041025 Board Meeting Español

001Okay. Oh, it's 559. It's not six. Wait a second. Wait one minute. No idea that was the rule. like your e for the um you have the do a little quick here Ok. Okay. Everyone was excellent. Hello everyone. Oops. Hello everyone. This me? Okay, great. Um it is now 6 p.m. and I'm calling to order this regular meeting of the Sunnyville School District Board of Education. This is available and Spanish. Good evening everyone. Zoom's interpretation feature will be used for support in English and Spanish. All participants in this call must select their preferred language by clicking on the corresponding language when the host activates the feature. This function is located in the tools panel under the globe icon. The interpretation mode for this meeting will be simultaneous. Thank you for your attention and cooperation. Please

002be aware that this meeting is being recorded and that recording will capture the sounds and voices of everyone present . Well, oath to swear allegiance to the flag. I swear allegiance to the flag of the United States of America and to the Republic which represents one nation before God, indivisible, with liberty and justice for all. Now I'm going to read the brief terrain reconnaissance. The Sen school district is located on the ancestral and unconsecrated land of the Mmone tribe, who have honored and peacefully cared for this land for thousands of years. We recognize that all members of the Sivil community continue to benefit from the use and occupation of this land. We recognize our responsibility to learn from the wisdom of the Olone people and to consider how we might work to redress injustices and

003move forward together in an honorable manner. Now we move on to item two, approving the agenda. If anyone in the audience wishes to speak on this topic, not just to approve the agenda, please raise your hand now. A motion to test the agenda. I intend to test the agenda one second at a time . Any discussion? Okay, now we all vote in favor. Say me. The motion is approved . Now we move on to topic 3. Study session 3A. Uh, accountability plan and strategic plan. Good evening, table. The opportunity where we can move forward with the next step in the strategic plan, the cap is an opportunity to, well, create roots. It was more important to have this conversation with you so that you are aligned with us as we move forward and we can

004give you our AP plan. As a reminder, today we met in February to review the news halfway through the year and tonight we're talking about the next year of the three- year, that is, the second year of three. So, as I said, I'm going to lay out the foundations of where we are, and then we're going to analyze the goals, the strategies, and the key measures. Then I'm going to guide you through an activity to receive your feedback and also to talk about today's structure , the comments that you're going to give us. Ah, we need to give our own ideas, like tables, how it relates to the measures and strategies we're going to implement, instead of, I mean, we just want to, I mean, an opportunity to do that. Following. The first draft will

005inform us of the current news on June 4th, so that you know the steps we are going to take. So, each session with our pledge has been a phenomenal way to guide the process, the questions, the answers we've received from the parents in the last few weeks. That has helped a lot. It has also helped us to answer the parents' questions . And what is the local accountability plan? It is our principle, that is, our, that is, purpose and this fits, well, we have to visualize it with the strategic plan. It's like the fundamental document. On top of everything, we used that document last year to inform the 3-year cap we are currently at. So, the goals are aligned with the strategic plan and also the key measures within the cap are directly related to

006the strategic plan and that's how some metrics are exceeded. Some are for global metrics and others are mandatory State metrics to have a CAP plan and to comply with CAP laws. In other words, that's how it's integrated. So, there are equal h measurements, but how we measure each one is a little different between the pratégic. Adding the eight priorities of the State, we must include these elements in our plan. Therefore, it is important to understand what the key elements are and how they relate to our AP. And these are the eight priorities in the document at different levels and everything is included and aligned with the goals of all cap as well, that is, they are directly aligned with the LCA. So, no further reminder is that those are the four goals of the strategic

007plan and also the integration that I mentioned regarding Alcamp, the strategic plan. So, on the right and left there are similarities, but it is in the middle where there is a direct correlation. Our goals, our objectives, the measures and services that we provide. also the allocation of resources. He helps us to fund the initiatives we have described, in addition to other initiatives and measures that we are required to take. And then community participation has to do with all, I mean, every aspect of the program, how to involve our community. So, the state indicators are like an analysis of how they write within the document, just to give you an idea of ​​how they fit together. So, if you see the document and want clarification, this is the guide you need. Continuing with local indicators, the

