04/10/25 Board Meeting

001Anyway, thank you. Okay. Oh, it's 559. It's not 6. Well, wait a second. Oh, wait one minute. Hey, I thought it was six. No idea. That was the rule. like your I like your eagerness. Okay. Well, trying to for the um office. You got the oath. Excellent. Just checking. Just do a little quick search here. Okay. And Okay. Everybody. Okay. Excellent. Hello everyone. Oops. Hello everyone. Is this on? Everyone hear me? Okay, great. Um, it is now 6 PM and I'm calling to order this regular meeting of the Sunnyville School District Board of Education. This meeting is available in English and Spanish. With the translator, please give instructions on trans on the translation services available. Yes, good evening everyone. Okay, great. Thank you. Um, please note that a recording is being made at the direction

002of the board and that the recording may capture sounds of those attending the meeting. I see that all board members are present, so we can begin. 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. Tonight I will read the um living land acknowledgement, a brief acknowledgement of land and life. Sunnyville School District is located on the ancestral and unseated lands of the Moekma Oaloney tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of the Sunnyville community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom

003of the Olani people and to consider how we might look to repair injustices and move forward in honorable ways. We are on to item two, the approval of the agenda. If there's any member of the public who would like to speak on this item, which is solely the approval of the agenda, please use the raised hand feature now. Okay. Um, is there a motion to approve the agenda? I move to approve the agenda. We have a second. Thank you. Any discussion? Okay, seeing none of let's vote. All those in favor, please say I. I. Chair votes I. And the motion passes. We're on to item three, a study session. Item 3A, local control and accountability plan and strategic plan. Chief Teaching and Learning Officer Dr. Tashadine. Good evening board. Uh this is our opportunity where

004we can gear into the next phase of our LCAP and strategic plan. Um tonight is an opportunity to lay foundation. I won't take a whole lot of time on that, but I thought it was important for our conversation tonight to be sure our newer board members kind of are um align with us as we move forward and as we project to our updated annual um planning for LCAP. Just a kind of reminder process tonight is about um we we met in February which kind of reviewed kind of our midyear update and where we are and then tonight is moving into the next year of that three-year plan. So the second year of that plan and so what will happen with that is I'll like I say I'll lay the foundation of where we are and

005then we're going to spend some time together looking at our goals our strategies and our key actions which I'll have posted here and then I will guide you through um an exercise that will allow me to get your feedback. I also wanted to share that a part of the structure of tonight's um session study session is um the feedback that you've provided that you wanted to be able to be sure that you're able to provide your ideas and input as a board as it relates to some of the actions and um strategies that we would be moving forward with rather than getting all of that at one time before you had an opportunity to process it. So tonight is an opportunity to do that which will then inform our first draft of our um annual

006update or LCAP on June 4th. So I just want to kind of lay that foundation so we have a sense of what we're doing tonight and the actions and steps that we will be taking. So I want to start every session with our promise. Um this has really been a wonderful way by which to guide process, guide questions, guide input that we've been getting from parents um over the last um few weeks. And so that's been very helpful. And it's also been been very helpful in helping parents to also focus their questions um that they're ask actually asking us as well. What is the local accountability plan? It is our guiding principle. And since we've done our LCAP, there was a question from you. Well, how does this all fit in? Um, the way you

007want to visualize that is our strategic plan is the overarching document that's guiding and leading the way. We used that document last year to inform the current LCAP three-year cycle that we're in. So our goals are are aligned from our strategic plan and some of our key actions um within the LCAP document are directly related to the key actions that came from our strategic planning process. That's how they integrate and how they overlap. Um some of our metrics are different. Um that's for two purposes. one, some are global metrics and then some are actually required metrics by the state um in order to have a LCAP plan and for it to be um compliant with um the laws that govern the LCAP. So that's how it all integrates together. And so there are duplicate measures

008in in the plans, but how we measure them is sometimes where the difference comes between our LCAP and our strategic plan. Okay. Uh adding the um eight priorities here um because as a foreign nail cap we are supposed to include these elements in our plan. So I think it's important to understand what are the critical elements um as a part of our planning for our LCAP and these are those priorities that are included in the document in different levels and degrees but it's all included in there. Okay. getting back to our alignment with our um LCAP goals. Um like I said, they're um directly aligned to our LCAP. And so just a reminder of what those particular goals are listed here and then the integration that I was speaking of as it relates to our

009LCAP and our strategic plan. So you'll see on the left and the right there is some similarity but the section in the middle is where there is direct correlation and alignment. Our goals, our objectives, the actions and the services that we are providing that's the the strategic those two things are um integrated very closely. our resource allocation. Um the LCAP is helping us to fund um the initiatives that we've outlined in our strategic plan as well as other initiatives and actions that we're required to make as a part of our LCAP requirement. And then community engagement is written all over both documents in a very um uh intimate way of how we want to engage our community as a part of both processes. Okay. say indicators. Um this is just a breakdown of some of

010those and how they're actually outlined within our LCAP document just to give you um clarity around how some of those show up. So if you're looking through the document and you want clarity, this kind of provides that guidance for you. Continue on our local indicators. you'll see with our state priorities and then the connection from the state and how this all is um a part of a self-reflection process with the local indicators. Um just to elaborate on that, when I come back in June, you'll have input because we survey and get input on those local indicators on how we're actually doing and that comes from our teaching community and our administrators. So we get that information and then we give ourselves a grade in these categories if you will and then we'll bring that to

011you in June. Yes. Um can you go back to that slide please? Absolutely. So um there are eight state priorities right and there are some that are not listed. Can you tell the other ones are county or county office um um objectives and so they don't relate to local school districts. Um, so would would that also include for example like the NWA? Is that a county? No, the NWA is our assessment tool and that's how we that's one of the measures that we use in order to benchmark that leads towards um priority 7 for example um um as well as a little bit of priority um seven. So priority two and priority seven. Um, so that's a that's a that's a tool we're using as a school district in order to benchmark so we don't

012get all the way to CASP in April and May and wait for and wait till we come back in August and September to know how our kids are doing. So that's a way that that's a tool that we use to to help inform our practices here. Slide four shows all eight priorities. Yeah, I know. I think the state priority for would include the student um it it includes like the English language learner stand test scores. Yeah, I just I I wanted to clarify where like the NWA stands in because I thought that was the local indicator for us. Yeah, maybe I left off four accidentally. Let me just see here. Yeah, the uh priority four is our EO. So, yes, it it is included there. It just got left off. Okay, thanks. Great question. And

013then we talked about how they're measured. So, so when we look at the questions, there's a series of questions that the state provides us and if we met it, we say great, we met it. If we did not meet it, or kind of where we are, then we measure that and we either emphasize that a little bit differently in our LCAP based upon how we're doing. Um, some elements, you know, before we get the feedback, but nonetheless, that's what we do. And then we got actually upload that information and share it with the state based upon how we're doing. Okay. Uh this is just another visual just to kind of talk about um how we're implementmenting um the state standards as it relates to this particular local indicator. Just kind of giving you more a

014visual kind of where we are in the process. We evaluate that. The idea is you should always be doing this like you're never just not doing it. Um but how much emphasis you're placed upon that is based on where you are in this continuum. So if you're in full implementation, you're doing a great job. You want to maintain that. So whatever you did to get there, you have to keep doing it. Um and then if you're not doing well, you're going to be making some decisions to change in order to increase um how you're doing in the particular areas. Same for priority three. I'm kind of listing some of the the more robust ones we have in our LCAP. Um access to broad course of study. This is one we do very well with. Not

015not as big of a concern for us as a school district. Okay. And so this these next few slides are just to get you warmed up and geared up um to get your brains focused on what our goals are and what our measures are. So NRL um strategic plan, we had some very target goals that we're working on. Those are listed there. And then it also has the particular measures that go with that as it relates to the strategic plan. And so um so we're going to dig into that a little bit more, but these are the goals. These are the measures and what I did on the next few slides. I'm not going to take time to go through it. Um but this is just to show the inter um sectionality between our LCAP

016goal and our strategic plan. So, I'm just going to kind of go through those and also where this information is found within our LCAP. So, I did that for each goal just to give, like I said, ground us in where we are with each of our goals and the connection between our LCAP. Okay. So, any questions before I provide instructions for where we're going to lead to now as a part of this phase of our study session and input session? Uh, no. Okay. Um, my question is, uh, when do you think it would be appropriate for public comment? Like at what point? Is this gonna are are you going to ask for the board to do an activity or Yes, that's what we're about to do now. Yes. Um, so before we do the activity,

017could we would there be any questions about what we've seen in the packet or you want to I just don't know. I think this probably good time. Yeah. Okay. So, why don't we open it up to um public comment right now? Thank you. Sorry. I just want to make sure we follow our uh protocol. So, I mean, unless there's there's more more presentation in this part of it, there's not at this point. At this point, we're going to take each of the goal areas and signature strategies and as a part of our strategic plan process, there were some key actions that were identified. So, we're going to walk through what those particular actions are as a team and you're going to kind of rate next steps in our process related to the goals and the

018key actions. Okay. So, we might I don't know there might be some questions before we get there. So, let's do public comment first. Um so um if there's any member of the public um here or online who'd like to speak about this item uh if you're online please use the raised hand feature now. If you're in the room we'll take a card. Um do we have any speakers online for the study session? Okay enough. Great. Okay. Um so uh before before we go forward does um board does anyone have any uh clarifying questions or any general um feedback or questions before we begin? Yeah, go ahead. Um, so I was reflecting back on last year's um, LCAP that was approved in June of 2024 and it had listed um, I'm I'm going back to the

019student um, state priority number four. So um our priority number four as well and I was looking at some of the data there um for proficiencies um generally and also for our um focus subgroups and I want to know where we can um where where it's appropriate to get input on that and to look at that data specifically um and think about what actions moving forward. Um when I was looking at the presentation um it looked like there was a lot that did not necessarily include that because I know we've already targeted um those students but I want to look at how we can continue to um to address those needs of those students. Absolutely. So what I'll do unless there's other question is I'll walk through and I think that'll answer your question um

020very specifically um regarding that. Okay. Um, so in general, like when I was looking at the um, presentation that was in the packet and I I see it all here printed out for us, so I know we're going to go through it one by one. For me, it was I just I was feeling as though it was a little difficult for me to give feedback on any one thing because I'm not sure how like it was it was um at least in the packet and how it appears up there, there's no data to go with the items. So, for example, um it says year one, like this is our initiative year one, and I understand that. And then some of it says well it's year one but we haven't started or um so there there

021was no sense for me of like is this a year one like we finished it particularly with some of the data things you know like are we we did we evaluated it we found something so we're going to move on to the next part of that or um for some of the ones that were um you know monitoring student progress address um or uh you know some of them like I I don't have a good sense of what they are and um like in terms of like strengthening implementation of social emotional learning during instructional day across all areas like for me I don't know what strength like I don't have any sense of like what strengthening means right so if I'm going to give it a dot because I'm going to say like yeah I

022keep doing that. Like I don't know the efficacy of it. I don't know how much has been done. I don't I don't have a sense of like where we are, what we're going. So it was really hard for me to like um think about assigning value to specific initiatives because we're not in the classroom. We're not doing it ourselves, you know. Um, so I'm I'm interested in going through the exercise, but at the same time I I I'm a little unsure because I know that some we've had another data set come out. I I was I guess I was like expecting a different kind of presentation, right? So, um, this is more and also I'm I'm interested in looking forward to next year, but I'm not interested in committing to like three to six years

023of work like I was like in the in the write up because we're going to have a new superintendent. I I definitely want to make sure that they're involved in direction with us like all together. So, so a few few items I'd like to go back to is the February update. So, as far as data goes, that was your data update of where we were. And the reason that's your data update is that's mid year as a part of our benchmarking that doesn't close until I think for our last might be like the um some of the schools I think will finish on Friday. And then as far as our social emotional data, that doesn't close until April 25th. So in order to give you updated data from February mid year, we have to wait

024for a benchmark um to actually close for the data to be updated in order to measure from that time to this time. So in this presentation and and in planning of our calendar last year, that's why we mapped it out that way. And that's also why we wanted to have the June time for those updates so that all the data would be in because when we have it earlier all the data is not in. So we're still giving you generally speaking midyear update data because all the data hasn't closed. So when you get the report in June it will in include all of the data. The only data that may still need some finetuning is the SEAL and that's because it doesn't when it closes. But for the most part, all data should be in

025when you get that June report. There shouldn't be anything left. The only thing that would be left is what we wait from from the state level, which of course we get late August, early September type of thing. But but as far as the data that we're collecting that is informing our practices, we would have that when it comes in June. So that's the rationale for that gap in the data. So the second part of that is you know not knowing where we are that's also the purpose for that. So if there's areas of concern which I know there's been one in particular from the board and it is around our academic performance. So we know that's not going the way we want it to. So when we say you know priorities then as you're looking

026through this you know you're going to be processing we have some challenges in reading. We're doing better in math but we still have some growth. Um those types of things. So you have what I consider is the foundational data um the explicit data on how something maybe is being carried out in the classroom and some of those things that's not necessarily a direct part of the LCAP but we have to report out what we're doing and how it's going and then the metric I guess you could say is really what's going to determine how well it's going and how we're measuring um ourselves and also what we identify in our strategic plan. um objectives as well. So, so that's how how that works. And so, um I can, you know, definitely guide you to where

027you need to look in your LCAP um to do that, but that's kind of what's happening and why. Yeah. Two more quick things like for Evelyn who I don't think you've taken any masters in governance classes yet, so you haven't seen this. I think Heidi's already going through the process, but the LCAP, the local control and accountability plan, it's really like when California did the original funding for it, they changed how districts were funded. They had a couple they had a few remaining categoricals. So, they said they said, "Okay, school districts, we're going to give you money and you're obligated to spend at least this much on these kids." And that was English learners, um, basically unhoused and foster youth, right? and um special education students. And so the LCAP is supposed to be the

028place where we're tracking like specific activities targeted for those kids. And we're supposed to pay attention and make sure we spend at least the amount that the state would allocate to us um on those kids, which I think you said was like $3 million or something originally. Originally, but we're spending more. We're spending more than that for what we're doing. And we're more inclusive. We're including more kids. But like when we're looking at the LCAP, we're trying to look for those underserved kids and and things that we're doing that by by supporting them will support everybody, right? So, um anyway, so like the the items that we see on here are they should be things that are supporting those students, right? even though they're supporting all students in theory, like we're really trying to like

029um in previous LCAPS there'd be like 1,200 bucks for tutoring these kids and they track that data for three years. And I'm like, what why don't we spend why don't we double that? It's only $1,200. And they're like, there's all this minute data around that $1,200 they were tracking, but you could see like what a difference targeted intervention could make for those kids. So anyway, and and in our LCAP, you where it says targeted, that is with those students in mind. So in our LCAP, where it says targeted, that's targeted staffing and targeted resources that connect to those particular goal areas. And so when we think about that, that is all about those kids in those particular goals. They they benefit from all of it, but that's where we're targeting specifically um those particular populations.

