingencies. Um these are changes from the original update from January and it does take time to fully vet alternative options but is our professional opinion that the proposed changes are creating a better more coordinated campus that would be be a better long-term investment. Now along with the increase in budget I did mention that there

206are contingencies. I do want to be very clear that there is about $10 million worth of contingencies built into this proposed budget, meaning that if they're not used, this project proposal would be right back down to $71 million. So, I do want to make sure that is very, very clear. Now, additional funding and funding strategy, um, the added scope in the increased proposal would not have been a direct impact to the life of Measure C or any other late bond projects. What I'm trying to say is because we've identified funding streams that weren't accounted for in the facility master plan and therefore not accounted for measure C, the proposed additions to this project would not impact the tail end of Measure C bond projects. For Sunnyville Middle School alone, we are looking at $10 million

207from the state's facilities program for modernization. We're also looking at over $10 million from the seismic mitigation program which is also funded from the state. And overall as a district, we have upwards of $60 million of eligibility and modernization and new construction grants from the state. None of which were included in the facility master plan revenue generation. Oh, and two other things. Um I mentioned collaboration with the city. Um Arthur and myself have met with the city on multiple occasions talking about a 50/50 cost share for the pool modernization. we both have equal um incentive to make sure that we are continuing to provide not only good facilities for our students but as well as the community. Um we have multiple agreements that say that um and they are interested in the proposed 50/50 cost

208split for the pool modernization. Um we also have enrolled in the CEDA program, the California Energy Design Assistance Program. Um and right now we have about $75,000 worth of incentives that we should be getting reimbursed from at the end of the project. Just to clarify um there still negotiations nothing but they have shown interesting point of the process. Okay. And then in closing these designs come from feedback and constructive conversations of the steering committees and focus groups. We are hopeful that the board likes the designs and we are hoping to get your feedback as the details continue to take shape, especially on the finishes, exterior feel, and how these spaces serve our students and the benefits of the community. We're here to make a recommendation based on all the information that we can gather on

209costs, long-term planning, risk, and investment. And with everything provided in the report, our recommendation would be to approve the budget increase, and scope expansion. With that, I'm happy to answer any and all questions prior to the board voting. Great. If there's any member of the public who would like to comment on this topic, please use the raise hand now. Okay. We have one person online. Uh as a reminder, please state your name and affiliation and you will have three minutes. We have Gita. Hi, me. I can hear you. Yes, thank you. Hello. Um, hold on one second. Sorry. Hi. Uh, yes. Um, thank you so much for the presentation, Mr. Brandt. Uh, it's awesome how you take into consideration the community's input for these uh facilities uh planning. Um, I am u my name is

210Gita Golakot. I'm a mom of a second grader at 7 but I'm also a board member at Sunny Education Foundation and uh as part of our uh finding out how the pro our programs are working on each of the sites. Last year we've been to um this current year we've been to Sunnyville Middle School as part of a site visit uh to talk to the facilities to talk to to talk to um recipients of our u uh programs to figure out how how they're working and all of that. And as part of the conversation I proceeded with Mr. Herrera who is running the food and nutrition program. Um he mentioned that the uh storage space has been an issue because this uh district is not um accounting for the fact that he um procures his

211uh ingredients materials um as um with a business account. So which means that he has to get larger quantities of them and then he is uh struggling to store them in uh the facilities provided in the classroom or in the facilities provided for him in the district and he says that often he has to store them at his personal um uh home or whatever and then uh he needs those materials to prep in the morning before the students come in. So he is having difficulty with that. So I thought I should mention this because if uh if if there's a way to increase the coal storage uh and other storage uh avenues um it might really help and I I think business account is essentially to save money on uh the ingredients so this program

212could be run more effectively. The other thing is I'm not familiar with how occupational therapy works in middle schools but um at least in the elementary schools I find that the space is very limited for occupational therapy which requires a larger space and more equipment and all of that. So I do not know if uh occupational therapy uh exists in medical schools but if there is then I think we should have a consideration of how much space is allocated and uh a conversation with the occupational therapist would probably be warranted in that uh respect. So, um, thank you so much for considering my comments. Thank you. Thank you. So, um, to restate the caller's question, would have have you had conversations with Mr. Herrera regarding storage and cold storage? Yeah. So, there was a focus

213group meeting March 19thish around there somewhere. Um, and he brought up everything that he had concerns of that he's not getting in his current classroom. So, all that has gone into the design of the current culinary classroom. I couldn't tell you the total amount of square footage he was looking to increase. Um, but I would with confidence say that it is more than what he has currently. Then, do we have an OT room at Sunnyville Middle School? We have a OT room. They use different spaces. Yeah. depending on what the student's needs are. But often at that level, um an OT room is typically not needed. But if space like that is needed, they usually use the physical education hearings. Yeah. Or they have adaptive PE or like for um when my son was in

214middle school, he had his OT was like learning how to keyboard and and other things. It wasn't like the elementary school. Okay. And just real quick to add to the uh the culinary class, is that the right culinary class? Um we are in conversations with the school uh and we have been to try to make the food purchasing process more efficient. Um so we have some ideas. We're we're working with them. So hopefully we'll have a solution uh come the fall. Okay. Um, so board, we need a motion to approve the uh I just like I move we approve the Sunnyville Middle School campus modernization project update. We have a second. I second. Okay, thank you. Uh, board first of all, thanks for the presentation. and thanks for the information and uh you know I

215really want to see what it's going to look like from like from the approach but I do really love the the renderings in general but um board any comments or questions? I love the renderings. When was the first time we saw the big change in April or Yeah, it would have been April from a superintendent update. Oh, in a superintendent, but I think we saw it again in in a board meeting. No, it was on consent. So, in the April superintendent update, it had the old drawing. So, it had the it it mentioned the money, but then it had it had the older drawing for building a um we saw it in the we saw the new drawing in the consent agenda and yeah, it's a big it's a big item, right? Yeah. is every