008State's priorities and also the State connection and how they are done at the local level with local followers. I know when I'll be here in June, they're going to have more opinions on those local indicators, and that comes from the teaching staff and also the administrators. So, we'll have more details on those categories in June. In other words, there are eight priorities and some that are not listed. Yes, the others have to, that is, they are from the county or the county's decision office and they help in the local districts. That would include those who don't have the exam in DBA as the assessment tool. It's a measure we use that gives rise to priority seven, for example, in addition to a little bit of priority two, and if that's a tool we use as

009a school record to mark and, that is, to have more data to put throughout the year. That is a tool we have used to inform our practices. So, priority four would include, I mean, the state scores. I mean, I just wanted to clarify what the NBA has to do with it. Priority four is English students and yes, it's there. Thank you for the question. So, we've already talked about how they are measured. So, when we look at the questions, there is a series of questions that we receive from the state that say whether we comply, whether we do not comply, or whether we do not comply for two or more years. And that's where we emphasize that difference in chapter 1. That's what we do, and then we upload that information to the state's school

010dashboard. This is one, or rather, another visual of how we implement state academic standards, or rather, where we are, how we evaluate the process and the idea that we should always do this, or rather, how much emphasis we place depends on where we are in the process. We are fully implementing it, we want to maintain that, we must continue doing that. And if it's not being done, then we're going to make some decisions to change a few things. Similarly for priority 3, priority s access to a broad course of study and here, that is, the next slides are to focus on the measures and goals. In our strategic plan we had very specific goals, they are listed and described there, as well as specific measures and how they relate to the strategic plan. We're going

011to delve deeper into that here, the goals and measures and what I said in the next slides, that is, that's how they connect the strategic apan goal. To understand that vehicle and where this information is located within each goal, that is, to understand where we are in each goal and the connection between the cap and the strategic plan. Any questions before we tell you what we're going to do in this phase? My question is, when would it be appropriate to accept public feedback? Yes, that's what we're going to do now. Before doing the activity, are there any questions from the person in charge of the package, or is it now time for audience comments to continue with the protocol? Yes, no further introduction is needed. Now we're going to analyze each goal and the strategies.

012And as part of the strategic plan, there are key measures that we need to identify. So, we're going to identify each measure as a team and you're going to rate the next steps. Regarding the key goals and measures. So, let's make a public comment first. If there is any member of the public who would like to comment, if you are online, please raise your hand. If you are in the room, we can now receive your card. Is anyone online? Before we continue, does anyone have a question? Any comments? The one from last year that was approved in June 2024. Now talking about priority four, I saw some of the data in general and also for the subgroups and I would like to know where it would be appropriate to comment on that and analyze that

013specific data and then think about the necessary steps going forward to include that because, I mean, I want to talk about how we continue with that work. Yes, sure. What I'm going to do is explain the activity to you, and that will answer your question. In general, when I saw the presentation in the package and I see everything here, I know we're going to go over it one by one, but it's a little difficult for me to comment on specific things because I don't really understand. I mean, at least in the package there's no corresponding data. For example, one says year one and another says year one, year one, but we haven't started. In other words , there was no clarity as to whether we had finished, whether we were just beginning, whether we evaluated

014it well and, in other words, whether we found something, in other words, for some who have to do with monitoring student progress. Some of those I don't quite understand in terms of strengthening implementation and social-emotional learning. I understand what you mean by strengthening, right? I mean, if I'm going to classify it or if I'm going to, I mean, I don't know the efficiency, I don't know how much it has done. It was very difficult for me to think about how to value the specific initiatives. Because we don't do the work with the students, so I'm interested in doing the activity, but at the same time I'm a little insecure because they've published more data and I was expecting a different kind of presentation. I'm also interested in doing it next year, but I don't want