030Yeah. when we I just worried or or thirsty about the data that is going to come. I was thinking that it will be good for us to understand better the data when it comes. If we can see also per side and over the years like five years at least and understand because we have been approving some curricula like math and science before and uh it would be good to know if it changed the numbers the fact that we're using a new math curriculum if we did if we did it right now that we are going to be approving a new curriculum for a ELA it will be good to know like when it did stop working if it stopped working two three years ago or it's never work or you know like having a perspective

031of if we're going in the right direction what is the strategy that we're using and and seeing it in numbers will be nice to make future decisions. I I I guess I'm a little bit baffled at the moment and I will be honest because I think the last three presentations before this one actually included that data. We included benchmark data. Um we included how we're monitoring. We included what our metrics are and where we were currently in the big domain areas. Big domain areas being English language arts, mathematics, um our attendance, our behavioral data. Those are really the significant metrics that let us know as a school district how we're doing. Um and also the progress we have made in math. Um is it where we want to be? No. But it definitely showed some

032of that progress and when you get the new data you will see that as well. So so that next data update will be June. That is correct. We don't have five years because of co so we four years but I think it was in there. I think what we could do too is I think some of what we're talking about like some of the interests we're talking about is maybe looking at um when we get the school site plans right now we we've approved them without like having a study session on them. So like if you have like where they're talking about what they're doing, what their plan is and stuff like that. We could also we could also dig into some of those other reports that we have. Um I did have one more

033comment on um the very the very first one before we get start voting on it. the trusting relationships with students and families. um you know creating a welcoming environment that one for the um the goals that we were tracking this last year around that where it was attendance we're talking about adding in like suspensions right um tracking that data trying to see positive impact and there was one more thing in that area there's middle school dropouts their suspension rates the student expulsions their student discipline referrals right and their survey findings right so but when I think about trusting relationships with students and families like on this one it says continue to hold the equity uh summits but the the fall like whatever for who like there's questions around that um for me I felt like

034the last year's engagement with the kids and we got the comment back in packet review that well we took some of those learnings we focused on student nutrition, um, school safety and bathrooms. You got a lot of good feedback from that, from what this all those kids were empowered to communicate to us. But I feel like even though we switched gears and we said, "Well, we're implementing what they said." I was very like I would like to see that something like that come back again. Like I would like to see those students because the students felt very empowered. The families felt very heard and um you know they seem to be enjoying they were like let's let's go every Saturday. I mean poor Paul he did not want to do that every Saturday. But I

035I guess what I'm saying is I I don't want to lose I felt like I felt like last year for the first time those a big group like a couple hundred families like a coupleund kids and their families felt much more connected like their voice was very intentionally heard and we used it for the strategic plan and that was great but I would I would like to see I I would not write that off as like oh it's just a summit it's just like once a year. I I I like the other stuff that was happening with that. So, if that number three is something that we're supposed to be voting for, I would not consider it as like a one-time thing, I liked all the work that led up to it, you know. So,

036so what I'm going to ask because I really want to be sure you get to all of these areas and understand the process because I think it'll answer a lot of your questions. Um, and then if it's not, then let me know where where the gaps are and then we can incorporate that. or you to come back and get more questions. So, so I'll just kind of walk you through that. So, we have clarity. So, first of all, we have um we have our goal areas. These are key actions. So, in the strategic plan, there are signature areas within each signature area. This is 1.1 here. There were some key actions. So, in every signature area, there are key actions. These are the key actions that came from the strategic plan process. The areas in

037bold are what we identified to focus in on our first year. And so we've continued. So those are the areas we're focusing in on in different ways. And I and I can explain any of these, but these are things that we have been working on in multiple different ways. So these are the actions. The idea for the actions are so that the goals that you're trying to accomplish get accomplished. And how do we measure that? We measure it quantitatively and quantitatively. And the way we do that is our metrics that are in the LCAP. That's one. And then we also have some identified metrics that are tied to our strategic plan. So that's our measuring stick. And then our survey data input that we're getting from our students and our families kind of lets us

038know how we're doing, where we're missing the bar, how we need to refine to improve the process. So for all of these words bolded, you'll see it says year one because this year is what we use this information to decide how to take action, what to do. you can't do everything. So, what would have the most impact? Getting back to your question, Peggy, um we put a lot of time over here. Um not as much as we wanted to, but we knew this was an important section for us that we needed to do more work on. And then you'll see very much so in this particular area, which is around data informed professional collaboration, which is tied to our big area of supporting academics for students. So you'll see there's a lot that was going

039on here because we know that that is an area we must do a better job in. The other things are really nice, but if kids are not reading and doing mathematics, we got a problem as a district. And so we put we have been putting and we'll continue to put things in here. So the areas that are bolded doesn't mean, oh, we had year one, we did that and it's over. That's not what it means. But it means that that was the priority last year going in. We continue with the things that we have been doing but now it's like in year two what do you add or filter in year three or so forth. So the exercise today is one for you to become more uh familiar with the key actions. You can either

040say yes let's do that year two. I've given you stickers where you can put a year two on there if you think it's year two. If that's way like whoa too much for me then you can use your little stickers I've given you. A green is a green light. I think that's really important. Yellow is well that's good but I don't know how it's resonating with me and red is it might be good but it's not like I don't think it's like the main key action. So however your brain works for this process you can use either one of those stickers to kind of as you look through each of the goals what resonates with you as you think about the data because you have seen the data. You may not have the most up

041to date but you have enough to inform whether you think that's a priority for where we are as a school district. And then you prioritize these in these areas where you feel that should be either where we put more emphasis whether that emphasis is in resources fiscally or is in how we are structuring and doing things. So this would be the opportunity to weigh that in. If you see something that's not here and you say why didn't why aren't we doing a then you know we'll have an opportunity to hear what that might be so we can bring that back to larger teams get also get feedback we'll be doing this with other groups we put surveys out to families to get input all of that will come in that will inform our LCAP if

042we need to make some revisions to our current actions like if something needs to go away or maybe something needs to go in or we need to do more of it like all of that will be informing the process and um so so that's what we're doing here this evening. So questions um these the key actions yes are those written into the strategic plan or are those these are directly from the strategic plan these are what the community came forth with and and that's what we're using to guide our practice. So, if all the ones on the far right, on the bottom are highlighted and we're doing all those things and that's to improve student outcomes. Um, I how do we do more? Because I'm looking at like the the Hispanic data for math and

043we're we're looking at 21% um proficiency three data points ago and then 17 and 15%. So, the trend is not the right way. We're looking for at least a 10% increase in proficiency. Um, so I don't know how to say can we pivot here. I I feel there's so much urgency in not meeting the needs of these specific students and and it's not just the Hispanic students, but when we look at all of our our groups. So you might want to put a green then on mathematics, which is here, right? So you would look are there key actions that are not listed that we could consider. I that would be second phase or if there's something you think of tonight that you think is a great key action we should think about and I can

044bring that to the larger group so we can get feedback on that. So I think we have to start with what you know where we say we would start and then go from there. So also um for some of the key actions that are highlight that are in bold um there are some like the equity summit did not happen that like it I know you said there was another activity that happened with a with a different group um and that an all cap advisory group came out of that but the focus on the Hispanic community family engagement did was not the same as it was the prior year. Um it and so like I'm wondering I have to say though but it wasn't because that's what families said. It wasn't like we just shifted it.

045The families told us what they needed and what they wanted and that's what we've done and the connection to our families has been the same. The difference is it's not this big culminating big event see it less. That's right. But the parents are seeing it on an intimate action level of what they ask for and they they've demonstrated it's what they want by their participation. Want to do a little bit of a time check. How long do you think this activity will take? Oh, it depends on the level of questions we continue to get. But so I mean in all honest I want to make sure they have a chance. But I think the if that's something that matters to them, then you're going to put a sticker. I think I mean I think people

046put stickers on the things that matter to them most and then that might lead to a little bit of short discussion. Sure. So, like you would put your stickers there and then you would share, hey, I think this is something I would like to see. I just have a quick question that I asked during packet review is like how is this LCAP um gathering um time and how how is the board's time different than the other um engagement sessions that you've had regarding that? I'm sorry. I'm not c I'm not hearing your question. Can you restate that? How is how is the board's input regarded differently than other input? It's it's not regarded differently. It's all considered and integrated into all agenda to make a decision. So then who So then of course you get

047the final approval. We all Exactly. Right. to make a decision. I mean Okay. All right. So let's do it. So you want to read or what's the process? The process is Yes. You have you if you you're processing better with your stickers. If you need more, you can have them. Um if it's a green, it's a like I think that's a high priority. If it's a yellow, it's in between. If it's a red, not so much for me as a board member. If it's something you want to do in year one, I mean year two, then put year two. I think that's really important. Year two is meaning year 25 26. 25 26 school year. There are so many stickers though. How many of these do we get to put up there? I think so.

048It's mostly these and then year two and year two. And if you think for just checking. No, no, no. And also, for example, you may not think it's a year two thing. You may say that's further down the road and you want it to be year three or four. You can use your sticker for that as well. Yeah. Lots of lots. All right. Right over there. Everyone processes different. Yeah. That was my Okay. Something's not clear. You have questions about what it means. What PLC is professional learning community cycles? Green means important and red mean. That's right. But not everything gets a sticker. Well, because you may not then some of it needs the sticker. And if not, then don't put sticker by it. But at least this way I know what you think is

049most important. [Music] looking at this. I think she's more included here. Think about that in that way. Oh, heard you talk about what would be kind of the difference between one and three on well the process and implementation across the district and then this one is was the actual training to get them to do that. Okay. So this is like the more in-depth training. Yeah. So that we can start doing this which this is what we resources implement the children resources are yes this is the training in order to resources Natasha, what is this one? Number three, um grade level performance like progress monitoring like initial um instruction um online. So like MTSS after school. Okay. They are connected. [Music] This is kind of [Music] what the emphasis around and then this one is truly

050about implementing the detail with our exact I think what are the themes of all of these research [Music] But I'm still within like Well, I will say I will say that most things that are on [Music] here or just like these ones are right. If you were to go in a room like 50 like administrators 50 administrators they wouldn't be able to easily save these [Music] problems instruction. Where would be a good place to write in after school? Additional extended time. It's one of these. I feel like I read it in the packet earlier, but not like extra not like um happy happy joy joy like extended. You don't think it's any of these ones? Because I'm not talking about just enrichment and I'm not talking I'm talking about like after school day here after

051school tutorial more summer school like extended time in general for that and it would also be over here [Music] enrichment but also enrichment [Music] somewhere in this one. It's not explicitly stated, but it's there. But if it's not how you it's resonating with you, then I would just write that out. Oh, okay. So, more intervention is what you're speaking to. I'm speaking to intervention. Yes. where intervention after school after I don't know where to find But I'd like to see more um equity based resource allocation. Where can that go in terms if we were to like for example like saying looking at school sites school sites like there's differences in data or student groups. So for those that have more needs more resources or some kind of different intervention in that way. Um I guess

052we can speak to it more but the cap is actually outlined that way. So when we say target resources those are additional resources that are specific. So in what way can I [Music] Yeah. And and um specific you know the population is okay because then we look at the we approve them but I mean there's I don't think I haven't seen an opportunity to feel like we looking across and how they are addressing the LCAP goals and I feel like the district's role would be to apply that mindset because you're seeing each other. So, so they they have criteria like we have criteria for the LCAT, they have certain groups they have to identify if there's attendance individuals for example. So, whoever [Music] has just coming back to if you're hiring This is actually [Music]

053Okay. [Music] It's good, but it's not that big. [Music] I want No, I want I I do want your input for sure, but if that's not No, it's not. It's just what you care about. I just want to be sure you can you should just put one two on because it having two doesn't so each person that's a priority just put Oh, I everyone. Well, I'm saying like the fact that you got I got Yeah, that's totally fine. But I want her to know That was my whole thing from the last thing. That was my whole thing where I was like, "Okay, if somebody puts all their stickers on one thing, remember Mike teased me about it as well." Different ways of getting the information. Let's take about four more minutes and then I can

054get we can conversate about [Music] Step four, [Music] that's what I want. [Music] That's the exact question. [Music] different groups how we had the different group. So it was that that these ones would have been more staff less know I just you know one of one of the committees that's probably doesn't sound that you know there's probably like someone's whole life okay okay this one red thing as you're getting back to your seat Um I was processing the data as you were um prioritizing some of the key actions and there's one in particular I want to take a little time about because I feel there's a disconnect between the um recommended action and what we say is most important. So um under goal two um we've added daycare. So just hold that thought. But yet

055goal number four is what we say is a priority instructional outcomes for kids and so forth. I'm not seeing the correlation between daycare and what kids need during school to be successful and so I wanted to take a little time to understand what are you processing as a part of that connection and because I'm not seeing that. You want to start with who wants to start talking? Sure. Well, I think we put daycare tutorials and extend the day. That was the concept of that one. Uh, so can we move out daycare from that? Because I think daycare and extended time and intervention are are quite different. So, I would want to separate those out because I think they're different things. So, I would want to understand that. Okay. So, one thing that we heard from

056the community in general is um and I'm gonna let Evelyn and Peggy speak as well, but we did hear the need for um daycare, more afterchool care uh for our students and and the idea of having um the opportunities for us to push in um and utilize those like utilize the um uh time, right? Because they're there, they're on our school sites and it just gives us more flexibility to push in with time. Uh and then additionally, um like if we could I mean I think if we could add additional daycare, it would also we had talked about daycare as an option to possibly increase our revenues, right? right? If we had sliding scale daycare because there's such a deficit that then we would have potentially over time, not immediately but over time more um

057revenue to do some of the other things we need to do. And the third part of that, as I understood the conversation from before, was um just to have the families feel more supported and more connected to our school sites. So, um and if the if there was actual intervention going on, it could support our teachers as well. Someone's close. Okay. But Evelyn, uh, Peggy, I know you put stickers on there. So, can can I ask the board to clarifying then? So, would it be fine then with what you just described to remove daycare from that? Because I feel like they're separate. I understand the rationale for daycare. Is it still a green or is it more of a yellow or is it just separate? like because I do feel like in your questions before

058the activity that the extended time summer school support and academics is higher than the daycare. Can I just um mention that I put my green stickers on the daycare because I was thinking of that as after school care. So, for where kids can go um that don't have parents um to pick them up right away because they're at work. Um what do parents and families do? Um for example, like with KAS, they're you know, cutting down on um on students. Um and I just wanted to know where students can go, what we can do to help families that don't have an afterchool um um babysitter basically. So great uh clarification there. So one clarification, we're not cutting down on our afterchool programs, but we're rep prioritizing our eels and the groups that we must identify