216guidance. So I just want to encourage that every big move and change and every phase we we are really updated with time not just before we need to start building but thank you for bringing it and yeah I love the rendering. Yeah that runs on me. Uh Brent he he provides me um the CV updates all the time. So, this is something that I can definitely get better at passing it along to superintendent who can then pass it along to you. So, uh definitely hear you on that and we plan on getting more updates. Can I clarify that what you saw in that board meeting? Um that was a SQA exemption filing. Um and the reason why that was done at that time was in the event that we ended up going this direction, we

217wanted to have SQA clearance prior to getting to the summer. So I I understand I was um I should have given more update but that was the reason for filing that that was just the SQL exemption. Okay. Um other comments from the board. So the DSA submission um it's already been made. Yes. For increment one. What does that mean? What's the increment one two and three? Yep. Um, so increment one is the demolition of buildings B and C and all the necessary site infrastructure, meaning like the new trenching and conduits that are going to connect the campus after the rest of the campus starts getting demolished. That's the only thing that's in DSA currently. No new construction is in DSA. So So those aspects were already included in like the when we talked about this

218in January, those are the same. Yep. So nothing. So for instance, if we were to say nope, right, like no, we don't want to go that way. All of the site utility package, all the demolition would have been included in the January update. It's the same same package. So I have a comment and it's it's going to sound like it's going to sound like I think it sounds weird when I think about it, but I'm going to say it anyway. Uh because uh the high school district when they have um new buildings go up, right? The board members are invited to also go sign the beam, right? And that they're like they have groundbreaking things and they invite the community and they invite lots of people. And I think it's an opportunity not just for

219the board, but also for um you know to celebrate and engage the community. So don't just like don't just have SMS sign it like when they when they going forward for these things like let's invite people, let's let's let the whole community know, let's tell Rotary, let's tell the city council like let's let's have a thing. Um, even though it's like a little bit of money, but it is like like I'm tell happy for the ribbon cutting for Ellis. How happy were all those people who were there? They all felt included. They all felt, you know what I mean? Like you had the So, we're doing a ribbon cutting for the new building, right? Correct. Yeah. So, like that. Like that. But let's I would really I personally really think that I think the board

220would go. I think it would be fun uh and it would be like uh just celebratory of like some of those other milestones. Um not every milestone, not every single one, but like the big ones. and like uh uh Peggy, Mike, Isabelle, and I would put a lot of time into the bond and the parcel tax and stuff like you know uh it was kind of like it was kind of odd because the high school district was having similar like activities like beam signing or whatever and like their whole board is going there's a whole thing and like we're like oh we they're like it's cool that the kids signed it like that's it's just a different way of going, but like we would like to also participate. Please also still have the children sign

221it. You know what I mean? Like Okay. I just wanted to throw that. Yeah, I echo that because um you know, our bonds are passing by like over 15% of what's needed, right? So, we're very excited as a community that we are making such great progress with our facilities and um really enthusiastic about that give and take the communication back and forth and would love to celebrate more however we can do that. All right. Okay. Anything else for you? Okay. I'm I really I really do want to see the front of that building. So even when you when you get that rendering like just flash it to us in a meeting like put we'll agendaize it just to look at the picture. And one more thing. Yeah. As we're talking about deficit and we're talking

222about solutions, how to fix the budget and there were a couple of ideas that I heard already twice about parel tax and things like that which we are not talking right now or any point. If we don't get engaged the community in all the celebrations and we only engage the community when we're asking for something is not going to fly that easy. Okay. Okay. Board ready to vote. Excellent. All right. Um, all those in favor, uh, please say I. I. I. Chair votes. I motion passes. Thank you. Thank you so much. Yay. Okay. Okay. Uh, we are on to 10H. The approval of theou between Sunnyville School District and Sunnyville Education Foundation. Mr. Nishihara. Yes. Uh, thank you board. I am extremely animated to bring this um to you. Um it was mentioned earlier this

223is one of the directions that Dr. Gallagher gave me to be able to execute this year and I'm pleased to see Michelle and um Katie in the audience. Um we had a I I'm conf I can say with confidence that this is a wellvetted document. Um going back and forth, but no, all kidding aside, um it's a two-year term. It gives us a chance to implement two cycles of of kind of the working relationship and to make sure that we're um on the same page with everything. And this is a perfect uh document to solidify um SDF support and SSD's working relationship especially with the new superintendent coming on board. And that's one of the um important aspects of it. So, um, I recommend that the board of education approve theou between the Sunnyale School

224District and the Sunnyale Education Foundation effective July 1, 2025 through June 30th, 2027. Thank you. I have one comment card and then uh if there's anyone else online, you can use the raised hand feature now. Um, Eugene, I comment. Yes, if you would like to. Didn't I get a comment? Oh. Oh, it's from Katie. Oh, wait. Why am I No, that's a different one. That's a different one. There's another one. Who wants to talk? Are they both from there? Come on up. I will find your card. Hey, sorry. Oh, here it is. Sorry. Welcome Katie Roland. You have three minutes. Thank you. Good evening, everybody. My name is Katie Roland and I'm the programs chair at the Sunny Bell Education Foundation. So I just want to say thank you to Jeremy for being a fabulous

225partner as we've worked through this process for your enthusiasm and your authenticity, your persistence as well as your expert level adjective and acronym usage. So thank you for that. Thank you to Trustee Shen Brewster for shephering the process on the Sunnyville Education Foundation side. Um, we did go through a lot of back and forths and I wanted to just give some non legal ease to theou in terms of what this means for our student community as the programs chair. So just from a program standpoint and just initially what use of a storage space means is that we can store inclusive event components that are going to allow for people who go to any of our schools to have use of a sensory tent as well as some other components. is going to make that experience