015to commit to six years of work because we're going to have a new superintendent and I want to make sure they're very involved in this. Some things I want to mention. In the February update, along with the data, that was the update of the data where we are because this was the middle of the year to put the references that was as some schools end on Friday and as for the socio-emotional data, that does not end until April 25. So, to give you the updated data from February until then, we have to wait for that benchmark to upload that data and then be able to analyze it. So, in this presentation and the planning, that is, we can plan it like this and we also want that moment in June for those updates with all

016the data. So we usually give them data around the middle of the year because it hasn't been finalized. So when they receive the report in June, it will include all the data. Perhaps we will only have to modify the social-emotional learning data, but in general they will receive all the data in that June presentation and we will also have to wait for the data from the state, but the data that we collect, which informs us about the practices, we will have in June. That's the explanation for that data gap. Second, that is, not knowing where we are, that is also the purpose. If there is any concern [Music] and it has to do with academic performance, that is, it's not going as we would like. So, speaking of priority, when they look at this, they're

017going to process the difficulties; we do better in math, but we also have to unpack this. So they have the fundamental data, but the specific data, how these things are being done in the classroom, is not necessarily a direct part of the APAP, but we do have to report what we do and how it's going. And then the metrics, so to speak, will determine what is also going well and how we measure ourselves and what we identify in our strategic plan. Yes, yes, I can guide you on where to look to do that, but that's what's happening now. Evel, that is, it's newly incorporated, but when California had the financing of the districts reviewed and they said that, that is, solar districts are going to receive this money and a certain amount has to be

018spent. in these things. So, in theory, we have to keep an eye on those specific things that we owe, which is that we are paying, that is, spending at least that amount required by the state, and we are including more children. But when we talk about Cap, we want to see those children who lack services, and by supporting them we support everyone. In other words , the items we see here should support those students. Support all students in theory, but them specifically. Previous chapters would be like, I mean, they monitor that 3- year data and well, what if we double that money and there's a lot of data about that money and those students and we see the differences in the interventions and that. And in the LCAP, where it specifically says it has to

019do with those students. So that staffing, specific resources that go with those goals and objectives. In other words, it has to do with all those children, they benefit from everything, but there specifically we [Music] are dedicating resources. I mean , I thought it would be good for us to understand the data if we could see a comparison from 5 years ago, 3 years ago, and so on, because we have passed different curricula. And it would be good to know if it has changed, I mean, for example, using a new math curriculum, has it improved or not. We are going to try a new curriculum for English language and literature studies . It would be good to know how it has improved, when it stopped working, that is, to have this perspective if we are going

020in the right direction in order to make decisions in the future. I mean, I'm a little overwhelmed to be honest, because the previous three presentations included that data, I mean, benchmark data , how we monitor, and also the metrics and where we were in the domains, right? Mathematics, language and literature, conduct assistance. Those are the important metrics and also the progress of what we 've done in mathematics, right? We're not where we want to be, but we've made progress, and you'll see that when you look at the data. In other words, the data and we don't have 5 years due to COVID, so it would only be like 3 years. and also a little bit of what we talked about, that is, the interest rates when we receive the school plans. So when we talk

021about their plan, what they're doing, we can also analyze those reports we have. [Music] Another comment on the first one, that is, on trust relationships between families and students, the goals we are monitoring from last year, that with attendance, suspension rates and thus monitoring that data. I see something else , then, suspension, expulsion, referrals, and then, but when I see, I mean, the relationships of trust between families and [Music] staff, I mean, there are questions about it. I felt that the participation of children last year, well, we focused on student nutrition, safety, bathrooms, we received a lot of opinions, comments, but I feel that, well, we changed the focus, but I would still like to see something like that again, bring those students back because the students felt very empowered, very heard, and they seem