059first. As a result, that means less opportunities for stu for families, our students who don't meet that criteria. So my follow-up question to that just so I know how to take it back to teens and process it is should we prioritize additional opportunity and spaces beyond what we have funding for for afterchool intervention um supports for students. I want to be sure I'm clear um from the entire board that you say that's a priority. I I think the concept that we talked about was using the after school time to um and the time with students after school on our campuses to um provide intervention services as well. So to kind of take advantage of that time where we can continue provide a service for families um providing care for the students while also using doing

060databased intervention. Um and the concept had been to um that it would eventually be generating like an income generating model since it would be sliding scale. So that's what I had in mind. Thank you. So it's not I would just Oh, Isabelle, did you want to say something? Um I would say it's not like if we could because there is just a shortfall of after school programs like we've heard from people that that's a barrier for them to sign their kids up for summer school even, right? or to sign their kids up for other after school programs like we put transportation in place for later programs. I mean we we are really trying to get the kids to stay after school to participate in those things. that if we had a a regular daycare that

061maybe some of the middle school kids would be less um utilized as daycare for their younger siblings, you know, I mean, it could really support a lot of issues and if we incorporated um if we leveraged some not, you know, a little bit of uh intervention during that that hours because they're there on our school sites. So, it's not exclusively intervention. And I'm not saying that, right? But if we if we just had them there for that time, that would be really um beneficial for our teaching staff as well, right? Like I'm sure it's be a little easier pill to swallow that we're utilizing their rooms for that. That's not the only thing uh I know we want to talk about it there, but um does that Yeah, I think the others were I think

062the others were clear. It was just there. I needed to be able to cipher that out to have more understanding so I can take it back in the appropriate way to get more feedback on it. Michelle, so I think I'm in the minority so it's fine, right? You're getting four one. So, but I just want to share my perspective before we move on. So, uh I think for me when I uh because I actually noticed it and made a comment to Tasha and she was like that's actually something I'm g ask you guys about. Um, but for me when I look at I think okay like daycare I don't disagree is like a problem and we want to support families right but to me that is a more community like that is something that is

063super important. So maybe like the four of them say that's the priority that's the party but for me the priority on the school board would be academic achievement right and from my perspective daycare is probably one of the least effective ways to improve academic achievement. I would for me the school day like extended day things can be helpful but from my perspective the in in the school day full fidelity best practices that is where I would want all of our focus and priority it's not that I don't think daycare and extended things are bad they are beautiful and if we had unlimited resources I would say focus on it but for me I I go back to the we we can do anything but we can't do everything so for my perspective I again I

064know I'm 41 so I don't even have debate on it. It's fine, but I would just prioritize academic over daycare extended day. Okay. So, um any other thoughts on this? So, we are going to move on in a second. I I did have one final thing I wanted to say, but anyone else have something to add? Yeah, something I mentioned was um I'd like to see an opportunity for resource allocation um based on equity. So, um based on data at different school sites, um providing more resources for those populations or for those specific school sites, um or rethinking the way that we um we approach instruction there because when we're looking at the numbers and the trends, it's very concerning. And I worry that the highlighted ones that we're already implementing over there on the

065bottom right um are not sufficient. Um and so you know when I I attended masters in governance we talked about um what's working at other school sites and I have heard about literacy task force or math you know has specific um targeted thinking around how to approach differently innovatively um and how to also um allocate our resources in that way with equity in mind um I'm concerned that um we don't have a system at which to equitably address um our populations, our school sites that um are not doing as well. Thank you. I would definitely note that, but I do want to also say that our current budgets this year um on the work that u Mr. Cuffy and I did um budgets were actually established with an equity lens and so allocations from school

066site to school site were made based upon an equity allocation. just so you have that additional clarification. But I do but I do understand what you're saying and I've made a note but I want you to you to also know that we are we do have a formula and we are actually applying it to our school sites. Yeah. I guess I'd like to see more information about the formula and the application to school sites. Absolutely. Absolutely. Okay. And then um my my sort of final thought on this is that some of these um data points for um like the trusted relationships with uh students and families are very uh clean, right? Like the attendance one super clean. Uh suspension rates got it right. But the work in that space I think is like uh tangle

067tangled right because people have individual needs and then there's there's uh other pressures of course there's like a lot of different things happening and it takes a lot of work and and and time and so I just want to make sure that like if we are doing things that are to like really support our underserved families uh and students um that we go after that really hard stuff, the spaghetti. You got to go after that instead of just and instead of because it's very tempting to just say like and I know we're I know we're out in there in this spaghetti. The school districts are are doing the work, right? But like we've got to figure out a way to, you know, um when parents are asking for affinity groups that are districtwide, right? or

068there's efforts that are going on between some schools and like how do we get those best practices to other schools. Um those are kinds of thing those are the things that I'm interested in in following as well as the the neater numbers. Any final thoughts from people get our things rolling? Go ahead. I just want to reiterate that my um my guiding metrics are the ESPback and NWA like the the national and local indicators for proficiency um in both math and ELA and I have um a lot of concern about the trends especially at like for example my my um school site and I wasn't here for all of the establishment of the key actions but I think if we continue to trend that way I wonder if we have to do something that's not

069already listed and that's something that I would like to you know consider innovatively like maybe there is somewhere to stop funding of something that we are doing based on the outcomes outcomes yes and yes and just to kind of um kind of close us out here so you know what happens so this information again is informing us so the part of the process that you're speaking to is when we go through the alcap We have goal analysis and so when we look at that data we'll say oh we didn't do well why are we not doing well we have to answer those questions and then we have to talk about are we continuing all actions are we changing action or we adding some actions this informs the additional actions we may need to take and

070it doesn't include just these but it also includes other things that have come our way whether it be from school sites from the parent meetings we have and then the surveys we're taking in. So, we're going to take all that information and that information will then um guide what actions we should be taking or elevating in some way in order to improve those outcomes. But yes, that's exactly what this process is about. And and as a board member and um I'm not sure if I speak, but I want to be part of that conversation from your thinking about what's working, what's not, and thinking about the allocation. And from what I'm understanding, when I when I attend masters in governance, that is a role. Um if I want to be part of that, I am

071partner with the district in those ways. Um the way to partner through the the LCAP is when we bring you that June 4th report that analysis is there. That's your opportunity to give us feedback and questions regarding the process or additional questions you may have. So that will be a part of that June fourth meeting. If there are like other discussion like remember the study session we can have a discussion session on topics out of this. this is like a beginning of a conversation. And so I think if we're interested in like looking at the board's the board's view into the LCAP process and like where we fit in so that we can um give feedback at a at an appropriate time or like what kinds of information like as a board we need to

072look for. um that that would be more um I don't know just it would be more what you're interested in looking for what you're hearing from masters in governance or CSBA then we this is a starting point of the conversation as a full right though yeah as a full board right okay so well thank you so much Dr. Dean for all the work you're doing and uh for this exercise. Absolutely. Thank you for the feedback. Okay. Thank you. Thank you. Excellent. Um so we are on to item four which is very exciting. Uh trustee item four is the oath of office. Uh trustee Evelyn Petta was appointed by the board of education on February 25th. She was administered the oath of office at that time. Tonight, Trusty Petta will be administered a ceremonial oath of

073office. The intent is to provide a more public acknowledgement and and celebration of her appointment since the oath initial oath of office occurred at the end of an interview and selection process during a special board meeting. So, we will follow the oath of office with about a 15minute recess for pictures with Evelyn's family and friends and brief refreshments. So, um why don't we step up and do the other office ready? [Applause] Okay, thank you. So, I'm uh so honored that Evelyn has asked me to administer that book of office. So, now I'm nervous because I want to read it correctly. So, yay. Thank you so much, Evelyn. Okay, so um so you can raise your right hand, please. Um and so, oh, wait a minute. Let me just confirm the superintendent here. Dr. Galler. Yes.

074So I just say I Yes. Thank you. Okay. Please repeat after me. Um I state your name. I, Emila, do solemnly swear or affirm do solemnly swear or affirm that I will support and defend the Constitution of the United States that I will support and defend the Constitution of the United States and the Constitution of the State of California and the Constitution of the State of California against all enemies, foreign and domestic against all enemies, foreign and domestic. that I will bear true faith and allegiance that I will bear true faith and allegiance to the Constitution of the United States and the Constitution of California to the Constitution of the United States and to the Constitution of California. that I take this obligation freely that I take this obligation freely without any mental reservation or

075purpose of evasion without mental reservation or purpose of evasion and that I well I'm sorry and that I will well and faithfully discharge and that I will well and faithfully discharge the duties upon which I am about to enter the duties upon which I am about to Okay. [Applause] So, um now we will take a 15minute uh recess and plan to reconvene. We are absolutely doing a a picture. Okay. So, come on up and then we'll take a picture with your family. Thank you. in the middle. Congratulations again. Ready? I think we're doing just ready. One, two, three. Why am I counting to five? One, two, three. And then two, please. One, two, three. Thank you. Thank you. Okay. Yeah. Come on over. [Laughter] One, two, three. One more. One, two, three. Got it. Thank

076you. Good job. Oh, did you want We can look at you if you wanted us. Oh, I'm just taking mine. This is the real one. One, two, three. Thank you. Let's get the whole crew. All right. Friends and family. Friends and family. [Music] [Laughter] Oh. Um family. You guys ready? Okay, her first. All right. Ready? Your your phone and keys are being shown. There you go. There you go. Oh, there we go. One, two, three. [Music] Family or friends. All right, here we go. One, two, three. Portrait mode. One, two, three. And then hold on. One more. Do you want a group like friends and family? Okay, all of her friends and family come up. Everybody, anyone who was part of her group [Laughter] [Music] I see everybody. All right. Ready? One, two, three. Oh,

077look right here. What's her name right here? Everyone look right here. Look right here. Thank you. Okay. Ready? Right here. One, two, three. Thank you. Thank you very much. Yeah, he has. I'm not a boy. I'm not a girl. I'm sorry. As soon as I did that and I said boy, I'm so sorry. I'm so sorry. Here's a shirt. I know. I know. Go get treats. Go get treats. Take your mom over there. Have your mom get treats, too. [Music] Great traffic. [Music] This front [Music] just sort [Music] It was it Warrior. [Music] Yeah. Thanks. [Music] That Oh my god. [Music] We're like [Music] I know we're not She's already [Applause] this one Whatever. Whatever. [Laughter] Oh, hi Carrie. I was there. Feels like you just saw No, they won. [Music] I [Music] only like

078the four out of seven. I know. [Music] I [Music] don't know. Yeah. [Music] And then again I [Applause] [Music] saw it. I [Music] like it. movie. [Music] Yeah, we met up. like Oh, yeah. Good. [Music] It's 5:30 in the morning. Great. Um, sorry. Welcome back. Thanks for thanks for uh allowing us to celebrate um Trustee Perfetta. Very excited to have her on our board. Um, so now we're on to item five on the agenda, which is comments from the board and superintendent. Uh, we can go down the line. Do you want to start, Evelyn? Um, I had fun these past this past um month attending um things. I went to like a lunch and learn, learn about board agendas. Um, I attended the project. So, the asset breakfast um Oh, I've been um helping with

079school um organize our events like u the walk-athon, a STEM night. Um we had fun with our walk-athon last Friday. Um and and the weather was nice, so that was good. And I attended the LVNA board meeting um and Zoom um regarding equalization. lots of information but lots of fun too at the same time. Thank you. So I had a lot of site visits this past couple of weeks I've been to Barbas with Peggy. I went back. I went to SMS, CMS and Bishop with trustee. I went to we had some some CLSBA meetings, some SBA SC CSBA meeting referring to the legislation action committee and the Hman awards who are coming and I think hope and we're going to talk a little more about it tonight. So in general we've been very busy and

080I just wanted to remind that is the autism accepted month but it's also the refugee month very important month to remember and acknowledge we did in our um yeah it's It's been a long time since we had an we've had lots of meetings but not a regular meeting and I have done lots of things but this last week uh there's been lots of medical related things for friends and family. So I'm a little bit not all there and so I did not like oh yeah I went to that I went to that but I haven't really thought through because I've had a lot on my mind this week. Um hello yes it's been a while since we had our last standard meeting. Um uh I submitted my activities already but um some things that I

081wanted to call out were um I went to three different masters in government's courses. One um student learning and achievement, one about school finance and um one policy and judicial review and um I really um found the finance school finance um training very interesting and relevant. And I was really impressed. I've been attending with the new high school district trustees Pat Caru and um Danny Troy and their CBO attended um for the express purpose of knowing how to um present school finance to us new board members um more comprehensive comprehensively. Um so I I was really impressed by that and I learned a lot and um looking forward to more activities coming up. Thank you. Thank you. um doesn't I'm not sure if this is feels like it should be. Uh so basically in addition

082to um the celebrations that Isabelle mentioned um with Autism Awareness Month, it's also um ArabAmerican Heritage Month and Celebrate Diversity Month. Wednesday, April 23rd um is also the Holocaust Remembrance Day. So you Sunnyville students may see lessons or activities around any of these commemorations in our public schools. Um I'm going to send in my minutes I mean my activities for the minutes so we can we have so much on our agenda. I really want to hear what everyone else is saying. Go ahead. Yeah. Just a couple of uh brief announcements. First of all, this is for the board and for the community really. Um, Assembly Bill 1381 from Assembly Member Addis from the Central Coast is a bill that would provide uh funding for all districts, all students in the state of California. Um, it's

083referred to as universal transitional kindergarten, but it is not funded trans universally and not all students receive it. So, I think this is a um um a good bill for support. I sent out um some templates for letters that I hope that the board will review and consider sending letters in and the public as well. Um I believe I sent one to SEF. I I did this afternoon. Um if you could uh send it through your networks, they're seeking input on this. I think until April 23rd. I might have the date off by a day or two. Um but it's it's really important. It would make a big difference for our school district. And then the last item is um Bridget today said like can you send tell me the the the promotion dates and

084then what are the other end of the year activities and like oh there's this this and this and then I realized oh it's a big old list so I'm not going to list them all here but I have it in the weekend update which I'll send to you um there's a whole bunch of things between now and the end of the year and they're all fun um and they're all exciting and celebratory and I remind the board um we're a team and we don't all have to go to all it's great if we all can um but some representation of all of them is what is appreciated. Thanks. Thanks. Okay. So, item six, comments from the Sunnyville Education Association. Uh, if there is an official representative online, please use the raised hand feature if you

085wish to speak. Okay, seeing none, item seven, comments from the California School Employees Association. If there's an official representative online, please use the raised hand feature if you wish to speak. Okay. And item number eight is comments from the Sunnyville Education Foundation. This is a new standing agenda item for the Sunnyville Education Foundation to have a regular opportunity to update the board on the foundation's activities, news, or perspectives. The purpose and mission of the Sunnyville Education Foundation is to benefit the students of our school district. If there's an official representative here in the room who would like to speak, um or if you're online, you can use the raise hand feature. Yes. Hello. Good evening. I am Michelle Eugenie. I am the president of the Sunny Hill Education Foundation and uh on behalf of our