226more inclusive and more meaningful to a lot of participants instead of every site buying just one. Um, we'll accomplish all of that. It's going to allow for a place to store the all abilities awareness materials. These are components that can be used at again all events across our school district and their goal is to raise awareness and understanding and appreciation for all the many ways that we experience the world around us as human beings. And it's the potential future home of things like a science camp locker that would make sure that when we send our students to science camp they've got all the equipment that they need even above and beyond what I know Walden West provides. So the approval of thisou and moreover your partnership it's enabling these really meaningful actions to take place

227inclusive and equity based programs and we appreciate the opportunity to work with all of you to advance an equitable enriched education for all Sunnyville School District students. Thank you. Thank you. Uh, anyone else online? Sorry. What' you say? She raised their hand after they called. So, would you like to take the call? Yeah, because I actually had Okay, go ahead. Okay. Thank you so much for the opportunity to speak um on behalf of Sunnyville Education Foundation. I am very excited about the um story space that is being provided for Sunnyville Education Foundation and I'm very happy to report that most of the materials for uh sensory plan that we will be uh unveiling to all the schools within the Sunny School District are ready and uh we uh if if if uh we have the

228permission to store them in the um uh in the district storage space we are ready to bring them in and then store them there. uh do a few trial runs and see how the process of checkout and check-in works and um those kind of things we need to hash out. But I'm very excited about this storage space because you know in Bay Area all of us have smaller homes and those are currently staying in my living room as we speak. So um very excited about that and the abilities awareness stuff is going to be a little bit smaller but uh uh but really it needs the space where we can check check it out from to have these tables in several of our schools which we've already done in this past year and which has

229uh shown a lot of improvement in the awareness uh from uh parental perspective and the students perspective. um very excited that uh this kind of inclusion would be spread around the district and uh help our district become more inclusive and uh more aware of differences uh in a lot of different ways. Thank you so much. Thank you. Okay, board. Um can we get a motion so that we can for approval so we can discuss? Okay. I move to approve the approval of memorandum standing between the Sunnyville School District and the Sunnyville Education Foundation. A second. Okay. Um any discussion? Yeah. Thank you. Yeah. Um, I'd like to make a comment uh about how uh enthusiastic I am about thisou um and SCF has existed for 10 years now and this formalization of uh our relationship

230with the school district um really feels monumental honestly to have this kind of um known understanding about how we operate together for each other. Um so it's very exciting. I also want to mention that I'm I'm currently the vice president of SAP for like 12 more days. Um and when this came to the SE board on April 5th, I did abstain from that vote and then I took part in this ethics training um through DWK and then so I I consulted with William Tunic um and he said since we don't I don't receive compensation for my service on SCF, it is considered a non-interest and I do not need to abstain from this vote. So, I just want to be transparent about that as well. Thank you so much for everybody's hard work on this.

231Thank you. Um, very exciting. So, um, board ready to vote. All those in favor, please say I. I. I. Okay. The chair votes I and the motion passes. Congratulations to everybody. Okay. Thank you. Okay. Um, item 10 I, approval of policy 5131.6, alcohol and other drugs. Uh, Dr. talk to you coming with this policy. Um it has some updates really to protect um students who are struggling with alcohol and drugs. Um there's some new laws um AB2711 uh new law SB997 and new law AB2998. [Music] Uh the idea is that um the language authorizes the district to use alternatives to referral the student to a law enforcement agency in response to an incident involving the students misuse of an OBI. Um, so this is just um kind of in alignment with our practices of um

232kind of social justice and putting kids first and seeing how we can intervene to support them um before um their actions become a problem for them both from a health standpoint and just kind of from academic area. So coming to you with the recommendation to approve the updates um for board policy 5131.6. Okay. If there's a member of the public who'd like to comment on this, please use the raised hand feature. Great. Seeing none board, can we have a motion to approve this policy? I move to approve the board policy 5123 promotion. Sorry, no 5131.6. 31.6 alcohol and other drugs. A second. Great. um board. Any discussion? Pretty straightforward. Um all those in favor, please say I. I. Chair votes I. The motion passes. Item 10J, approval of policy 5123, promotion, acceleration, and retention. Coming

233forth with an update to this policy given our um increase and number of TK placements and classrooms. um was important to kind of um clarify our process um with regards to acceleration and retention. And so this is um to support initial placement and appeals as it relates to transition kindergarten and kindergarten age students to ensure that we are giving students a full opportunity to access TK um fully and not accelerate at this particular grade level unless they're um specialized circumstances potentially a student in special education or some other unique situations. but in general to give students that initial placement in our district in TK before considerating considering an acceleration process for TK students. That is the primary update here and then also fine-tuning our consideration of students transitioning from kindergarten to first grade. Thank you.

234Uh if there's a member of the public who would like to comment on this item, please use the raised hand feature now. Okay, I see none. Uh, board, can I get a motion for approval of this policy? Yeah. I I move to approve the board policy 5123, promotion, acceleration, retention. I second. Great. Discussion. Ready to vote? Yeah. All those in favor, please say I. I. Chair votes I. Motion passes. Item 10K, approval of policy 5131.8, mobile communication devices. Dr. Dean. Okay. Uh, this policy has been updated to reflect the new law AB 3216, which requires a governing board by July 1, 2026 to develop, adopt, and update every 5 years a policy to limit or prohibit student use of smartphones. And we wanted to get this um um approved early if possible be beyond that

235date because this past year um at Columbia Middle School, we actually began a pilot process to actually um minimize this use on the campus. This kind of would support um that work that we've been doing there to be proactive to have students more focused and minimize distractions associated with smartphones and learning. And so this policy basically provides the language um and clarifies um the use of students personal electronic devices. And so this is a new policy coming forth um for us to adopt um as school district. We are recommending your approval of board policy 5131.8. Okay. If there's a member of the public and you'd like to comment on this item, please use the raise hand feature now. Okay, seeing none, uh, board, can we get a motion? I have a clarity question, but can