022to like what... Well, what I'm getting at is that last year, for the first time, several families felt much more connected to their school, to their community, and their voice was more involved, and I want to see more of that. I mean, I liked the things happening there and with those things we're voting on, well, all the work that went into getting there shouldn't be something unique. What I'm going to ask is that they really get to all these aspects and understand the process because I think that way they'll be able to answer many of the questions they have. Uh, if not, let me know where the gaps are and we can incorporate them, or if not, we can ask more questions later. So, to make things clearer, first we have in our areas here

023what are key actions. We have the strategic plan, uh strategic plans, and in each area there are certain uh things and reactions. In each key area there are key actions. These are the key actions that came from the educational planning process. Um, the areas that are uh uh in a stronger color are the areas that we are going to focus on in different ways and then I can explain them, but they are things that we have been working on in various ways. So, these are the actions we have to ensure that the goals they are trying to achieve are reached. And how do we measure it? We measure it quantitatively and also in terms of quantity. Uh, we have some measures to identify that are related to each goal. And then there is data based

024on surveys we have conducted with our families and students that tell us how we are doing, what progress we have made, and how we need to modify the process. So, you'll see that this year we used this information to decide how to take action, what we need to do, and what will have the strongest impact. And in fact, the question you had, we've spent a lot of time here, not as much as we'd like , but it's an important section and we know we need to do more work in this part and in this particular area which is about data-informed collaborations and has to do with academic support for students. So, come here, there's a lot going on . We know that this is an area where we need to work, and in other areas,

025that is, in mathematics, we also have a problem. So, we're going to continue adding more elements here. So just because something is in a stronger color doesn't mean it's over, that we're not going to do it anymore. We're going to continue doing the things we've been doing, but in the second year we're going to focus less. So, I want you to become more familiar with the key actions, or you can say no, or if you think it's too much, you can use the stickers I've given you, and if you don't agree, I think that's very important. We have Mario, which means, well, he's okay maybe, but he's not like the most important thing, right? In other words, it depends on each of you. You can use the stickers according to your own brains, see each

026goal, and what resonates most with each of you. And they may not have the most up-to-date information, but they have enough to know what would be best for the students. So, we need to prioritize the areas that you consider to be where we need to place more emphasis, where we should invest more resources at a physical level. So, well, that would be an opportunity to tell us, well, how, what do you think of this? If you see something that isn't there and you're wondering, why aren't we doing such and such? It is also an opportunity to find out what is missing. So, we've been doing the same thing with other groups. We have sent many surveys to families so they can also give us their input. We will also have the information via ELCAP. If

027we need to modify the actions in a very significant way, we can incorporate it; it will be part of the process. There are going to be some things we need to do more of or delve deeper into in certain aspects. Do you have any questions? The key actions come from the strategic plan. Yes, they come directly from the strategic plan. That's what the community said, and that's what we're using to guide our practice. So, everything on the right side and towards the bottom, that is, the student results, how can we incorporate more, because I'm looking at, for example, the data on Hispanics, we're at 21% proficiency, 17% and 15%. So, I mean, a 10% increase in competition, I don't know, I mean, I don't know how I can say that I feel there is so

028much urgency in these very specific students, not only Hispanic students, but all groups. Then you can put a green sticker on math, for example. There are unlisted actions that we can consider. If there's anything you come up with tonight that you think would be an important action, and we can discuss it with the larger groups later, it's something we can do, but we need to start where we said we were going to start, and from there we can see what we would do next. So, regarding the key actions, there is, I mean, the summit on equity didn't happen, it wasn't done. I think another activity was done with another group, uh, an advisory council on ELCAP, then it came out of that. So, in other words , the level of participation among families was not

029the same compared to the previous year. So, I'm wondering, but that's because the families told us what they needed and what they wanted. That's what we did. The connection with families has remained the same. The difference is that it's not a very big culminating event, but the parents are seeing it at the level of actions, that is, what they have asked for and have shown that what they want is more participation. Well, it depends on the number of questions we have. I think we should put the stickers in the places that matter most to us and then we can share them. Well, I'd like us to focus on that, would n't you? I mean, we can think about what the chapter is like, I do n't understand the question. I can say it again .