086board, we really want to wish our our sincerest thanks to all of you who made it possible to carve out this time for us to give these regular updates. And um as much as I enjoy public comment, uh we can leave the public comment time to all the other fabulous inputs that we could be hearing from our community and we encourage that. Uh, of course, SEPH is a 501c3 501c3 nonprofit organization. We're our own independent organization, but we exist because we want to ensure a high quality education that is sustained, ongoing, enriched, taking it beyond the basics for every student in Sunnyville School District. We exist for Sunnyville students. And um this month we celebrate our 10th birthday and so we're pretty proud of the work we've had so far. We look forward to continue

087to give you some uh fabulous updates. We continue to give out money. I have three more checks to deliver tomorrow to the Bishop PTA, the LSPTA, the Vargas PTA. Just happen to be a PTA getting time. We've got a big one going over to SMS as well. Um, so all through the year we're given money and we'll get you a total uh coming up soon once we kind of start closing our books just like you are. And um just a reminder for how we are a community organization. We welcome input and we invite the community to get involved and share their voice. Um I've been thinking a lot lately about how at Seth we kind of work with the head, the heart, and the hands. you know, where we're thinking through things. We give some

088critical feedback. We're we're all wanting the same thing, the best thing for our children. Um, we're bringing that heart, right? We're here because we love it. We're passionate about it. Sometimes the passions rise and, you know, we get really excited about things and we got to work together to, okay, how can we make this really happen and practical and the hands, we're we're on the ground here. We're in the schools and we represent schools from across the district. So, I'm pleased to um to represent this organization that is continuing to grow and evolve. And uh I want to invite everyone in the audience listening up here on the days to our student showcase which is on May 6th. It will be in the ballroom of the Sunnyale Community Center. So, last year we were over

089in the senior center. This time we'll be in the ballroom which is just off the main like reception area there. and um we're going to have performers and examples of the the work and the the benefits we've been bringing to students across the district. So, please mark the challenge for the evening of uh Tuesday, May 6. Thank you so much. Thank you so much. I already have my ticket, so I'm ready. Very excited. Okay. Um now we are on to item number. Yes, item number nine, comments from the public. So this is the time to comment about things that are not on the agenda. This portion of the agenda provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. However, provisions of the

090Brown Act, Government Code 54954.2A 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 total for public comments. Speakers are asked to give their name and affiliation so that an accurate record is reflected in the minutes. Uh I have several cards up here. If you're still interested um you can submit a card. I see we have two online. Um, as a reme as a reminder, oh, sorry. If you are online and you would like to speak on this item, you can use the raised hand feature now. Uh, as a reminder, per our board bylaw 9323, the board shall not prohibit public criticism of its policies, procedures, programs, services, acts, or emissions. During public comment, we

091encourage speakers to discuss issues with civility, to treat people whose opinions differ from their own with respect, and to focus on ideas, policies, and values. Um, so we have we have online. Okay, we have five here in the room. We have three online. We'll do the public comments here first in the order that that I received the cards. Um so we will start with um Mr. Fernando Reyes and then after that will be Gita Golithica and uh Sujata door um and sir you have three minutes whenever you are ready to begin the timer will be on the on the monitor. Thank you. Salesto, which means the safety of the community is the highest law. Your school district has failed to effectively implement and uphold safety standards, resulting in severe harm to multiple children, including my

092own. His gross negligence and breach of trust has jeopardized the lives and safety of our staff, children, and community. Leadership at the highest levels has failed us, including the superintendent and official and officials responsible for overseeing these incidents. Paul Sllayton, the director of student services, has actively undermined policies and law policies and laws concealing damages. Individuals such as Paul Sllayton, Rachel Boon, Superintendent Michael Gallagher, principal of Leondo, Katherine Armstrong, Tara Dean, and Officer Melo along with other officials or board members who conspired, ignored, or facilitated this gross negligence must be held accountable. Their actions have jeopardized the safety and well-being of our students and caused extensive harm. At Vargas Elementary, a sexual incident involving three students occurred due to the negligence of Cath Katherine Armstrong. Resource Officer Melo filed a false report to cover up

093this gross negligence. Officer Melo and Paul Sllayton retaliated attempting to solicit a trespass against me as a parent, followed up by Paul Sllayton instructing school the school district not to communicate with me. My son was being stalked by at school by an attempted murderer. The school canceled an SST me an SST meeting and evaluation on me and retaliated with false allegations of abuse by stating that I was sending burning cigarettes on my son's body after a mandated reporter named Agnes Tang made a report of strong signs of sexual abuse. Additional allegations across additional allegations arose of a student sexually touching other students which principal Mr. Valipondo ignored. The parents say they were never informed. Later on, a young girl disclosed that Mr. Vipondo had tried to touch her in her private parts inappropriately too. The

094police department excluded my son's testimony and video evidence from the investigation, seemingly to cover up the incidents at Vargas Elementary. Another girl attempted suicide, which brought up the allegations again of inappropriate touching and reconfirming the previous claims. I reached out to the parent who didn't know the severity of issues surrounding her ch her her child. In retaliation to my outreach, Paul Sllayton issued a cease and desist order on the behalf of the Sunnyville School District. Infringing on parental and constitutional rights. I had to file a complaint just to have a sitdown with the recent um IEP meeting. These individuals have manipulated the laws, fabricated false statements, including claims of cigarette burns on my son's body and retaliated against me as a parent, raising concern, raising the concerns. Vargas Elementary and Sunnyville School District must undergo

095a thorough investigation to address this negligence and malfence despite widespread aware awareness of of issues through rumors and document documented notifications to entities like the Sunnyville Board of Education, Santa Clair County Office of Education, Sunnyville Police Department, city hall, and the mayor. No significant action was taken to prevent harm or fulfill the obligations. The failure of these leaders have caused severe harm to the children and eroded public trust and governance within our community. Thank you. Thank you. mosquito then after that and then benadesh benadesh okay thank you good evening uh board of trustees matson mister magnot cle hopeless raid and miss uh profeta and Dr. Gallagher, Dr. Dean, uh first of all, thank you. This is a uh this is autism awareness month as you know. So I speak up a little bit but I'm

096here are you able to hear me? Yeah. Okay. Uh I'm very happy to be here uh for a proposal. Um my name is Gita Galaga. I'm a parent of student receiving special education services in San school district and while a service district appointed CSC rep to northwest Selpa I'm here speaking on my own behalf thank you for the opportunity to speak tonight I'm here to respectfully request the creation of special education advisory committee to the board of trustees a collaborative group of parents community members students teachers and staff working together to strengthen special education programs communication and inclusion in our district until recent Recently our district participated in a local community advisory committees CAC2 with Katina Union Fremont Union high school districts. This group met monthly and provided essential support to families through education events

097and direct conversations with their special education administrators. However, after a regional restructuring, CSC2 was merged into um a larger Northwest South by CSC which now spans 20 districts and means only once in two months. As a result, many families, including mine, feel disconnected from our district leadership. In response, parents across 30 districts launched a petition to for localized special education advisory committees in each district. This petition was presented to the Santa Clara County of Board of Education on March 19th. And tonight, we are proud to link it to you. I've already sent it over email. The district level advisory committee would create ongoing opportunities um for families to share feedback, ask questions, and stay informed. It would build stronger partnerships between families, staff and directly benefiting our students. We are already seeing the positive impact

098of our family engagement. This year in collaboration with Chinchin, our behavior, our district behavioral intervention services coordinator, special families are helping organize abilities awareness and autism acceptance activities of seven elementary schools and both the middle schools. Programs like pre-connect friends and buddy program are expanding with growing parent support. For a formal advisory committee um would sustain this momentum and ensure every special education family has a wise connection and a place to belong. Uh thank you for always listening to parents. I request the um particularly urge the board to support the formation of um special education advisory committee for district and also agentize this item for a future board meeting. Uh I've already sent you the uh petition over email. We welcome the opportunity to meet with you to discuss how such a committee could take

099shape. Thank you so much. Thank you. Next up we have sorry then it'll be Margarita. Okay. Uh good evening Dr. Galagar, board of trustees, staff and fellow community members. Uh my name is Sugjata Dhar and I'm co-chair of special ed committee at uh Cherry Chase and a district appointed uh CSC rep uh to the northwest Dalpa. But I'm here today as parent 10 resident of Sunnyale more importantly to advocate for forming a special education committee within the Sunnyville school district. One that brings together voices from all across 10 of our schools and uh creates a space where every student and every family feels heard and supported. I believe there's a strong and growing need for a local special ed committee that connects families, educators, and the wider community. Such a committee could be instrumental in

100fostering an inclusive environment, one that is reached uh with empathy, understanding and acceptance, not only with uh within our schools, but also within our neighborhoods. What I envision is a committee made up of parents, teachers, administrators, and community members working together to take the real action. Uh this group could help educate and engage the community through events like we already are doing now like autism acceptance month ability awareness peer connect and uh other initiatives uh like reverse inclusion that can celebrate uh neuro diversity to its truest meaning and build stronger and more compassionate relationships. Uh but it's not just about events. It's about building a support system, a place where families can come together, share their experiences and know that their voices matter. a place where trust is built and sustained and ultimately a space

101where we can work together to ensure better education, stronger communication and a more inclusive future for all students in our district. I respectfully urge the board to consider the formation of this committee not just as a new initiative but also as a meaningful step towards equity connection and real community growth. Um, thank you for your time and for your continued commitment to our students and families. It would mean a lot to us if the board members could join the special ed parents in open discussion on how we might structure and establish this. Thank you. Thank you. Uh next up is um good evening board members. Uh my name is Vasa. I'm a parent of a student uh receiving special ed services at uh Colombia Middle. So um as my as the other parents said uh

102the creation of this committee would help uh parents feel connected to the broader community and help support inclusion programs like autism accept acceptance month and uh peer connect. Uh on a personal note uh programs like peer connect uh have been transformative for my almost non-verbal son in sixth grade. uh just because he's non-verbal it doesn't mean that he doesn't feel loneliness he doesn't express it sometimes I see him depressed but then once they started the peer connect activity he is in the garden he is you know he's coloring he's making cookies with u with his neuro neurotypical peers um so this kind of reverse inclusion is is an amazing effort so it doesn't make us feel like we are getting charity it feels like we are part of the community and uh so so hence

103these these this committee will be really helpful for um parents like us feel included uh in this community. Um thanks for the opportunity to express our thoughts. Thank you. Thank you. Okay. And uh last but not least Oh, we have a few online as well. Margarita still you like feel like good evening members of the board. My name is Margarita Paiker. My daughter goes to special day class at elementary K2. I am here today to respectfully advocate for the creation of a special education advis advisory committee within our board of education. Families of students with disabilities face a unique challenges navigating services, understanding rights and collaborating with schools to ensure that everything every child reside receives a fe a free and appropriate education. A special education advisory committee will provide structured ongoing space where parents,

104educators and administrators and administrators can come together to identify gaps, share solutions and promote transparency. This is not about adding bureaucracy. It's about building a bridge. Many schools in the district of across California and the nation have successfully established similar committees. They serve as trust solution focus on forums uh that give voice to families and elevate the level of experience of students with special needs. An ad advisory committee will not have decision- making power but uh will provide magnifying to share inclusive policies and benefit the all the students. Inclusion, communication and accountability. These are the values uh this committee will support. I urge you to consider this step forward um in straighten our partnership with families and improve outcomes uh for students with disabilities. Thank you for your time and for your commitment with equity

105in in education. Thank you. We're going to move to the online comments or so. First we have Lori, followed by Christine Case Lo and lastly Gabriella Condi, Lori, go ahead. Yes. Hold on. Um, good evening board of trustees. Thank you for taking my comment. My name is Lorie Thomas and I am a parent of a student at Columbia Middle School that has an AAP and vision restrictions. I am asking you to form a special advisory special education advisory committee for the board of trustees. This is a bit important because the board of trustees needs to hear directly from families that have students in our districts about their experience experiences. You may visit schools but what you see is not the whole story. For example, while my son appears normal, he has differences that are not

106visible to others. My son is in the general classes, but he has difficulty seeing all the classwork. So, he sits closer to the front of the room at a certain angle because one eye is better. His onlight work is better because he can make the work larger as needed. Also, he is better in the morning classes versus afternoon. Why? No, he does not need glasses to correct his vision because he has nestimus. Nesnatamus is a stick edition characterized by involuntary, rapid, and jerky eye movements that can be horizontal, vertical, or rotary and constant. Imagine trying to keep focused on your work while your eye moves around on their own. He is exhausted coming home. He also has no depth perception or 3G perception, so no baseball for him. Imagine going to take an escalator and

107it looks like a moving slide. How would you claim that? I always thought he was behind. But he saw a slide, a moving slide, not stairs. Or going to a game in pee where balls are flying around. But you cannot repeat. You cannot see them coming at you. Can you imagine that? Again, what you see by visiting a school is not the whole story. Please take action to create a special advisory committee so that parents or guardians can share with you directly about your experiences, their experiences with their students at school just like I did. I look forward to hearing back from you about any actions you will take to form this parent advisory committee. Thank you. Thank you. Next up is Christine Case followed by Gabriella Connie. Hello, my name is Christine Queslo and

108I am a coming here in support of the Sunny Bale parents. I am actually a parent in both the Mountain View Wisman and the Mountain View Los Altos High School District. Uh I was I was part of the Sulto one community advisory committee for over 10 years. Uh including as and I am currently the uh vice chairman of the Northwest SELPA CAC that was created school districts. Uh it is not working for a local action. There are certain things that we can do countywide, but it does not provide the same kinds of services and local help. So, I and others wrote this petition and have presented it to all the school districts that are currently in the Northwest Sula CC asking that there be special education committees formed in each school district for local action.

109Um, we we truly need local action. Uh it allows connection with administration, teachers and staff. Uh it prevents communi miscommunication. It improves student outcomes and it prevents potential legal action. Volunteers make student experiences better and help teachers and staff make a better learning environment for students in special education. I really encourage you these open kinds of uh uh communication with parents and administrators and staff can create fantastic experiences for students and improve special education in in in Sunnyale. So, please listen to the the Sunnyale parents who are speaking today. Uh and they've all done an amazing job and I uh am honored to work with them. I am the Mountain View Los Altos representative to the um uh the the new CAC. I've worked with with uh the Sunnyville representatives and they are amazing people

110and they will do amazing things locally if you let them. Thank you. Thank you. And lastly, Gabriella Condi. Good evening, respected board of trustees. Uh, Miss Bridget, Miss Peggy, Michelle, Isabelle, Evelyn, and Superintendent uh, Dr. Gallagher. My name is Gabriella Connley, and I am a parent of student with a 504 receiving services in the Sunny uh, school district. I have also served on um, special ed committee chair for San PTA this year. Uh, and I read in the um, SEC classes for project cornerstone. I want to request to uh create a special education advisory committee to the board of trustees. This will help uh promote better parent engagement strengthening inclusion efforts uh with support for activities like the ones that were mentioned before such as autism acceptance month activities or tables. Um in San Miguel

111we do not have a body connect program that is active to my knowledge. Um, we have not been able to implement reverse inclusion activities or friends programs either, but we would love to. Um, special needs families need to feel heard and valued. They can find a strength by networking and sharing experiences. This is a community that feels underserved and invisible, afraid and far away. It would be um ideal that a committee is created to help them help us um address our needs. Thank you very much. I appreciate that you are um taking notes of this request and I hope we hear some uh resolution or some that actions are being taken. Thank you very much. Thank you. Does that conclude everyone online? Yeah. Okay, great. And Bridgen, if if I may, um, parents, the board

112can't respond because this isn't an agenda item, but I can tell you I can say a few things. Um, first of all, regarding the formation of a advisory committee, we actually think that's a really good idea. Um, Director Ben Malik is already working with Fremont High School District, the Certino School District to do such a thing. Um and so I feel really confident that we'll have um a really robust um uh advisory committee in place uh beginning next year. Um and board um you might at a future u governance team development meeting consider assigning a board member to that like you do other committees. I think that might be um just for your consideration something to do that might um build a stronger connection between that particular advocacy group um and the board of education.