236be a motion. Okay. Would you like to make a motion? Okay, we need a motion to discuss. I move to approve policy 5131.8, mobile communication devices. I second. Excellent. Okay. So, my questions are this does does not ban the kids actually having the cell phone with them in case of an emergency, isn't it? Um, no, it doesn't ban them like the the process that we've been using at Columbia. Y am I going to get right y'all just so that they are not accessing them during the instructional day. Um if there is an emergency of course the teacher will be reporting that emergency which is our safety protocol and then through of course our front office and then our district level. So it does minimize that use um but it doesn't prohibit them especially if they

237have emergency type situations like if they have medical conditions etc. But uh will they be able to use it during recess? At this time they would not be using it during recess. Okay. Because I I believe that the children have different anxieties and different social anxieties and not everybody should be cut from them if needed. for one second. There are many I I've been hearing a lot in different from different board members from different school districts, different situations where the kids have been actually either bullied or they have different social anxieties or they have some even if they don't don't have enough to have an IP when they actually rely on the cell phones during the recess with time outside the classroom or where they have been able to actually speak up about some police

238situation because they have been able to record it or have the cell phones. Not even talking that we are in a reality in a country where everybody can get a run and I I don't feel comfortable I feel more comfortable knowing that my kids will have a cell phone in their pocket even if they're not using it in case of an emergency. So I'm not completely comfortable approving a situation when the cell phone won't be in them will be in a pouch in front with the teacher or in a situation where they can be outside being bullied or they can be outside if they don't feel comfortable in a social situation and they they can use it during the recess where a lot of people use it because they feel more comfortable not everybody is,

239you know, having many friends and you cannot push the situation if they don't feel like it. Um, on the policy, there are some exceptions. And so, one of the areas you were speaking to is about anxiety. If there was a student who was identified who actually had an anxiety issue, that would be something the principal and or their teacher would know about and special exceptions would be provided to that student. So, so those unique nuances for students who had them would be discussed but need to be they would need to be discussed because they should be off and away there. There's four on there. In case of emergency perceived dangers, when a teacher administrator grants permission to the student to possess it, mobile communication device with a doctor's note, um or when the possession is

240or use is required by the student's IEP. But so are you saying that you're not comfortable with them being in the pouch during class? Yes, because if something happened during the class, an emergency, they should have them with them. I mean, and it's part of, you know, being a good teacher, I believe, to be able to monitor if kids are actually taking out the cell phone instead of doing the homework. It's really difficult though. I mean, I think that part is really difficult. I think the class in class is like really hard to monitor with um you know I mean when kids really want to get to it like if it's not put up somewhere it is I think that is just I think it's extremely difficult to do because the kids will go under

241their desk or like in their pocket or whatever and they're listening to something. I mean, I think in general the other cell phone issue is kids are using cell phones to coordinate when to go to the bathroom and like beat people up or to do some of the bullying that you're talking about, right? So, there is some of that. I mean, I understand what you're saying about breaks. Um, but I mean, it's the Ualdi thing, right? Like that's what we heard right after Evaldi. Um the you know big school shooting was we heard so many people say um like just panicked like my mom my dad want me to have my cell phone on me like they don't want me to put it up during class because something could happen right now. But I'm I'm

242just hopeful that it I'm just hopeful that we can um distinguish between like I mean I understand that that is a real fear. But I I think if I think this if the cell phones get in the way with class that's that's like a different problem, right? Like if a kid really needs it or there's something like that, then they can have a note. they can make an exception, but like in general, there's lots of high schools and lots of schools where it's not a pouch that's nothing put away. It's like a cubby. You just check in, you walk into class, you throw your phone in there. I mean, what can I ask about this yonder pouch and what that's only at CMS, not at SMS? What's the what's happening at those? This year is

243a pilot. We're collecting data on it. we've been in forming parents and so this year is the culmination of that. Uh Mr. Sllayton and the team at CMS have kind of been monitoring that and so that'll lead into what's next. The goal is based upon that data. If that data is favorable and um and that has gone as well as we think it could have gone, then that will be considered moving to our next middle school as well and go through the same process. That process may be delayed given the construction and so many other variables going on right now, but it is to be considered in this upcoming school year. I mean, I I support Mom's Demand Action coming out. I support, you know, all I support us taking more measures. If if fear

244of gun violence is really an issue, like then let's let's explore that further as a board and like get some more things. I know we can't control society, but Well, I mean, just I wondered specifically about the yonder pouch. That is something that each child has and then they carry it around with them with their cell phone and it's locked and unlocked. Is that how that works? You know, I don't know if they're carrying it or not. I'll have to be very I'll have to check I'll have to check on that and get back to you. Nodding a little bit. They are keeping it secured and then they keep it on. Okay. Okay. At the end of to be clear, this is a required policy to comply with the law. We have to what does

245it say? We have the Yeah, but I I think the law because I I I know about other district that have passed it where they can use it during the recess. I think the law it says during classroom and during instructional time. It doesn't say during the recess. Okay. Okay. Well, would you like to propose that and then we can investigate further and get more data? I think we could come back regarding recess. Uh the policy at this point um would support it actually either way, but we could definitely come back with details around recess, but right now the policy could support it either way. So why don't we why don't we modify the recommendation and and allow recess for now so we can pass it and then if that's what the sounds like. It's

246not. Yeah, you won't you won't need that in order to say in recess it's fine. But what that does mean is in our preparation for the upcoming school year, we need to think about that in our school discipline policies u whether or not we need how we will uh incorporate our cell phone policy. So, we can come back there and speak to the the recess, but the you won't need to change the um approval of the policy because this policy would afford to to have it in recess or not because it's tied back to whatever the discipline and um handbook policy would be for the school sites. Yeah. And I would advise against making any specific specifications to this because the schools have been working really hard on this. And so if we want to

247do that, we'd want to bring them back and see what they shared and then have have a dialogue about that before we start. So by approving this, it's going to um it's going to be then printed in the handbook. Is that correct? Like that's why we want it should be off and away during instructional time. That's I mean essentially what this is saying and there's only these four kind of exceptions on why a student might actually have more access to their phone than a typical than the average student would have. I mean that is the essence of the policy. But then yeah I I I I am curious about the pouch. So that each teacher has a pouch when they get into their their classroom and then they take it out when they leave the