030In other words, the comments from the table, everything is considered in each part. Everything said at the table is taken into account. Of course, I give the final approval. Yes. Okay, let's do it then. If you need more stickers, we have more. If it's green, I think that's an important priority. Yellow both with and without. Red, well, not so much. If it's something you want to do in the second year, you can mark it as second year, right? 2526. The school year 2526. Yes, these plus the second year. Yes. And the other thing, it might not seem like something from the second year to you now. Maybe you think it would be better for the third or fourth year, but hey, it's up to you, is n't it? Everyone processes it differently, right? In their

031own way. Yeah, that's not clear to me. Pcalun cycl is very important, red is not as important. If you don't need to use stickers in certain instances, then don't put a sticker on, it's up to you. I think she's more if it's not in here. I think about that. What would be the difference between one and three? [Music] This is the process and then this is the action. That's the most detailed training, resources inhabit a great level of performance like proging like additional [Music] instruction. We want to see if you care. They [Music] are this is what [Music] proviser and then this one is truly about impl [Music] Exactly. What are the things of all of these that research? [Music] I will I will say that most things that are on here some efficacy to

032Which ones? or just the ones like these ones are right to go in a room 50 like administrators 50 administrators they would say that's why we like [Music] literally so they are that's Where would where [Music] would add time it's on one of these I don't like extra it's not like um happy joy joy like extended don't think it's any of on just in I'm talking about like after school day after school tutorial more summer school like extended time in general for yeah that would be and that could also be over here where we talk about enrichment also enrichment [Music] some in this explicitly stated but it's there but if it's not how you it's resonating with you then I just write that out recovery more intervention what you're speaking to intervention I don't know

033where it but I like to see more um equitybased resource allocation that go in if we were to like for example like saying school s school school s like there's differences data or groups so for those that have more needs more resources or some kind of different intervention in that way. Um I guess we speak to it more but the is actually out that way. say target resources those are add resources that are specifically so in what [Music] way that's so what you're saying I want to I yeah and and um specific population you know the population then I guess because then we look at them and we approv them but I mean there's I I don't think I haven't seen an opportunity to look across success how they are addressing the goals and I

034feel like the district go would be to apply that as you're seeing so they have criteria we have crit they have groups they have to identify if there's attendance individuals for example who have issues have so whoever identify has to be so [Music] Yes. Just coming back to if you're hing this is [Music] actually. [Music] Ok. Sorry. us I do want your for you should just put one two on having two doesn't you So each person if that's a priority just I like the fact that you got I got that's her to I got that was my whole thing. The last thing that was my whole thing. like if some puts all their stickers on remember like teas me about to one different ways of getting the informationely agreely let's take about four more and

035then I can get we can conversate As you return to your seats, as you are prioritizing some of the key actions, there is one in particular that I would like to comment on because I think there is a lack of connection between the action that is recommended and what we say is most important. At the second goal we have childcare here. Okay, let's leave it like this for a moment. Then, the fourth goal, we have as a priority educational outcomes for children and the rest. I do n't see the connection between childcare and what children need during classes to succeed. I want to spend more time understanding what they're processing as part of that connection, because that's not something I'm seeing. Who wants to start? I put childcare, tutoring. We can remove childcare because I

036think extra time intervention and childcare are quite different. So I want to separate those two aspects because I think they are different. Something we hear from the community at large, and Peggy can speak to this as well, is the need for more after-school care for our students, childcare, and the idea of ​​having the opportunity to provide support within the classroom, to utilize that time, right? The fact that the children are already in schools gives us more flexibility to provide support within the classroom, and also if we could incorporate additional childcare as an option, we have said that childcare can possibly help improve our income and close the funding gaps we have. That way we can earn some income for other things we can do. And the third thing, according to what I've heard in the