113So thank you for your advocacy. Um we think that's really important. We appreciate it. Thank you. Okay. So we are on to the consent agenda. Um, so 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 re reviewed for separate action. The public may address the board regarding any items on the consent agenda. So is there any member of the public present who wishes to make a comment on the consent agenda or pull an item from the from consent to comment on it and have a separate consideration and vote? If anyone's online, you can use the raised hand feature now. No. Okay. Um I know we have a pretty full agenda. I did board I did want to pull one

114item to quickly discuss prior to authorizing. Um that would be item 10J, the appointment for membership to the community bond parcel tax oversight committee. I'd like to just quickly discuss that for like one minute before we approve it. Did I have a second to do that? So, or a motion to motion to approve the consent agenda without item 10J. Okay. And I second. Okay. So, I guess I'll have made the motion. So, Isabelle seconds. Um, so all those in favor to approve the consent agenda minus item 10J. I I Okay. Chair Mozai, that motion passes. So for 10J, um Kim, I guess in order to discuss it, we need a motion to approve. I have a motion to approve the discussion on PG in the agenda on the consent consent agenda. I second. Thanks. So,

115um, this is around the appointment of membership for the community bond and parcel tax oversight committee for Reed Meyers, who's a former trustee who I I know well. She's the the head of a neighborhood association. So, I think she would be amazing for that. And it's difficult to get people to volunteer for this role. However, I think in general, so I'm not I'm not opposed to voting for Reed for this particular thing, but there's a couple more seats coming up on that. And um I asked in packet review because it it seems fairly um even though there's there's community members at large and there's people representing like parents and community members. So everything's uh like all the different seats have to be they all have different uh designations I guess. But I've noticed like from

116when I was on that committee and then I was looking at the list, they're all pretty heavily Cumberland SMS area parents, right? So um even though Bunnings is a SMS parent. Um he's and he's from he he went his kids went to Cumberland. And then is it the who's the finance lady? She's so nice. Christine Kelly. Christine Kelly. uh her her kids go to SMS and went to Cumberland and then um you know Reed's kids went to SMS and Cumberland. So I just I think we've heard that you want us to work for better representation not for this appointment now. Yeah, these guys are great buttally work on better representation across the district. And what I would say is maybe it's because maybe it's more like finding those other causes like is it the time

117of day? Okay. Could it could it is it legally allowed to be on Zoom? Like I don't really know what the answer is, but maybe it's not just can you come to this meeting at this time of day, but like because we've done it with trustee areas, we've gotten broad representation from across the district. Um and anyway, that's my thing. Does that sound reasonable to you for not for this particular appointment? I'm I'm okay with voting for. Yeah. I mean, I think that's the ideal, but we don't even have all the seats filled. So the priority is getting seats filled first and foremost because we don't even have all the seats filled. And if we can get more representation, that is fabulous. Well, the seats are filled, but like they're not all filled. There's open

118seats. There's one open. Yeah. And what I'm saying is is that if the difficulty is like filling that position because it's like one Friday a quarter midday like that's maybe people maybe it's like a different kind of outreach than has happened before but from some of our areas. Yeah, we'll we'll commit to that. Okay, that would be nice. Thank you. Okay, I wanted to say um so I'm prepared to vote. Unless anyone else want to say anything about that or No, just wanted to add racial diversity as as well as the geographical. Thank you. Yeah. Not not just like for the sake of representing our community, right? Making it reflective. Okay. Anyone else want to add anything or talk? Okay. Super. So, um all those in favor, please say I. I. I. Motion passes. welcome

119to read and thanks for doing tons of work for us with the team. Okay. Uh now we are on to some fun stuff which is presentations. Um we have item 11A the bishop school focus presentation with Miss Tara Lebrono principal and Dr. Tasha Dean the chief learning officer. So we're ready when you are. Thank you. I brought a cheerleading sponsor. Okay. Yeah. See, that's that's the way to go. Okay. And I just kind of I'm just doing green button. Yeah. Um so, good evening board, superintendent, cabinet members. It is a privilege to be here this evening to present a bishop's proposed uh school focus. This past year, Bishop has embarked on a journey to identify our new school focus. And tonight, I'm going to just briefly tell you about the process that we went through

120and then what we are proposing for the future. Okay, that that was so before I get started, I do want uh to introduce some of my committee committee members that took place in this process. Um they spent numerous hours discussing, researching, meeting with students and visiting other schools. Some of them, in fact, most of them have joined me this evening, and I just appreciate the long hours that they've invested in this process. For those that uh were not here 10 plus years ago, it's only fitting to take just a brief look at our past and then look at our present and then go to our future. So in 2015, Bishop became a leader in these school where we eventually became a lighthouse school. Uh which sets us apart a little bit from leader in these

121schools. A lighthouse school generally refers to a school that has achieved outstanding results in student and school outcomes by implementing the leader in new process. Uh which is a whole school transformation model focused uh on leadership and life skills. Uh students showcased their leadership skills and participated go back too far. Slide slide four. Um students still whatever. There we go. Students showcase their leadership skills and participate in a yearly leadership day where community members were invited to a studentled day where learning was showcased and leadership skills were displayed. But last spring, our staff and community decided that leader in me was not meeting the needs of our students and we launched a process that would help us redefine our school focus. Uh we started uh with a f a staff, family, and student survey that

122helped guide our research. So I want to jump ahead to this current school year. In August, we formed an exploration committee that met frequently to discuss um the topics, research and plan. During that time, we interviewed students, met with the community, partnered with the district, and then visited local schools. Uh this process has brought us to the last stage of proposing our new school focus. As a part of the process, we looked at the portrait of a Sunny Bale learner uh and used this as a springboard and designing a bishop uh bishop's profile of a learner. There we go. Uh we asked ourselves what skills and characteristics do we want our fifth graders to transition to middle school with? And in that process, we knew we wanted to highlight uh collaboration, confidence, creativeness. We just

123wanted a desire and a love for learning. Um so as a committee, we explored different options while continuing to keep our profile of a learner at the forefront. Uh we were able to visit both Jackson School of Music and Math in Morgan Hill and Trace Elementary in San Jose. Although uh these schools are very different, it gave us a wonderful opportunity to look at the [Applause] possibilities during our discussion and research process. We wanted to ensure that we did not lose sight of our academic focus knowing that our students have historically performed below grade level. Uh the graph in front of you represents our NWA reading data from 23 to 24 and 24 to 25. And this is uh the window from fall to uh fall to winter in both years. As you can see,

124our data continues to remain approximately the same and we want more for our kids. During our research, we were able to identify how the arts, specifically theater, impact overall reading performance. Uh, students wait that students in a theater arts integrated group outperformed those without an integrated program in both reading and in math. In other studies, students showed a 17% improvement in their reading fluency. And we know that reading fluency is the bridge to comprehension. In fact, this year we decided to implement what we call reader theater into our third and fifth grade intervention fluency groups. Knowing that reader theater is just one way to build fluency. This graph represents the growth that students had made over the course of the year. In fact, we were able to exit 24% of our students from this intervention

125group. I know the question was raised about the beginning of the year data comparison and because this is a growth chart, it doesn't necessarily track the beginning of the year. But that being said, I do have another chart that shows the end of cycle one data, which was the middle of October um to the end of cycle 4 data, which is the end of March. And um according to that particular um data, we have 17% that did not meet except at the beginning of the year, we had 17% that did not meet expectations. We had 61% approaching and we had 22% that met. When we uh re-evaluated at the end of cycle 4, although we still had 17% that did not meet expectations, that does not mean that they did not grow within that. Um,

126in fact, there's only one student that did not grow. Um, and then 43% in approaching and then we had 39% that were meeting expectations. And so, um, we're really excited to celebrate that growth. I know another question that was asked was, you know, what does reader theater look like? And reader theater is a dramatic of performance where students get to read scripts aloud. They focus on vocal expression and interpretation of a text. They practice fluency through repeated readings of the script. And then in addition, our students get to create their own props. they get to act it out and deepening their understanding of the text. They work collaboratively with the groups to perform which also enhances listening skills. So what does this mean for for our students as we look towards the future? We propo

127we are proposing that Bishop's school focus be primarily drama and music. So what does that look like? We have outlined a possible five-year plan. Our year 1 plan includes a dedicated um full-time drama teacher, 40 to 45 minutes of a drama per week per class, uh performing arts after school opportunities for K through five, our continued musical production that we've been doing um every year, performing arts field trips for every classroom, and then the possibility of making our helping our classroom teachers support intervention during that time as as well. Um, and then included in that is professional development. In year 2, three, we want everything in bucket of year one and then we would like to add on some more classroom integration, classroom productions, and then a full-time music teacher. And then year four, five,

128we want to include everything for year 1 through three with a culminating um event of having a fifth grade film festival. And so what that means is fifth graders are writing their own scripts. they are um designing their own sets and they are producing their own films. And so that's um the ultimate goal uh when we get to fifth grade. We would not be able to do all of this without a substantial budgetary commitment. Uh these are the projected costs for the first year, but as we implement our phased plan, there would be additional costs to consider. Bishop strives to create an inclusive and inspiring space where every student discovers their unique voice through the performing arts. By blending strong academics and artistic expression, we nurture confident, creative, and compassionate learners. And just as I

129close, I think it's important to always recognize our why and why we're doing this. And so um recently our students were able to participate in their school of house rock school production. And um while they were getting ready for this performance, I was able to visit a third grade classroom um just a few days maybe a week before uh the production. And when I entered the class during some independent work time, uh students were working at together collaboratively making sure they knew their parts. They were singing the songs. They were practicing fluency and they didn't even know it in a fun and engaging way. So it was a small moment that showcased so many possibilities. So I just want to show uh one student from our most recent musical. she had a message um to

130kind of share with all of us. The reason I wanted to be in like drama and just because I want to perform in front of an audience. My dream has always been a singer and maybe I'm not ready for it yet, but I really wanted to start getting into an audience. So I decided that if I joined theater for the first time this time this year actually um that maybe I would get more used to it later on. So I just wanted to leave you with a little snapshot. But lastly I know right seals the deal. Uh if if approved, our next steps uh include communicating with our families, uh where we are in the process, um the plan for 2526, hiring a full-time drama teacher, um developing a scope and sequence and determining a

131curriculum with the drama teacher, uh so that there is some collaboration in that process and then making sure this is added to our plan for 2520, our school plan for 2526. I just want to thank you for your time this evening and I also want to thank my cheerleading squad that's here in the audience and Bishop who looks forward to the possibilities of becoming an arts focus. [Applause] Thank you. So first we're going to open it up to public comment. Um I don't have any blue cards here yet. If you're in the room, if you'd like to comment on this item, you're welcome to. There's blue cards. Well, they were right over there. They're over there. Um, if you're online and uh you would like to comment on this item, you can use the raised

132hand feature on Zoom. Uh, and then we can actually uh looks like there's someone filling it out now. So, do we have any uh anyone online raising their hand? No, no, nobody online. Okay. Um, looks like we're going to have a card any second here. So, as a reminder, uh, speakers will have three minutes for their comments and, um, you can we need you to state your name and your affiliation for the record. Excellent. Okay. All right. Uh, hi, Mr. Go ahead. Well, I'm Jud Ratner. I'm also a Sunnyville parent, a part of the PTA, and here with the cheerleading SWAT. I presented actually on this topic. I think it was about almost a year ago, maybe it was in September. And I just want to um say that I think that they've done an

133excellent job in how they have arrived at this particular proposal. Certainly hope, of course, that the board supports in this endeavor. And the thing that I said at that time I think is just as true today is that if you want to seriously consider yourselves to be a an art a school I forget if it's a school focus school of choice there's different terminology here but if you want to be behind that you have to have the budget and the resources and the commitment to this. So I'm I emphasize how being able to have a dedicated teacher who is specifically there not just to help the kids but help also the teachers and being able to infuse this type of curriculum into their you know into the entirety of the school. Basically it's I guess

134it's really just been saying that you have to put your money where your mouth is. So, I hope again that not only is this proposal considered, but that also uh that you can provide the resources to really call it a school uh a school focus. Thank you. I I see there's a little confusion about where to submit the card. So, um we'll accept one more public comment, but since we have no one else online, uh be fine. So, uh, Petra House, thank you so much. Thank you. My name is Petra House. Um, I too am a bishop parent. Um, and I just wanted to share one more story. My son Dylan was participated in the drama um, show this year and it was amazing watching him as an avid reader get into this. But what

135was even more impactful was watching my first grader who doesn't always want to come home and read. But then her brother's script came home and all she wanted to do was read and become Shulie um in Schoolhouse Rock. And just seeing this drive for something because there was a performance associated with it because it was something her older sibling was doing really lit up the desire to continue to read. And I as I think about her peers in her class in particular, I really think that those are the sorts of inspirations that they really need in order to build the desire and the passion for it. We have incredible teachers building all the skills and having those opportunities for further development both inside and outside of school would really help enhance our programming. So thank

136you. Thank you. Okay. Um so board uh we can just start our discussion. Um you know first of all that you know thanks Lebrono and thanks to all the staff and the team and the parents and and Dr. Dean for for putting this together. Um but let's go down the line and hear your initial thoughts and questions or comments. I move to approve. There's no we're not approving. Okay. But thank you. Go ahead. I I love your proposal and um I I like how um it feels like it would help a lot of students, you know, build up their confidence and help with their life skills. Um, and I like, you know, the video of the little girl and all the excitement that she has and then hearing the story of the mom's um kid

137um at home. Um, I I'm just wondering um about um you know, budget and and finding the money to um to have this program at the school. I mean, it sounds really lovely. um and it would help a lot of um kids um you know be more excited about going to school and learning and and um and just um just building their confidence and I I feel like that's you know very um important in in children. I'm just um more um questioning about the budget, you know, are are we going to have enough money for the um the instructor, you know, drama teacher and the music teacher? Um and we have um you know budget cuts and we have all kinds of stuff to um but um and then also um other schools will other