248classroom. I mean what I would recommend is to give you all an update maybe in August. We can do that before school starts. I'm not sure what's on our um updates then, but we could give you an update on what the process has been at Colombia this year and then just overall what the protocols are as it relates to cell phones and then weigh in and if we need to make some changes, we could think about what those changes needed to be. But we're going to go into the school year with phones allowed at recess. Not according to this. Yeah. the the way it's the way it's state it says she's saying that they could Yeah. What I'm saying is we can come back prior to I think the August board meeting is is before

249school starts correct. Yeah. So that would give us time to have a conversation. And so if there's changes that need to take place as a part of our cell phone policy on the campuses, that would give us an opportunity to have a a meaningful conversation and also weigh in on the data that we've received this year on our current practices because that was the purpose of the pilot year to inform how we proceed and move forward. So I that I mean because that doesn't disregard the policy. We could do that as a part of that conversation if that's what we decided to do. But I would hate to say no or yes to that without the data from the middle school that is piloted the process this school year and what that's look like because

250it says that you you you are not to use it while they are under a supervision of a teacher or supervision of a staff but while they initiarian supervision they are not by themsel. Again, I would just caution that the school has engaged parents and the community and teachers and even kids a lot in this and we're talking about Colombia. So, I would be really hesitant to undermine all the work that they've done all year at this point. So, I think Dr. Dean's suggestion is good. Let's bring back the data in the August meeting and then um if there needs to be some adjustments u that would be an appropriate time to do it. So my question is, so we're you want us to approve this so that it can go in the handbook, but

251we might change it in August. So would it be better to not have it in the handbook? Yes. Because we're it sounds like it sounds like we don't it sounds like the board needs some more information. Let me let me just clarify the main statement here which is why if we decide to have it recess we can because that would be the specific um discipline policies on the middle school campuses but it states uh the design may undertake measures to all strategies in accordance with the law to limit student access to smartphones and other mobile communication devices on campus. So again, if we wanted to specify no to um recess time or yes to recess time, we would be able to do that in our disciplinary um cell phone policies that we have on each

252of our campuses. So this wouldn't prohibit us from saying ah after conversation we think students should be able to have that for example during recess time or if there's some specific details that we've learned you'll have more information then you can make determination on whether it should or should not be considered as a part of recess time. So, um I've heard a lot of um feedback from families at CMS um about the use of yonder pouches and I'm also now reading the description that says it requires us to adopt a policy by July 1st of 2026. So, it's not necessarily for this school year, it sounds like. Um, so I would like to hear some more from the community, maybe from voices that haven't made it to the feedback loop that we hear. Um, that's

253my personal inclination, just because I've heard of just a lot of conversations around it and lots of big feelings and I don't know if they're in this room right now. Okay. Well, why don't we Well, I just want to separate again. Yonder pouches and recess are not tied to this policy. Just wanted to clarify that. So whichever way you want to go, it's fine with me, but they're not tied to the policy. Just to clarify, is there a policy in the handbook now about the about cell phones? There is some in there. This would we would just update the language based upon the new policy guidelines. Um all of this um this policy that was provided to us was all red like red line. So is there something that is black line that is already

254existing in we had our own but this is a new policy that is coming to be updated like so it's a new policy to public schools. Yes. Okay. But we already had a cell phone policy in order to support the discipline um guidelines on each of our campuses. So that will remain in place. That will remain in place. Correct. Okay. So I think I think we just um I mean Evelyn, do you want to what are your thoughts? Um I I think it's important for um phones to be off um during classrooms and if possible away um in case of emergency. I think the kids should have the phones, but um as far as um having instruction in classrooms, I think it should be put away. Okay. So, I think we're I mean, why don't

255we just take a quick vote? And this is like this is to put this in to put this new policy in. But either way, there is a cell phone policy in the discipline. Sounds like there is a cell phone policy in the discipline handbook. And maybe the board might need a little more time to like kick this one around before we are comfortable with it or so. Either way is okay. Just vote. Let's just take a vote. So, um, so we can say for example that the kids can have them on. I mean, if we say, well, it doesn't mean that the kids cannot have them in there. They can use the pouch. But they just you say that they cannot use it during instruction and this still works and they can use it during

256recess and this can still works. You know maybe we do just need to bring this back in August. You know it would have been really good to have these questions before the meeting. So it's it's making it a little bit difficult for staff. We could have brought all the data and we do have one more meeting before you know I'd like to propose something different. I'd like to propose approval of the policy. Okay. with coming back in August to discuss where we are in our processes, recess, and any other details related to our um our roll out of this policy, right? Because there's varying levels of how you want to do that. Um as um Bridget talked about, you could put them, you could check them in when you come through the front door, you

257can check them in when you walk in the classroom. Like there's all kinds of ways we can go about implementing but uh but like again those are the procedural steps to um activate the policy but it this does not prescribe the way you carry out um phones off during academic instructional time. So we we can have a deeper conversation around how we roll out the policy because the because the policy is more neutral is what she's saying then and then probably though what they have in the handbook right now because the handbook right now the only place it's in is for discipline right so okay let's just vote and either way I can do either way but I just think that's what's best okay all those in favor um please say I I chair. Okay.