037conversations we've had before, is so that families feel more supported, more connected to our schools. And if there were intervention, they could also support the teachers. But Evely, you guys put stickers on too, right? Yes. I can ask one question just to clarify. Does that sound good to you if with what you just wrote? Remove childcare from that part because I think they are different. I understand the reasoning, but I don't know if it should be green or yellow separately, because I feel that in your questions, that is, extra time, summer school, and academic support is a stronger priority than childcare. That's what I see. I can mention that I put green stickers on childcare because I was viewing it as after-school care. So, where can children go when their parents can't pick them up?

038For example, with KIS, where can students go? What can we do to help families who don't have someone to look after their children after school? To clarify, we are not reducing after-school programs, but rather prioritizing our English language students and other groups that we must identify first. That means fewer opportunities for families with children who do not meet those criteria. So, a follow-up question is whether we should prioritize additional opportunities beyond what we have now as funding for after-school support and intervention . I want to make sure that he clearly understands from the entire table that they are choosing him as a priority. I think the concept we were talking about is using time after school. The time when children are at school. still after their classes to provide intervention services, that is, to take

039advantage of that time so that we can provide services for families, for students, uh it is also equivalent to intervention and over time that can generate income, right? So that's what I had in mind, right? You wanted to say something, didn't you? I want to clarify that because there is a lack of after-school programs and we know that this is a barrier for people, that is why they are enrolling their children in summer school, in after- school programs. Uh, we need transportation for the longer programs. For example, we want children to stay after school to participate in those programs. And if we had a childcare center, it's possible that the high school kids could use it for their children, their younger siblings. In other words, a childcare center can support many things that are happening.

040If we could incorporate it, I mean, we need a little intervention, of course, during those hours because they are already in schools, so it's not exclusively intervention, but if we had them during that time it would be a great benefit for the teaching staff as well, I mean, we can use the classrooms for that purpose, right? That's the only thing I want to mention. I believe the other aspects are very clear, but I need to understand them better so that I can present this information in the best possible way so that we can get feedback on your perspective. I also want to share my perspective. I think that for me, because I also realized it, I made a comment to Tasha, but for me a childcare center is very important. I don't know if it's

041the top priority. For me, the priority as part of the board would be academic performance. From my perspective, childcare is one of the least effective ways to improve academic performance. Of course, from my perspective, childcare can be a great help, but during school classes, best practices, I want our priorities to be mainly about what's happening during the day. It's not that I think childcare is bad, but for me, I mean, we can't do everything, right? So, from my perspective, I think it would be better to prioritize academics over childcare, right? Another respectful thought. We'll move on in a moment. I have one more thing I want to say, but if anyone saw an opportunity for the distribution of resources based on equity, I have some data that has been collected from different schools regarding providing

042more resources for certain populations. In other words, we need to think about how we approach teaching, because when we look at the numbers there are some very worrying trends and I don't know if we are implementing everything we could be implementing. So I know that last time we talked about what's happening in other schools. I've heard about the literacy and math tests, but there are different ways to approach and allocate resources, are n't there? And I am concerned that we do not have a system by which we can equitably express to our school populations that they need more support. I also want to mention that our current budgets this year were established with a focus on equity, so the allocations for each school were made based on equity, just so you know, right? But I

043do understand what you're saying. I've made a note of it. I also want you to know that we have a formula and we are applying it in our schools. Would you like to see more information about the distribution of funding to different schools? a final thought I have. One of these points, for example, is that relationships of trust with students and families are very, let's say, clean. I understand the super-clean assistance and suspension ratings very well, but the work done within those aspects is a bit more complicated, isn't it? Because there are people who have, I mean, there are individual needs, there are other pressures, there are many things happening at the same time that require a lot of work and time. So, I want to make sure that if we're really doing things to