138schools have this or will it just be bishop um and how will that affect other you know families thinking well why can't we have that take that if that's okay. Um so please do um that's why we're coming forth with the proposal. Um the team has done the work to um you know see what would be necessary to do this. Uh the school community has come with that and so um this is their creative or innovative way to look at a challenging solution that they have at Bishop with regards to reading and mathematics and just overall trying to push the growth of students. And so that's really what the proposal is for. We do realize we have to prioritize resources, but it's really coming forward for the board um to provide that input and um

139just kind of know what we want to establish. Um with regards to the resources um you know, if we decide to go with this and have the input um to do so, then we know we have to re prioritize other resources and and make some decisions um both at the bishop level, but then also from a district level. Will other schools want it? We sure hope so because we we're planning for it to be pretty amazing and um and then but with that it will be coupled with what we're trying to do with our Prop 28 across all of our schools. So um it wouldn't be an isolation because there would still be collaboration with our other sites and what we're doing so we can learn and grow from each other but this is unique

140to Bishop and what they think they can do with the resources that they already have and then build upon those to create this program that may make a difference for students. So that's how we're kind of dealing with the uh finance side of things at this time. Yeah. And another way to look at that is as we're um exploring an equity based um I'm looking at Arthur because he's really helping us with this is an equity based um staffing system looking at schools based on their needs, right? the numbers of students they have their enrollment, the number of students with needs, coming up with um a formula and then testing that formula against the real world. Um and then like so this would be a choice that Bishop would be making about like hey we

141we have a number of students with high needs um and how are we going to use our resources for that. So um we're not done with with the with the formulation of that but that because I think the question that you bring up Evelyn is really important. um we really want this for Bishop, but every school would want it. And so another school might say, "Well, why didn't Bishop get this?" And we need to be able to defend that. And so we're in the process of working on that that equation. And I and I think that it's also part of our open enrollment policy right now. So if there's a family who really want their kids to have this program, they they will apply to gosh first. So similar to fairwood huh similar to fairwood

142similar to what's happening to fairwood. So h that's the idea that we will have programs of focus unless is we have too many people who wants to go there then we will start thinking about expanding or something like that but at the beginning we'll be open enrollment like we we do have and part of my comment is that well I love this I I happy that we are finally getting here after all these years we've been the idea has been floating around. So I I know that other school districts with less money per capita can do it. And I think we're smarter, we can do it better. I trust in our team and our district that we can not just do it with the money that we have, we can do it even better. And

143other districts that were mentioned, they have less money per kid and they do it successfully. So, I don't see why we couldn't do it perfectly and successfully if we're smarter and better and have cuter kids. Agreed. We can we will Okay. Yeah. Um, so first I just like appreciate the like thoughtful process. seems like there's right in a lot of people and and thought put into it. Um I didn't ask ahead of time. So teachers, if you don't want to, this is totally fine. If you do, we'll have a minute because then I'm going to ask a different question to stab over here. I would love to just hear a little bit of teacher perspective of kind of this process and how you're feeling because it is it's not necessarily a full new curriculum like

144the math that came two years ago, but it's similarish, right? There's going to be new stuff. So I'm just I would love to hear if you're willing, but again, if you don't watch, that's fine. um a little bit about that, but you have a second if you're willing because I'm going to ask staff just a question. Um Oh gosh, I already lost that one. Um looks like they nominated someone. Yeah, I think we did. I haven't answered. Are you ready? Yeah. Never not been ready. Hello. Good evening. Uh my name is Mark McW. I'm third grade teacher at Bishop School. Um, so this is my 24th year at Bishop and looking at like the data and how our kids have um have grown or stayed stagnant over the years, you know, being in the classroom

145and working so hard to help these kids grow their skills in math and reading and, you know, putting our heads against the wall. Like, we're putting in so much work. Why aren't we seeing the growth? Working with this group and um you know we have a slide the profile of the bishop learner. We really sat there and thought okay what do we want what skills do we want our kids to walk out with? And we talked round and round and you, you know, you brought up like confidence and we talked about kids who could go into the community and stand proud and be able to speak to others and be compassionate and looking at different um focus ideas. We came to the idea of drama. You know, it teaches someone to be able to speak

146out and stand confidently and hopefully build those skills of reading and being fluent and all that. Now I'm talking and I don't remember what I wanted to say. What was your teacher? Well, just kind of Okay, the teacher lived. Okay. Yes. So, so as teachers, right, like I said, we do a lot in the classroom. So when we were thinking about what direction we wanted to go, we didn't want one more thing on the plate, you know. Um so we really focused on the teacher lift being minimal because we already do a lot in the classroom that would support this focus. So we were hoping that with the support of say a drama teacher and working together with a drama teacher, it would be a collaborative effort and it wouldn't solely be on the teacher.

147It would just enhance what we're already doing. So the hiring of the drama teacher the first year in the um presentation there was more classroom integration in the second and third year. Move slowly. Yes. because we did we wanted to go slow to go fast. We wanted to make sure that we could build it up and be sustainable. Does that help? Yeah. Okay. So, there's not like lots of teachers that are super overwhelmed. Like most are excited about when we when we uh talk to the teachers. I mean there's always concern with change of course always. But I think we've worked really hard to put the teachers perspective in it and and speak to, you know, what would it look like for us? Great. Thank you. Thank you. Um, and then my question just uh

148well, I kind of had budget ones. You guys answered those. the just logistical like do we have to officially approve this or is it more we approve it through like the budget perspective but then like you guys just make the decision right with support from a board did we approve fairwood or the other ones I mean did your board those yeah fairwood one was a whole thing because we had to change the policy for schools of choice programs of traffic I think in this case it would be helpful to for the board to take an action because then we know there's a starting point. Um, so that's kind of what you were thinking too, right? Yeah, just, you know, just to be sure. Um, I think if we're at a different time, it might be

149feel different, but we do have a lot of priorities right now. So, we want to be sure this is in alignment with those priorities. And if there's additional questions or actions from uh the input that you got um this evening that you want us to follow up on or provide additional details to, then we want to do that because we don't want to be sure you have the input you need to be able to be supportive of of the programming moving forward. I think we've we're not completely there yet, but we've definitely been being creative with where and how resources would be able to come to do that. Um, but we want to be sure we have the the support to move forward. Hello. Thank you for all your work. I know how much you

150put into this. Um, I asked a lot of questions in packet review about budget and I just want my questions were mostly to ask are we sufficiently funding this? Um, I want to make sure that we can have a robust program. um and support the teacher coming in. I saw that the the stated um salary was 172,000. So I was a little confused about that number if that is for one employee and is that's the average cost of a teacher including benefits including average. Um so some aspects that I also wanted to mention were um making sure that we are supporting the classroom teachers. I saw that there was the call to have teachers pushed into other classrooms during that 45 minutes. Um I just want to make sure that we are keeping data and

151um that that is driven by also what stu what the teachers see um and their their students and their needs. Um I also want to ask about um in what ways we can be culturally responsive. the bishop's um population is about 54% Hispanic. Um and I think this would be a great opportunity to continue fostering a nurturing inclusive environment and I think that programming and even the hire of the of the teacher might um might be a good opportunity for that. Yeah, I want to add on to what you say about that because um I just met with a parent who supports the um dance book Laura and she was saying she was explaining to me how um being a part of DASA a lot of the kids um their families are from Mexico and

152they cannot go back right and so the um Dana program gives them an opportunity to like be part it's for the families it's like a reminder of home right and for the kids they get to be a part of a culture that they can't they can't actually go visit because their family just can't go back right now so I think that's really important for the families that are there for the population that's there to like really keep that in mind that it's that that cultural responsiveness is like just very very powerful for the students and the families. Um and then uh to add on to that um you know I think that the it's going to be a big lift for the individual teacher that we get you know um because you know obviously like

153hopefully they would be multilingual you know hopefully they would be culturally responsive but like there's an opportunity for differentiation and inclusion um that from other you know from other places I've heard you know like just in general like the last thing you want is for someone to say well that that child could not that student could not participate because they couldn't get on the stage right they're in a ch wheelchair they can't get on the stage so they can't be in it or oh it's an English learner so they can't read the script so they're not they're not included. And like I think that like those are the kinds of things that like when when parents or people hear about like after the fact it's just like you know you just want to scream and

154cry, right? Like it's just infuriating at some level. So, I really I know it's going to be very I know this team is like very dedicated to this, but I really want to make sure that it's um you know that all means all and that it's very um familyfriendly because part of this is it's going to get the parents there. also like um I think we had something where this we had another situation where it was like um I think when we were first opening up after COVID um where it was like they were having events and it was like could the parents attend like who could be on campus for all the different like is it a volunteer thing do they need to have clearance or is it just a presentation or a family

155event where they can show up and I would just really hope that like this stuff is categorized guys is like events and they can just attend and enjoy and love it. Um, did you have another question? Is that your question? You have a comment. Um, you keep going. Um, yeah, I'm really excited about this opportunity. My my kids go to Bishop too. So, it's directly impacting me. Um, uh, I want to think about other um, schools of focus. This is exactly what I was talking about when we're talking about the ALCAP and strategic plan and using equitydriven resource allocation and um I feel strongly that having like innovative approaches towards this issue of you know low proficiencies this is this let's take this chance let's do it with really great fidelity and buy in let's

156keep data on it um and make sure that there is enough um support and follow through um and follow up with us um throughout the years um during this adoption period period. Um, but I I want to also keep in mind um like Vargas as a science school and Lakewood Tech EQ um that kind of resource allocation and supporting them with their focuses as well. Okay. Well, I did find half of a green sticker and um I just want to state for the record that like even though like in general I remember that there was something about a grant writer up there if between Prop 23 and other grants if there's anything we can patch together to like fund this program even more. Um I was looking at it I was thinking God 45 minutes

157at Fairwood um when we're doing a class play production there's no way 45 minutes a week would be enough time. So, I guess the when there's a production, are there thoughts of like staging it so that like like there's more intensive for some grade levels while they're performing or will the classroom teachers be doing that? Like how do they do it at the school you visited? I think that it would be in development because we haven't got down to the specifics of those particular pieces. Um, and I think I I mean I can speak very broadly because I trace elementary, the school that we visited. um they are a much larger school so I think almost 850 students TK through fifth grade and so the way that they have to do it and they have

158all the arts so they have you know visual arts um music um and yeah and drama so they do like half like a semester um students attend like a drama drama class and then they like switch for the next semester so it's not all year uh and we actually got to attend one of the TK K performances when we were there um as a practice and they did like a story book adaptation and it was the most beautiful thing watching those little TKers up on the stage and and all of them going back to the comment earlier about you know inclusivity. There was an aid with a student that was on there that ultimately needed to um be supportive at that time and so I totally can see some of those opportunities as well. And

159the other thing is there's other organizations that we also are consulting with to get ideas on whether they be short-term, long-term and uh we're trying to look at where we could build some collaboration. So whoever the teachers or teachers are who are supporting the program, they also have some cross collaboration. Um and like I said, it won't be in isolation because the other programming that we're doing across the district would also be in contact and collaborating with as well. So would you be starting on this next is next year year one or is it the following year? Is next year planning year 20 2526 to start the initial phase of the programming that um ter generally give you an overview for that would be the goal. Well I can't wait to I can't wait to

160hear more. Any more questions or comments? Um I'm looking at the board planning document. It looks like this is um to come back to us on June 4 for approval. Is that the timeline that we're looking at? It was my understanding we would not need to come back in June, but I'll defer to Dr. Gallagher on that. Do we? I don't know. I don't know where we are. We're coming back or not. I think we what I said is I think we should think the board should discuss and approve. I think we should have one more. So there's a we know that there's a starting point. It's listed as consent right now on May on June 4. Well, it seems like by that point, like it seems like tonight it has a little bit of

161like we think this sounds great, right? Yeah. The unofficial direction. Yeah. But let's But I would I think it'd be I would like to see what's happening by June. You'll have more of an idea, right, in general. So, because there were some things where it was like, well, like could we go to like could we could we see like a sample schedule? Like what would this really look like? like how are how would this actually really map out like for the first year or you know but also wouldn't you have to have a teacher hired by June hopefully. Yeah. That's why I'm just thinking well we're in support of it in general right but like in in June we'd like to hear. So it's not like I don't expect that we would radically change direction.

162I think we're just thrilled and will help us evangelize a little you know right? Does that sound okay? So, not on consent, at least review and approve. Yeah. Yeah. Okay. I like that. I think that's appropriate. So, excellent. Thank you so much for your presentation. Thank you so much for coming. Great. Okay, we are going more treats. You guys can welcome. Thank you. Have a good night. Okay, we're we're on to review and action. We are on time. So, uh we're on to review and action item 12A, which is approve the approval and adoption of the annual updates to home to school transportation plan, which I'm super also super excited about. We have director of facilities and operations, Mr. All right. Good evening board, executive cabinet, members of public that are all leaving. Um, they're

163more online. I'm sure one person. Okay. So, I get the opportunity to provide an update on the home to school transportation plan accompanied by the home to school transportation report. Um, and we have these slides that are going to guide us. So let's start with the home to school transportation plan. Um this was enacted by assembly bill 181 which set up the reimbursement for the hometoschool transportation program. That was then followed up by AB 185 um which set up the parameters in which a district must abide by in order to be eligible to receive 60% of the reimbursement for your transportation costs. So, some of the parameters are having the board adopt the original initial home to school transportation plan which took place back in 2022. Um, every subsequent year by April 1st, we have

164to provide updates to that plan and have them posted on our website which district staff accomplish by March 21st of this year. Now, a little bit of background in regards to our board policies and administrative regulations for the board members that have not been here um in the previous years. Um so, we have board policy 3541 which sets up the priority zones in regards to registration. Um, the top four that we have here in Sunnyville are safety zones, walking distance, socioeconomically disadvantaged families, as well as English language learners. We then have AR3540, which then further defines what those eight safety areas are. Um, picture any area that a student would have to walk to school and they'd have to walk across railroad tracks or a multi-lane thoroughfare exceeding 35 mph maximum speed. Um, we have

165eight of those across our district. Now, the first three years of this inaugural program, we have focused primarily on priority one as well as priority two. um due to the amount of students in each one of those priority areas. Right now, as of this year, we have 719 students that qualify for transportation based off their residents being in a safety area. We have 768 students that qualify based on walking distance alone. For TK through fifth grade, that is a mile. For 6th through 8th grade, that is over 1.5 miles walking distance, walking path to school. Okay, now I too. Couple things I wanted to highlight on this graph was that we have eight walking areas that we've developed across the district. The campuses that are fed from those walking areas are Sunnyville Middle School, Cumberland,

166Cherry Chase, Vargas, as well as Lakewood. Got them all. And now this is a little of before HTSD program and then after. Prior to the development of our home to school transportation program, we didn't have registrations. Um, we didn't have documentation of the students that were riding our buses. After this program was initiated, we started our first initial roll out of how we wanted to try to do registrations. It was a cumbersome pro process that involved multiple spreadsheets, multiple departments, and a lot of time per registration. That year 23 24 school year we received just under 400 registrations which is it's awesome. So 400 times more than we had the year before. This next year we learned from like some of the inefficiencies that we had and we improved. Right now we have just under