258Um all those against say nay. Nay. Nay. Okay. And chair votes I. So it's just flat. We'll just have to bring it back in as well. Okay. All right. Um so let's move on to uh 10 L. Thank you though for your work on that and understanding. Um 10L approval of policy 5145.5 mental health. Dr. Dean Springs. Um, okay. Mental health. Uh, this policy has been updated to include substance abuse. Um, similar to the other policy, um, regarding drugs and alcohol. Um, but the ideas in instruction to provide students and include students as recipients of information and training um, as designated by the superintendent and provide support to students. This also reflects the new law SB153 which requires districts to certify um the California Department of Education that all employees 40% of classified employers who

259have direct contact with students will receive behavioral training at least one time and other supports to understand these behavioral concerns and needs of students. So overall the policy has been updated to expand the material related to uh mental health teleaalth and other forms of communication for mental health and behavioral services for students. Is our recommendation that the board approves this policy 5141.5. Thank you. If there's a member of the public online who wishes to speak on this item, please use the raised hand feature now. None. See none. Uh Ford, can we have a motion? I move we approve policy 5141.5 mental health. I say that. Thanks. Okay. Uh discussion ready for your vote. Great. All those in favor please say I. I. Chair votes I. Motion passes. Item 10 M approval of policy 5141.52 suicide

260prevention. Dr. Dean. Okay. Uh this policy is um reflected of the new law SP1318 which if a district does not have a school mental health professional contract with mental health professionals encourages the governing board to consider when reviewing its policy on suicide prevention whether funding should be identified for purposes of hiring a school mental health professional. Wonderful for us here in Sunnyville. We do not have this challenge thank goodness. Um but the policy also has been updated to include that mental health and behavioral services be provided in accordance with board policy 5145 which includes provisions for services the way of teleaalth technology as well and unfortunately co taught us that. So we have a brand in some of those services currently in our um counseling and social work services to our students. Great. Uh if

261there's a member of the public who'd like to speak on this item, please use the raised hand feature now. Seeing none, board, can we have a motion? Move. I move to approve board policy 5141.52, suicide prevention. Thank you, Evelyn. Thank you. Um for discussion, ready to vote. Okay. All those in favor, please say I. I. Chair votes I. The motion passes. Uh 10N, approval of policy 5145.13, response to immigration enforcement. Uh this policy has been updated to revise the guidance um that we've been given from the California Attorney General as it relates to immigration enforcement in um K through 12 public school or TK really, but public schools. Um um and the idea is that we're not providing any um documents um um regarding citizenship, immigration status of a student or students family. And it

262also further aligned it um to incorporate the language that's included in our administrative regulation to ensure that um students um information is um kept confidential and to the school and not compiled to be a part of any list, registry or data base um that is related to national origin, immigration status, religion or any other category of individual characteristics protected against unlawful discrimination. So, it is our recommendation um based upon these updates that the board approve policy 5145.13, [Music] excuse me, in response to immigration enforcement. Okay. If there's a member of the public who'd like to speak on this item, please use the raise hand feature now. Okay. Seeing none, uh board, can we have a motion? I move to approve policy 5145.13 in response to immigration enforcement. Second, thank you board. Any discussion? Um is

263there going to be any sort of new um communication with the public just a kind of a reinforcement of schools are inclusive nurturing areas that everyone is welcome and safe. Is there anything planned in like related to this policy or for that matter like previous policies that were also passing? What I would say well there's two ways by which we do that. Anything that pops up which we've had a couple of situations that kind of happened throughout the year. Um we're responsive to that and communicating specifically and targetedly with those particular schools and communities. And then in addition to that, as an ongoing process, these are the types of policies as we start a new school year, we reinforce because we have new families who are coming to us. And so we just reinforce um

264that communication on a site level as well as a district level in our support of our families to kind of create those spaces and understandings. And as we see fit um throughout the year, case by case, campus by campus, additional information will be provided. So, um just given the current political climate, this is something that I I think would be really great to broadcast um strongly um in you know, in a way like like let's get out on social media that we are we support our students with privacy and they are safe on our campuses. That's something I feel strongly about given what's happening right now. So, I I sent a letter out last week. So, and I was aware that it was at the end of the school year and but still I thought

265it was so important that we send it then. Yes. And so I think to Tasha's point um doing that again at the beginning of the year, new families, new staff um and your idea is good too like wherever we can with social media as well. Yeah. Yeah. Great. Great. Anything else? Okay, let's pass this thing. All those in favor please say I. I. Okay. Chair votes eye. And the motion passes. Thank you. Thank you. Um we are on to 11A review and discuss all access student restrooms. Uh this is review and discussion. So uh this is about converting uh restroom staff restrooms to um all actually student restrooms. Mr. Mr. Brent Burns um I will go over this quickly. Um this is just the supplemental to the report but um per board directive uh district

266staff started exploring how to get to compliance in regards to Senate Bill 760. Um as part of that we went out and walked each one of the campuses except for Sunnyville Middle School to try to identify a single occupancy restroom that we could convert to a student all access restroom. Um, prior to doing that, we sent a survey out to the principles and assistant principles asking them for locations for converting an existing single occupancy restroom to a gender or an all access restroom with the key considerations being existing restroom locations, student access and supervision, fusability, and operational impacts. Some of the key findings that we had were that the majority of our bathrooms that we reviewed or were recommended to be converted would be converted relatively easily um with some updated signage and locks. Some

267of the concerns that were voiced from staff as we walked through the campuses was the potential of reducing staff restrooms further. Um which brings up a topic of conversation. Um would we allow a all access restroom to be used both by students and staff? Obviously separate times but that is a topic of conversation that the board should discuss. Um other than that in regard in regarding to get to compliance we have a relatively easy path to get there. As we continue to modernize our campus we will continue to look at this as a more holistic approach. meaning that we will try to identify multioccupancy student restrooms to convert to multioccupancy all access restrooms. But in regards to getting to compliance, we have a relatively easy path forward to accomplishing that. Please let me know if

268there are any questions. Okay. Um we do have one public comment card and if there's anyone else online, uh please use the raised hand feature now. Okay, seeing none, we're going to hold you to that. Thank you very much. Uh Katie Roland, you're up. Thank you. Good evening. My name is Katie Roland and I have students at San Miguel and CMS. And the length of this introduction that I just gave you up until this point is how long it takes for my second grade student who's now rising third grader to walk to the single sex bathrooms at San Diego. It would take a minute and 4 seconds to walk to the new proposed location if he wanted to use the all access bathrooms just to give you an idea. I shared that with you all