044support our families and students, we need to pursue the hardest part because it's such a temptation to say, well, the school districts are doing their job, but we need to figure out a way—I mean, parents are asking for infinity groups, affinity groups, for example, or there are things happening in certain schools that aren't happening in others, and how do we ensure that best practices are being implemented in every school? Those are the things that I want, that seem like something we can use as an example. I want to say again that the measures that are guiding me are the NWEA tests, the national measurements for math and reading, and I am very concerned about the trends, especially at my children's school. I wasn't here for the establishment of all the actions, but I think if

045things continue this way, I wonder if we need to do something that isn't listed here. That's something I'd like to consider. And, in other words, I don't know if we should stop contributing to certain aspects based on the results. Yes, so that he knows what's going on. This information is informing us. So, the part of the process you mention is that when we review the EL elap, we have an analysis of the goals. When we saw that data we said, "Well, we're not doing well in this area because we need to answer those questions or we need to see if we're following all the actions and we need to change them and incorporate some new actions." These are actions we may need to take. It also includes other things that have come to us, whether

046from schools, meetings with parents, the surveys we have been distributing; all that information will then guide the actions we must take or the actions we should focus on more in order to achieve the results we want. That's what this process is all about. I'm thinking about what's working well and what isn't, and thinking about the allocation of funds. If I want to be part of that, the way to collaborate in the EL elap is that when we present the analysis, the report of June 4, that will be the opportunity to give us questions about the process, comments, any questions, that will be done at the meeting on June 4. Do you remember the study session? We can, or rather, we can't talk about things that aren't directly related to the study session, so I think

047if we're interested in better understanding the process of the table cap, we need to talk about it at a more appropriate time or we can put it on the agenda of a future meeting. A starting point for another conversation, isn't it? Yes. Well, thank you very much, Dr. De, for all the work you do and for doing this exercise. Yes. And thank you for the comments. Very well, let's continue with number four, which is the oath of office that we have on February 20th, this approval was given to the board of education of our new member. He was administered the oath of office at that time. Tonight we would like to hold a ceremony to acknowledge the public and publicly celebrate the appointment, because the official oath of office was taken after the interview. So

048after the swearing-in ceremony, we're going to take a 15-minute break to take photos and we'll also have some light refreshments, so why don't we proceed with the swearing-in ceremony? [Applause] Thank you. It is a great honor to administer this oath. I'm a little nervous because I want to read it correctly. Uh, please raise your right hand. Oh, just a moment, I just want to confirm with the superintendent. Very good. Please repeat, I said your name. I do solemnly swear or affirm that I will support and defend the Constitution of the United States and the Constitution of the State of California against any enemy, foreign or domestic. that I will use my full faith, dedicate myself in faith, and commit myself to the Constitution of the United States and the Constitution of California. I freely take

049and accept this obligation , without any reservation, without any lack of understanding of my motives, and I will implement well and with great faith the duties that have been and will be given to me. [Applause] Very good. [Applause] We'll take a break. Congratulations again. Ready? We're doing last one, two, three fing and then please. One, two, [Music] thke. Over. [Laughter] One, two, three. One more. One, two, [Music] it did you want we can look at you if you wanted us. Oh, I'm just taking this real one. Thank you. Let's get the whole crew. Friends and family. Friends and [Music] [Laughter] family. Oh. Ready? Okay. First. All right. Ready? Your phone and keys are being shown. There you go. There you go. Oh, there we go. One, two, three. One more. One, two, go. One, two,