167800 registrations in regards to who's on our buses. So nearly doubling the amount of registrations we re we have received in one school year. Now, this year was a year of growth. Initially, we were hoping this year was going to tell the whole entire story of how transportation improves the educational environment, how it improves the experience for our families and students. We realized relatively quickly that one year isn't going to allow us to tell the entire story, but we do have a lot of information in regards to how we've expanded, and we do have some very interesting and unique storylines that are going to help paint the picture. This year was the first full year of transportation to Cherry Chase. 126 students registered from the Cherry Chase neighborhood. As you can see from the graph

168on the left, any student identified by orange does not qualify for transportation, meaning they live within that mile walking distance. The blue dots down below was the area that we noticed would be students that qualify based on walking distance. So, we developed bus stops in that area and have since transported all the students you see there on the slide. We took the same approach to Cumberland, taking a look at walking distance and then developing bus stops along the way inside that blue area. I will say that the work that Denise and the team have put into this has been extremely important, integral. Couldn't have done any of this without all the drivers on our team. We also expanded to Sunnyville Middle School a little bit further over in the Vargas neighborhood. We expanded north more

169than we had last year. Um that this year we have 70 registered riders from that area. And in order to accomplish that, our team developed a two bus transfer system. We pick up kids north of the tracks, take them to Vargas. We have an aid come out and watch the Sunnyville Middle School kids as they get off the bus at Vargas. Then we bring in another bus to pick up everybody. It's the only way to move that many students with the resources that we currently have. and our team does it extremely well. We also expanded over in Ellis neighborhood. Um there's a high population of Sunnyville Middle School students that live over in and around the Ellis neighborhood. So we expanded north again north of Ellis capturing a lot of the students that live over

170closer to downtown Sunnyville. Now that was everything that we did this year. One of our tenants in the department is continued growth, continuing to make a difference, continue to push the limits of what we did the year before. So with the same process and procedures that we developed the Cherry Chase and Cumberland attendance boundaries that you saw on the previous slides, we started to target areas that we asked either families from or feedback from the schools that they've heard from families on areas where students were complaining that they qualify but don't have service. And we were able to take a look at the map to identify students that qualify based on walking distance. What you see on this map is what we're referring to as a triangle. Um it's a attendance boundary that makes up

171Ellis and Sunnyville Middle School students. Um the yellow road where the green map and the regular map intersect that's El Camino. It's like El Camino um Fair Oaks and uh where the Sunnyville Community Center is down over there. Remington. Thank you. Remington. So that is one of our target areas. I cannot confirm that all these students will be registered and I cannot confirm that we will make this work. That was our goal to make that work. The other area that we're looking to expand to is this neighborhood here, Washington Park. We currently transport students over in the Vargas area. Students around this neighborhood also qualify based on walking distance. And uh that is going to be the heaviest lift of all the stops we're identifying. Students from there to Vargas or there to SMS. There

172to SMS. Those elementary school students in that area are Cumberland and we currently transport them. So that's a mix isn't I think it's a mix of Carmel and Margarus that green square. Yeah. So you have Sorry, I know the community can't see. This is all like I think this area here might be bars but this is and then the strip down the funny strip that we is um Yes. There's like sections. It's like split. I don't know if there's any kids there. Yeah. The new development over off of that. Yeah. Find out if you try to change the attendance area then you'll know it. Don't do it. That will not be me. Okay. So, so real real quick, I wanted to include this because this slide was from last year's update um December 2023. This

173was the registration process that we had implemented the first year. We had listed the areas of growth that we wanted to see. Again, everything on this slide was from last year. 20 minutes. By the time we received a registration, it would take us 20 minutes per student to get them onto a route. Imagine that with how many students are registered. So, this year, I wanted to do a little compare and contrast. Perfect. Right now, we've got it down to five minutes. Some of the reasons are that we have implemented a software system and let that lets us send registrations directly to the families that qualify with three simple questions so far and a link to our home to school transportation safety plan that outlines the rules and regulations and expectations of our students. We get

174that information. We already have it in the software system and because our routes are already loaded in here, 5 minutes to get the student from the confirmed registration onto the actual buses. The other thing that you saw on this previous slide, student attendance recording, that is going to be the most critical part of our program to tell the story of how we can improve attendance and test scores. This year, we have RFID bus passes that students scan on and scan off when they get on the bus. It is not perfect, but it is far better than asking our drivers to record it all by hand. The midyear onboarding from what I mentioned in the first bullet, that has been much easier because we have direct communication to the families. And then lastly, the non-durable bus

175passes again addressed with the RFID cards. I will say that another reason why the registrations have increased and because we have direct communication with the sites, the outreach um from the middle schools has been a big player. We would give them a list of families that we've reached out to via email that we've not heard responses. They would follow up. So, we did get a lot of more traffic that way as well. Now, areas for grow thirdyear targets. We want to incre continue to increase communication. I'll give you a quick example. We have the capability of notifying families in the morning if we know a rout's going to be late. It just takes time and setting up a system which is what we're currently trying to do. Systemize a lot of this bus downtime. In

176the report I mentioned the downtime that we've seen in EV buses and we try to improve on that a little bit out of our hands, but that is going to be an area we try to focus on. Decreased driver shortages. So, this one um I play solely on me. Um we want to try to get some substitute bus drivers in pool, right? So that it's a very difficult position to fill a substitute bus driver. However, if we were able to get a few, it will decrease the amount of time that we're having our drivers double route. And then lastly, continue to increase our student service area. Okay, so another we got two slides of highlights real fast. We're able to start after school transportation, which was awesome. Like something that the board had genuine interest

177in doing, the middle schools really wanted, so we're able to do it. And it's a lot in part to Arthur and funding that he was able to secure so we can pay our drivers overtime to make this happen. The the the downside is that we haven't been getting the attendance that we're hoping for. The middle schools are doing their part. They're messaging. They're putting in the scoops. They're putting out newsletters. They're letting everybody know, but the attendance just hasn't reflected yet. So, we're hoping that grows. You mean attendance on the buses, correct? Yeah. Um, and we have two routes going to each campus every night. You know, we talked to um Isabelle and I went out to SMS and that was one thing Vince talked about. Um the principal talked to us about and he

178was saying, you know, the new sports seasons like don't ex didn't exactly coincide with when they started getting the buses, but they really felt like as the as families started knowing that it was there and the kids started understanding that they could get a ride home that we just like he was hopeful that it would increase. If not this year, then for sure next year. And I am hopeful our whole team's hopeful like it's it's the seven and four from this week. This was this week's attendance that I just took a picture of before we came over. That's the most students we transported in a single day from any of the campuses was 11. And yeah, for both or just for one is 4:30 more popular than the later one or on that day it

179was. So if you look at those numbers, the number above the slash is the 4:30. The number below is the six o'clock. So, it depends on the day. Like Monday, you only had one kid at 4:30, but seven at six. On Tuesday, you had seven at 4:30 and four at six. I'm sure that coincides with like game and practice schedules, but I I couldn't tell you exact the exact correlation there. Okay. So, this say the sports. Yeah, because like practices, a lot of practices in actually 4:45, but then games some games will start. That's all super tricky. It's not a consistent time. Mhm. Um, yeah. And yes, so this was one one of many highlights. The next one goes back to like the story, right? So, thanks to Jonathan Watts and the information that we

180have here, we're finally able to start telling the story of how we can directly correlate this to our strategic plan in getting kids to campuses. So not every day do we get like that like yes like yes finally like Arthur saw it on my face today. It was just like one of those things just felt good. So he was able to run the attendance data from Cherry Chase and Cumberland from this year which is our first full implementation of transportation versus the same students last year. And this is the data that it produced. There is a 13.3 decrease in absent and I do want to clarify I'm not claiming that this is all due to transportation but it is a correlative and I'm going to claim it 13% decrease in absences 55% decrease in unexcused

181absences and then for the socioeconomically disadvantaged students at those schools a 52% reduction in absences in SED and a 80 almost 80% reduction in unexcused absences from that same student population. So, this is like the first piece that we're like, okay, let's keep pushing. Let's keep working. And it's like it's you can start to you can start to see it. So, that is what I will leave you on. And before I say I'm done, make my share my notes. Yep. Okay. Discussion and questions. First, um, we do have to go to public comment. So, you know, uh, Is there anyone online? There's nobody in the room. Anyone online for public comment? Uh, please raise your hand now. Uh, okay. So, we do have one person online. Uh, if you would like to join this person,

182please use the raised hand feature on Zoom. Um, okay. So, we have [Music] Please go ahead when you're ready. Hello, this is uh Jesse Jerki. Um I'm a mom at Vargas and Sunnyville Middle and I wanted to first thank the district so much for um this transportation program. I think it's a critical program. I've seen a lot of kids ride to Vargas who live across the train tracks and I think that's amazing. Um my daughter started out riding the bus to SMS at the beginning of the school year but she was unable to continue. Um what the main reason there were two main reasons. One is that the buses are so crowded that she couldn't physically fit. Um, I believe we are doing capacity for the buses as if the kids are little elementaryized kids

183when in reality they're middle school kids who are often full-g grown adult size. So, they would have three of those middle school kids in a seat. Um, and it was just way too stressful for her to be able to ride. Um, the other thing was that the bus that left from Vargas and arrived at SMS almost always arrived after the first bell and sometimes arrived after the second bell. Um, so if there was a way to have those buses leave a little bit earlier so that kids would not be so stressed, especially at a time when the school is emphasizing, um, that everybody be on time, uh, it can be pretty stressful to be so out of control of when your bus arrives. Um, the last thing I wanted to mention is that I think

184the after school extra after school buses might be amazing. I actually have no idea where the route is. I have no idea if my kid could take it. She does a couple of afterchool programs. I never even knew this would be an option for her. So, um I would love to know where I could find out so that my kid could take it on a couple of days where I can't make it to pick her up after school. That's all. Thank you. So, again, I want to say thank you. This program is amazing. I'm giving small minor comments, but like overall I really think it's worthwhile and I want to thank everyone who's involved. Thank you. Thank you. Is there anyone else online? Okay. Uh so board, we need a motion to approve before we

185can discuss. I approve this agenda item. Do I need to be specific? Nope. Uh a second. This is to accept the re report to approve the report. I said I'll second. Michelle seconds. Okay, great. Uh, thank you. Um, board discussion. Um, hi, I am um I'm really proud of the home to school transportation. Um, especially in light of the high school district, what happened with the VTA strike. Um, there aren't many districts that are transporting students and we are one of them. And I love the commitment to reflection and continuous improvement that you have. Um, I just think it's great. I appreciate also the sustainability data that and um that we're able to take advantage of that funding which I know is no longer around. Thank you. I just want to say thanks for um

186all the information. That was very helpful. Grant, um I just have a couple of questions. How big are the buses and how many um seats does it or how many people does it accommodate? Yeah, so max capacity on the buses 78. So was that um the mom that just spoke was it 78 kids full and it was Do you know? Yeah. So I can tell you what I believe might have been the case. Um, so usually we only fill buses with middle school students up to 52. Um, we try to do two kids per se. I can tell you at the beginning of the school year when I believe um, to call out for your name, I apologize, but Mr. Mr. was referring to um, the beginning of the year is the most congested, wildest

187time. Um, so I I definitely understand that and I definitely could say that that was the case oftentimes where um because the registration process is relatively new, you have a bunch of kids that either weren't accounted for um that we still had to move home during those first few weeks. Um that answer your question. And is it just one bus that has that goes the route? Just the one bus that carries us? No. So we have six routes, six drivers, six routes. Um, like I said, route. Sorry, that's like there wouldn't be two buses going from Vargas to SMS. Correct. Okay. But there are multiple buses that go from SMS to Ellis. There's two. And so when the buses are late, um, is it an excuse party or is it So we left the school

188side now and I believe it's excused more times than not. Um, but I don't want to speak for still stressful for the kids. Yeah. And and I will say so that two route system that I mentioned from Vargas to SMS those first like I would say the first month maybe two um there were a lot of times we're pushing it and trying to figure it out and we actually developed the two the two bus route shuttle because we were getting kids there late and it it wasn't perfect for a while but I will say with confidence in the last four months it's worked out much better. That's what I was going to ask because I knew at the beginning there were because we were had lots of new routes, right? So there was lots of

189lanes happening more than normal but we also were busing more kids so that generally was flushed out and there's like it's more rare now like it'd be a rarity for a bus to be late. It's more rare now. However, I'll say one of our drivers retired in December so our team that's added has been double routing since January. Um but over overall it's improved. The barista to SMS one has definitely improved. Thank you. Yeah, you have anything. Mine was the connected to the one I just lost. So, thank you so much for and those like numbers of the especially for like, you know, the lower, you know, income, right? Like that's that is phenomenal. And yeah, I'm sure it's it's not just you, right? It's the work that that transportation is doing and it's the

190work that the schools are doing combined, but it takes all of those pieces to get such great numbers, right? Agreed. 100%. 100%. Yeah. And we're optimistic on numbers. Um, for the other campuses, it was just these were the easiest two to pull because there's a clear delineation between pre-transformation and post transformation. Did you have anything? Okay. So my question was uh somebody emailed me. They said if you're that home to school transportation is coming up for discussion. I know you you said that like the more communication is is going to change or something like through those systems. Um they said well when it's raining that's when the bus of course that's when the bus is late right because it's raining and everything has to slow down because it's raining. But so would like parents be

191informed like through texting or are you thinking this is email or a call like how does that is it like an auto like you choose which one you're going to do? So they would go through email um because we have all the contact information from P school gets pulled into this and we use email addresses for communication. So at least the way we are hoping to have it roll out next year is that it still is going to take manual entry. We have templates that are going to be built out. it still would require our driver, our lead driver, our operations manager or myself to go in there in the morning that we know the route may be late and still send that email. It's quick, but it's still via email because don't Sorry. I

192don't know if Yeah, that's that's my question because most like a lot of people um many adults do not have like they they don't really use email like many like working families don't really use email they just use texting so is there like I know schools do that right where they do like the robocall texting like that is there a way to do texting for because the like I said like a lot of the working families that's that's what they the emails are can I can I say I'll look into it. Yeah. I I don't doubt that it could but I don't want to say yes if it can. Yeah. Okay. Okay. And I would say even right like I have email and I have text but I don't like I know some people put

193not so those who have email some people put notifications but I don't want notifications email. So I will not see I mean if I think to look out of it but if I was a parent even one who uses email regularly my preference I mean I'm the only one person but my preference would be a text because that pops up. So if it's possible I would bet that more parents would prefer this. Okay. Okay. That's my only com. But I'm really thrilled with the whole program and the expansion and the opportunities for kids. And you know, there was a there was a teacher I talked to and they were so funny because they said, "Oh, well, you know, they had the late buses just for SMS, not for CMS." And I'm like, "Oh." And then