269in November as well. Um the proposed location if I'm looking at it correctly is within the library and media space. So, I have some questions about that and I'd like to hear more. And specifically, I would like to hear how library staff is going to be trained to respond to students who come in and want to use that space as a restroom. And I'd also like to hear how um that's going to work in terms of minimizing distractions for the students that are in the library during that time. And generally, I'd like to understand just more how we kind of balance those needs together. um as relates to the middle schools. In November, Jessica Jaki shared some concerns about the amount of time students have in between classes and particularly students who menrate the 3minut

270break. So, I'd love to know how those conversations unfolded when you were walking around campus. Were we talking about I have three minutes? Can I do I have enough time to use one of these all access bathrooms and still not be tardy? Further, I am curious to know more about how these all access bathrooms tie into the digital hall pass program at CMS and the privacy of the data that's collected when our students tell the school and this third party company which bathroom they're using and it's recorded and how long they spend in that bathroom and that's recorded. I'd like to hear a little bit more because I think our students should be safe to use restrooms at the school and not be afraid of being outed or being outed to companies outside of the

271school or get into trouble because using this bathroom when it took them longer than it might take someone who's c this gender. So I I continue to appreciate the thoughtful leadership here in this room and I'm really grateful to Brandt and his team and the architects. I know they put a lot of time into this issue. Today outside of this room is a pretty day for our trans kids and our trans families. And so I really deeply thank you for working so hard to affirm our students, families, and staff who are in the LGBTQIA community. Thank you. Thank you. Um, okay. So, before we go forward, um, Brent, can you quickly comment on can you answer the question in San Miguel? Um, the library space, is that going to be facing the exterior of the

272building or is that within the library? No, that is within the library. Um, and there are a few restrooms that were proposed that are actually inside library. So this is going to be an ongoing conversation with staff as we start to go forward. A lot of these campuses don't have a whole bunch of single occupancy all access restrooms currently. So the selections are relatively few. The proposed locations from the staff um what they think is the most optimal for what they have on site. But it's not to say that there's not going to be coordination efforts from the staff in regards to like for instance the library. That's a great question. I don't have an answer to that right now. That's going to be more conversations with them as we go because there were three,

273if not four, I I won't take the time um proposed locations that were inside libraries because that's where single occupancy restrooms oftentimes are. And then because right now the libraries are sometimes locked in between, right? Correct. Okay. So, um, and then just as a clarifying question, you said that these were proposed by the staff that was out there, the staff, like the school staff, correct? Um, principles and assistant principles. Um, survey went out to them during one of the nuts and bolts meetings. Again, with the with the context being, um, next year we're going to work towards compliance for SB760. from your experience on site, can you please recommend restroom locations that are safe, accessible, etc. Okay. Um or can we have a motion for purposes of discussion? Oh, it's just discussion. We discuss ways.

274We're not approving. Um if there are are um certain sites where it's like within the library or a multi-use kind of building um would those be um would we also consider a different solution in addition to like signage first right for compliance and then um could those school sites also be prioritized in terms of I don't know new construction or conversion or I think that would be a more ideal. You're talking about the four the four that we've identified that are within Yeah, that that'd be up to the board to be to be honest if you guys wanted us to focus on trying to modernize um the restrooms to do that. Yeah. Well, I have I have a question even about the library. Like, so it's not honestly as like what I would say bad

275as like the admin building like having to go into like the nurse the health assistant office, but it's it's kind of close, right? Because when you go in the library, there's just a librarian there or there's a class full of people there or there's a meeting happening there or something like that, right? So, like is there a possibility of going back to those principles and saying, "Hey, what's your plan B if the library isn't going to work?" Because we need it to be open all the time. Like, what's a exterior wall door that happens? You know what I mean? Like, I mean, I get that the libraries are often kind of in the middle and that's handy, but it's kind of Yeah. Are those the only single occupancy bathrooms on the campus? And looking at

276it, looks like it. Yeah, there's like to be honest there's campuses with very few and oftentimes it's in the staff room or in the library. Oh, and that's it. Yeah. For the short term. Yeah. There's really there's really not a lot of single occupancy staff or single occupancy restrooms spread across the campus. Right. Unfortunately. But if I heard you correctly, I'm more than happy to ask principles if there's a secondary option. But but a lot of them there's very few options. Vargas is another one for instance. It's staff restroom in a hallway. Um and that's it. Oh, see Miguel like there's like little one you know what I mean? Like there are some that like seem to be on the outside but maybe that's in those are multi. Those are the students. Are those are

277the student ones in a um in like a preschool or something or? Yeah. So, if you're looking You said you're at San Miguel. Yeah, I think I'm at San Miguel. No, San Miguel. So, if you see those Oh, wait. I was looking the wrong way. Okay. Okay. Um Yeah, that's the only at the bottom. Yeah. Yeah. Yeah. That's like the only choice there cuz those other little ones are in the kindergarten rooms. What's what's at the back? Oh, building B. It's like that's probably the staff. Um, that's the that's the library and then that's the staff worker. Yeah. Okay. Well, I do like the idea of prioritizing this for, you know, the ones who have nothing else, like prioritizing them for a gender neutral one. a more a real project. But my question was, even

278though this the due date for this is 2026, like a year from now, is it possible to open them up sooner if the where the where the conversion is easier like where maybe even the school year just start them open? So my my only hesitation on committing to that is is I'd want to make sure that the principles and assistant principles have every single process they need in place and they communicate with staff. I mean I don't know if there's enough time to do that between now and the start of school. But to your bigger question, we can implement this whenever. Um like yeah, it's going to take us changing out locks and adding different signage. That's it in 90% of these locations. So what would be the step to expedite? It would be the

279superintendent checking in with the principles when the principles get back and then yes that's what it would be right. Okay. Any other discussion on this or um there was a question of whether staff and students would be would they be okay using the same bathroom, right? Is that something you wanted? Yeah, I I I would because that is that is something that um as far as as far as research has gone and as far as the architects have told me, there's no code that would limit the staff and students not being able to share a single occupancy restroom. Then it comes down to how how how comfortable are we having um students use students aren't as clean as adults generally speaking. Um, yeah, it just creates different different potential issues is honest. So, if that