194I saw the report. It's like, "Oh, they just they just don't know yet." So maybe like more people even like staff knowing be great. So exciting. Sorry, before I jump off, can I answer the community members question? So, it's the same the same routes. whatever your student is um registered as, like whatever route they're currently on, it's the same route that would be picked up from that school site. So, whichever stop they're at for the after school busing. Okay. But yeah, you can reach out to htsdsd.org. We created an email address or the school site has as well. Great. Thank you so much. All right. So, we need to uh vote to approve. Um everybody ready to vote? Okay. All those in favor, please say I. I. Hi. Uh, chair size. So, matter passes. Um,

195someone wanted to ask for a 5m minute file break. Yes. So, uh, we're going to take a third pause until 9:17. Okay. Do we ask for that? Do we want to make the motion? Do we get back? Yeah. Okay. 917. Yeah, I think we should just stay till 10, but I don't think it'll make Okay, it's 9:19 and we are back. Um I think that we are on to item 12B under review and action. Uh 12B is the approval of the declaration of need for a fully fully qualified educators and that's with Mr. Nishahara, assistant superintendent of human resources and information services. Thank you Bridget. Um before you board is the approval of declaration of need for fully qualified educators. specifically um for our new board members just this is an annual item so it

196does reoccur and I wanted to make it clear this is not our current needs with the projected needs and we kind of track from year to year um this report to the uh CTC and because the CTC allows us to have waivers and so I think this is a dual kind of accountability to make sure that we're not overusing waivers to have highly qualified teachers and I think they also use this data to kind of track um for credential programs down the line So, every district does um put this in for them and this is our best guess for next year. Um and so I recommend that the board approves the declaration of need for fully qualified educators for the 2526 school year. Okay. Before we um vote or discuss, we have time for public

197comment. If there's anyone online who would like to comment on this item, please use the raised hand feature on your device. None. Okay. Seeing none, board, do we have a motion to discuss? I move to approve the declaration of need for fully qualified educators. I second. Thank you. Um okay. Uh board, any comments or questions? Okay, ready to vote. Uh all those in favor please say I. I. Chair votes I. The motion passes. Thank you Shahara. Okay. Uh 12 C is the to approve the resolution number R218 in the matter of authorizing the issuance and sale of bond not to not to exceed $80 million aggregate principal amount of general obligation bonds. Um this is our chief business officer Mr. Thank you. I wanted to request to first discuss the next three items together and

198then you guys could vote individually on each that was okay. Um, they're all related. Is that Sure. Sure. Yes. That's good. All right. So, item 12 C, I'll talk in a bit out of order. So, 12 C is resolution 18. Uh, 12E is resolution 20 and then 12D is resolution 19. Basically, um, what the first resolution is, resolution 18. So, in March 2024, um the voters approved measure C, general obligation bonds. Um in this resolution in front of you would allow for the district to move forward with the first series of those bonds. Um the funds would allow us to continue the facility master plan and the modernization and improvement of our facilities. Um and also there's all the the required legal um and financial documents within that resolution. Uh next is going to skip

199out of order. Um and tied to that issuance, there's a a routine um resolution we need. So that would be 12E resolution 20. This is where we request from the county board of supervisor um the the ability well this allows us to request from them the ability for them to set the tax rate to ensure the repayment of the bond. Uh and the final 12 item 12D which is resolution 19. This is the a refunding uh bond which is which allows for up to $60 million. Basically, it's like refinancing a mortgage, right? So, we take an older debt, pay that off, and then reissue the debt with a lower um interest rate, saving the taxpayers uh money in the long run. So, those are the three related uh resolutions in front of you and I

200can answer any questions you may have. Okay. And so, should I do public comment for all three at once? Is that how does that work? I guess you could. Okay. So, we will be taking public comment on um agenda items 12 uh CD CDN E at this time. If you have a comment, please use the raised hand feature on your device. No saying that. Um okay. Uh board, do we have a motion to approve? Uh we can just start with the approve uh item resolution 2519 item 12D. Oh, I'm sorry. Yeah, I move we approve um resolution number 2518. Okay. Do we have a second? A second. All those in any discussion? All those in favor, please say I. I. Chair votes I. Uh resolution 2518 passes. Uh I move to approve resolution R 2519

201second. Thank you Peggy. Um any discussion? All those in favor please say I. I. Chair votes I. Resolution 2519 passes. Do we have a motion to approve 20 resolution 2520? I move approval um of resolution number R2520. I second. Okay. Um all those in favor please say I. I. I. Chair votes I. And the resolution passes. Board. Uh it's almost 9:30. I recommend since it's still our policy we need to extend. I recommend we extend it until Do you think half our close session is sufficient? Yeah. We have um Isabelle's item too. Yeah. Okay. Uh, so how long is close session going to be? 15 minutes. Really? 15 minutes later just in case. So we'll do we want to do 105. Okay. Hopefully we won't use it, but I will be. So who did the

202original uh approval of the agenda? Is it okay? We um extend our time to 10:15. Isabelle, I second. All those in favor? I um Okay. So, we've extended till 10:15. Uh we're on to I didn't 12f. Yeah. Approve the updated 2425 board meeting calendar. Dr. Gallagher. Okay, this is um pretty simple. This is just the approval of a revised board calendar removing the meetings on May 15th and 16th because um that was going to be a governance team development, but instead you're doing interviews at the beginning of the week. Um and then um there's a note that like the board may want to have another governance team meeting um later um perhaps with the new superintendent designate. um that could be done through a special meeting which wouldn't need to go on this particular calendar.

203Okay. Um is there are there any comments from the public? Um if so, use raised hand feature. Seeing none, um board, do we have a motion to approve the revised board calendar? I move approval of the updated 2425 board meeting calendar. Second. Thank you. Um, all those in favor, please say I. I. Chair votes I. The motion passes. Thank you. Um, so now we're on to item 13, review and discussion. Um, Isabelle, you have a discussion of the Hoffman Awards. Yes. So, let's see. We have a presentation about the 20s. No, I think it's [Music] the Hoffman Awards for this year. We're going to be presenting well, first the six winners and two other programs that I think are also exceptional and have a lot to do with what we do and how we do

204it. Our first six programs are going to be the winners. Then we have access each side. access each side there is a program where they did a measure bond the measure I where they gave wifi to everybody in the community but it was a a it was done between the school district and the city because they noticed that their students didn't have a access from home to highspeed internet So h what is very interesting about this is how they desilo what they were doing before. They didn't say it's not my problem that the students don't have these resources at their home and it's not my problem to provide this. They instead of that they look for a solution and they partner with other people and they decided to fix the problem where it was. So

205they found a special bond exclusively to add a inter highspeed internet access for students and their families and their community. In that way that improve the life of everybody. It allows approximately 30% of student with no internet to have access along with the neighborhood and is designed to bolster and improve the connections of students without enough access to have read available fast internet and it was fully complete gave complete access in 2021 and it remains in operation today. So that's I thought that even though it's not something that apply to us and our demographics and our community, it shows how an idea of something that it can be not my problem, but it affects the community that we serve. it can be somehow troubleshoot and find a solution that is good for everybody. So now

206the students have high internet access into their homes and it comes through this bond. Then the next program is the culinary arts. This is a fine example of PBL where the students in high school they go through this CTA program and they receive CTE CTE program and technical technical education. Yes. And they receive a full acknowledgement after this with a certification. Erh, but they also learn how to work in the hospitality sector including restaurant, hotel, retail, healthcare environment and they learn how to manage a restaurant and and all these services and they learn how to work in a kitchen and they learn the skills and they learn how to cook. So it's very interesting way how to then not just very few of them actually go out and work on this but they gave they

207give other skills that they can be applied for many other parts of their life. So it's an example of what PBS can do. Then the English language development. So this was an innovative problem program because they took the tosses and what they did is that instead of having them apply to each college they pulled them together in the district and then they were with teams of futs as going depending of the needs to each of the school. So they didn't say like well this school needs four this school needs at least once this school needs three but they were moving in a more fluent situation where the need was whatever the need was they they were moving the doses around. So they use a different way like everybody did when they had the doses and

208they still have it. Then the literacy intervention teacher team or LEAP this is an a program that they develop with teams of three to four to provide individual tier tier three small group tier two instruction multiple sides. The goal was to assess the sign target instruction some and accelerate the literacy learning to the lowest achievement first and second grades. So uh the teachers not only focus on instruction students but also on the support for classroom teachers as well as size they said and then the next one is making our schools an inclusive community. Oh by the way I put the stars in the ones that I think that are more interesting to us. So making our schools an inclusive community of Osite is corner store of Los High School is a social social emotional well-being

209program has been for four years aligned with the district strategic plan ensuring every student and empowered to express their authentic self with branch of range of topics from stress management on type 91 is program style design lesson with student input And then the next program is the starter Hispanic student achievement and family engage program and they had h their bilingual s program but they also involve the families and they in the second year within one in one year they had astounding results showing that Hispanic students and above were at and above grade level in ELA state the increasing 19% from one year to another and the Hispanic achievement gap was reducing 17% in just one year of the installment of this bilingual program and not just that but there's the the parent participation that increasing

210662% like they they didn't have any and all of a sudden all of the parents were participating in the program so what this was it was a home to school club and home to school club was like PTA but um but they just weren't seeing any um they were trying to get more parent engagement. So the principal was like really going to the district and saying like can you help me get this started like this is what I want to do because when she went to the community the parents said you know we want to have a separate Hispanic home to school club and then eventually we'll merge them but the first year they were separate so they would have the regular kind of um not that I think they're boring but they called it

211that was the quote the boring PTA meeting where it was like all these like you know very scheduled like you know rigid business meeting, the business meeting, and then they'd have the fun meeting the next night. And the the second one was the Hispanic families, and they took over the party planning and the event planning. Then they realized they can make a fortune selling nachos and they were like very excited about that for four of their events. So like they were like party planning and event planning. They realized like, oh, we can do this and we can get people involved and we can have like multicultural fairs and we can do all these things. So, and it was all to um you know support the students, but what it also did was um and they

212actually just mentioned nachos because that was like the the lowest uh the highest profit margin of anything they ever sold. They couldn't believe how popular they were. Um like just for everybody. Um but one of the things they said was they a couple of the other things the families asked for were um l English language classes. And so um at drop off they drop the kids off to elementary school and then the moms with the little kids would go into another room and they partnered with the San Jose library and the San Jose library gave them you know a free instructor um that was like uh also they trained a parent volunteer. So there was like an instructor who was part of that program and they had so they had parent education uh that was

213English language education and the the library donated a bunch of books and um you know they had reading activities and library sponsored activities and then the principal said to the parents, well I have these jobs for like um playground supervision and other stuff and started getting the parents to go for the jobs and then the kids were very excited that the parents were around and by the sec the second year they did it they eventually had like co-PTA presidents like co- home to school presidents so and it was just much more integrated um but they closed a lot of gaps because it was that they felt that it was that family engagement piece that was um having the students feel really proud that their families were there and participating and like actually in leadership ship

214positions, not just like helping but like really organizing things. Um, and uh they just really built a culture over a few years of high engagement, high collaboration. So, um, and they're going to continue all those outside partnerships too. I remember now and that's the one that the kids now behave very well because somebody's parents is the par that is checking on the recess instead of being just yeah a random adult. Yeah. Okay. And then the next one is arts, innovation and music is like what we heard today from bishop. And what is impressive about this is that in a couple of years of this music program and arts program they they improved the school the math scores went from 10 to 20% increase in student professions in mathematic and uh the teachers are maximizing the

215time together to support their students in ch in to enhance their educational outcome. But it's just a you know I just felt that it was very impressive the numbers how they show the numbers and how much they could improve only with adding music to their curriculum. Yeah. 10 to 20% is pretty high. Yeah. Yeah. And uh then there was USD extended care, the Unist. And they did also they extended a the numbers, academic numbers, giving extra daycare. But they also this is the kind of this is a program that gets $3 million annually that they can use towards instruction from their extended care. So they did daycare for everybody in a sliding scale depending of whatever the family could take. But then in that way they were getting actually revenues from that. They serve the

216community that needed the daycare, but they then get the money so they can have more elo and they extended learning programs and then give extra instruction in the afternoon. So that was what we've been referring for a while is this program from Union School District. That was it. So, so like Isabelle's just I did not want to introduce you as part of this, but like Isabelle's been chair of the Hoffman Awards for the last this is her third year and so um anybody can participate and be a reader in the Hoffman Awards and you get to read like uh 20 different innovative programs and the whole purpose of it is for things that um make it have high student impact like that's that's how the winners are graded and um and so you can read

217all these things and then you can also alternatively you could sign up to do both or you could just sign up to go visit the one of the finalist sites. So if you wanted to like you know see a program I know a lot of people last year our huntos program won uh an award from the Hoffman awards and people from other districts as a followup is part of it you can say like if you see a program and you're interested in it other schoolboard trustees might want to come and and tour it. So, um, the Hoffman Awards celebration is coming up. Um, and it's a dinner and, uh, and you'll get to see these awards and I think the culinary students are going to actually be preparing the dinner again this year, right? So,

218it'll be at Metro Ed. Yes. And the music is also going to be, as usual, some students playing the music, there's going to be the entertainment, and then the the students are going to cook. So yes, very interesting. And the photographer of the evening are going to be students from the photo and film program. So everything is student centered. Yeah. So next year um when they do a call for readers, I really recommend you do it because it's just such interesting interesting things that all interesting work people are doing all over the county and you get to visit them. Thank you Isabelle for your hard work with being the chair of the committee this and um I can see why you want to it's inspirational to see all these programs. Thank you. Okay. Thank you.

219Okay. Any other any other questions or Yeah. Thanks for the briefing. When is the when is the hop when are the hot? It's uh Wednesday 7 of May. Okay. So if you're interested, um you can you can let the district know and and they'll get you a ticket. Go and check it out. Okay. So we are on to uh the next item is an information agenda with the Williams Uniform Complaint Settlement Quarterly Report. We are not going to discuss that in any way. It's information only. Um so we're on to item 15. Uh public comments on close session items. We have no cards for this item. uh online. If there's any member of the public who wishes to speak on this item, please use your raised hand feature now. Okay. Uh seeing none, we are

220going to convene to close session. It is 9:43 p.m. and um we hope to return shortly. Thank you, Desmond. Thank you, Angela. You guys have a good night. I do. this. Oh boy, it feels like I'm under the clock here. And okay, it is um 10:12. Sorry, it is 10:12 and I am reconvening uh the regular board meeting uh of the board of education. Uh you see all members present. Uh in closed session, we discussed um where is it? Uh we discussed a public employee performance evaluation of the superintendent and a conference with our labor negotiator. No action was taken. Uh item 18, future meetings and adjournment. Our next meeting will be Thursday, May 1st, 2025 at 6 pm. It's a regular board meeting here at the district office. The meeting is adjourned 10:13 p.m.