280was going to be our approach, I would just think there's going to be more conversation around that. I wouldn't want to just say like we're doing that. Yeah. That aspect about the middle schoolers and the very short time in between classes and then perhaps also menrating and needing to take care of that aspect. I think that's a scheduling issue. I don't think that's a facilities issue, right? I don't know if I can. Feel free to jump in. Well, I mean, there's also like that aspect of um CMS is that already in like we're tracking the time that kids are taking to use the restroom. They I think they proposed it. I don't know if they started doing it. I feel like that would be part of of the conversation, but I can can you provide

281some context into that because I don't know that we're aware of. Are they right now? There is some kind of proposal to track the amount of time or for students to sign out at CMS that they're going to the restroom and then sign back in. They're using a tracking like a system, right? So because typically what people do be like I will meet you there at this time you know and then they go and they have their private meetup time. Sometimes they have snacks in the stall. It's disgusting. So um I don't think that's the issue that anyone's worried about. But in general, the idea of like coordinating teens coordinating because they're geniuses about this like they're coordinating their free time which may also happen to be class time. So they're trying to see and

282then also like ste off steering off from trouble, right? Like we're going to go and fight at this time or whatever in the bathroom. The bathrooms are like the place to be. So, the school is trying to monitor that, but it really freaked out some parents. Like, some parents were totally freaked out like they're monitoring my child's bathroom, you know, use, and what if my child's embarrassed by how long they're in the bathroom, which is reasonable. Um, you know, to be afraid of or worried about. I mean, it's like, you know, it's your it's your little person, so I understand. But um you know I don't think that they're necessarily concerned with like if someone is having a bathroom problem and they're in the bathroom. I think it's more I think they're more I think

283the administration is more trying to understand like what groups of kids are meeting together in the bathroom and yeah saying if it takes like over a minute to get to that bathroom and then on that campus is there going to be some kind of like will they be penalized in some way because they have to use the bathroom or the idea that they're on a gender Yeah. Yeah. Yeah. So, that would be something to work out with the just we don't we don't want that. We don't want anyone to be outed. Although, I have to say that like a bathroom with a locking door and its own ventilation is kind of the middle school dream, right? Like, yeah, those other bathrooms are pretty bad. Yeah. So, absolutely right. What else do you want to discuss

284tonight? Okay. So, yeah, we've already moved some other things to a later meeting. We have energy and water management. um and meeting conduct and then we're at the information agenda. So, we're coming up to the end. Um do we I think we can I think honestly we can make it look like let's do the energy and water management because we were coming back on this, right? Do you need direction? I was just like I just want to be clear. So, right now we're coming back in with new superintendent. You guys are going to talk to new superintendent about rolling out the rest of the restrooms. I am going to reach out to principles and assistant principles for one potential different locations and two we're expediting the signage locking issues. Well, the signage and locking issues

285if we can roll it into this school year would be great if they can get the procedures around it and if we have agreement on some of the other details it sounds like we need to do. Cool. Okay. So, yeah. Thank you. Yep. Okay. Um, let's go to uh 11C, energy and water management. Oh, this is you again, Mr. Burns. Sorry. Okay, so real quick, presenting um board policy revisions to board policy 3511 revision. Sorry, did you need to say something? Do I need to? Yeah, good. Okay. Um, we're presenting a proposal to the revision. Um, while this update doesn't represent any major changes to our current practices, um, this does make it very clear in our language on the steps that we're taking in regards to sustainability. And I did want to say that

286this is worth points for the CHIPS scorecard um, as we fill it out. I would also like to call out an error that I have on there. So, I'll revise that when we bring it back for review and action. Great thing about collaborating with other districts. Also a downfall is when I use their exact language and it says a coastside district. So I will get that revised. Um anyway, excellent. Um so I know so if there's any member of the public who would like to comment on this item, please use the raise hand feature. See none. Uh board any comments or thoughts or do you want to feed back or anything specific? We could just have him bring it back on consent. Yeah. Yeah, let's do that. Okay, that's easy. Thank you. Um and then

287uh 11D uh board bylaw 9323 meeting conduct. Um that is actually regarding things like tonight where we have to extend the meeting and if we had more discussion on something or if there was something coming up like the other evening when there was the um there was the uh public hearing that we had to do um like there was just no way we were going to be able to extend that meeting one more time. So, even though I completely agree with having shorter meetings and working out our agendas and Evelyn, I know we are scaring the heck out of you with um our time in general um with the spring with all the things that we've had on our agendas. Um, I really think that we should I asked for this to come forward on

288the agenda because I think we could keep everything about the uh policy except for to say um right now there's in the third paragraph it says the meeting shall be extended no more than once and if necessary may subsequently be adjourned to a later date. And I think we should just say the meeting may be adjourned, maybe maybe extended more than once, not no more than once. Because I think having a target and saying like we're going to get this done in an hour is a great idea, but I think just not being able to do it after that is it's felt very constrained. There's a suggestion during packet review that we have a subcommittee with the new superintendent to talk about this and other such issues. And I'd like to do that or can

289we Yeah, that was with with the the virtual public comments, right? That probably would on this one too. Yeah, just how meetings are conducted. How board meetings are conducted in general. Would want to like have a conversation um with our new superintendent and there could possibly be a subcommittee of the board to talk about that and then we could bring that to the board. Okay. Because I I like the the idea of if we need to extend it for five more minutes so he could finish his Yeah. budget presentation, we could have been able to do it or something like that, right? But yes, trying to as you say like trying to have a a goal in no more than one hour, but then if something very important comes up, we can add something extra.

290Yeah. Okay. We don't have to decide now, but we can I like the idea of bringing it up superintendent. Um same thing for the next one, which was ritual public comments. Um I think that um that would also that you want to form a subcommittee at this time or just later talk about it?