050three. Portrait mode. One, two, three. And hold on. One more. Do you want to friends and family? All of her friends and family come up. Everybody, anyone who was part of her [Music] group. All right, I see everybody. All right, ready. One, two, look right here. What's her name right [Music] [Applause] here? Ready? Right here. One, two, th Thank you. Thank you. Yeah, he has not a boy. I'm not a girl. I'm sorry. As soon as I did that, I said, "Boy, I'm so sorry. I'm so sorry. I know. I know. I know . Go get treats. Tre. Take your B over there to have your mom [Music] TR [Music] [Music] [Music] [Music] [Music] [Music] [Music] Oh my god. [Music] [Music] God is merciful. [Applause] [Laughter] I was [Music] like No. [Music] I No. [Music]

051[ Music] [Music] [ Applause] [Music] [ Music] [Music] Yes. [Music] Yeah, we went twice [Music] Welcome back . Thank you for celebrating with us, counselor. We are looking forward to having you at our table. Now we move on to item five, comments from the table and the overseer. We begin with Evely. This past month I've been attending some things. I attended the Project Cstone conference. I've been helping our school organize a walk and other events, and the walk was a success. I attended another district's board meeting about inclusion. A lot of information, but very good information. Oh, and I've visited several schools, including Vargas School and Columbia School. There were some county board meetings regarding the legislative committee and upcoming changes. We'll talk a little more about that later. I've been very busy overall. I

052wanted to remind you that it's Shelter Awareness Month. It's a very important issue, and it's important to recognize them. I've had many meetings, but not one of our board meetings. There were medical things for friends and family, so I'm not totally out of the loop . It's been a long time since our last meeting. I submitted my activities and attended three different courses: one on funding and another on school policy. And that one... School funding is very, very interesting, very relevant, and it was very interesting to see how the high school district counselors analyze it. So, I mean, they pressed it before different boards in a very comprehensive way, it impressed me a lot, and I mean, there are other great activities coming up. Thank you. [Music] Basically, in addition to the celebrations that Isabel

053mentioned, starting with Autism Awareness Month , the Arab American Heritage Month also celebrates diversity. Wednesday, April 23rd, is Holocaust Remembrance Day. I'm going to hand in my activities because there's a lot on the agenda, so I want to get on with the topics. Yes, a few brief announcements beforehand for the board in the community. Councilor ADES's proposed law 1381 is a law that would provide funding to all students in the state of California. It's not just that not all students receive it. So it's a good proposed law. I gave some examples to the board and the public as well. So, now we need to share it on your networks. They accept different opinions until April 30th, but it's Very important, and it would make a big difference for our schools. Also, the dates... the dates

054are at the end of the year, and I'm not going to describe everything, but I'll send it to you this weekend. There are many things happening between now and the end of the school year, each one more exciting than the last. We need to mention a few, at least with our responsibility. Item six, comments from the Siv Education Association. Representative online, please raise your hand if you would like to speak. Item seven, comments from the California School Employees Association. Representative online, please raise your hand. Item eight, comments from the Senidel Education Foundation. This is a new regular topic to have a regular opportunity to update the table on activities and perspectives. The mission of the Senidel Education Foundation is to benefit our district and our students. If anyone at the table or online would like

055to speak, please raise your hand. Hello, good evening. I'm Michel Eugini, the president. From the Sic Education Foundation and on behalf of our board, we want to thank all of you who made it possible to share these updates. I do like public comments, but we can now leave that time for other comments from our community. We are a non- profit, independent organization, but we exist because we want to ensure a high-quality education that is sustained, continuous, and improved for every student in Sivil. We stand with the students of Sivil. This month we celebrate our tenth anniversary. We are very proud of the work we have done and the work we will do. We look forward to sharing all the details with you this Christmas. There is more money to present to the different parent- teacher

056associations at Bishop de Vargas, and also to those at San Middle School. So, we have a lot of money, and we will publish a total when we close the accounts. And as a reminder, we are a community organization; we want comments from the community, we want you to get involved. I've been thinking lately about the Sic Education Foundation because we work with our hands and our hearts. And the head, I mean, we analyze things very critically, we want the best for our children, we have that heart. We are here because we don't just love it, we love it and we get excited about many things and it has to be done very practically and with our hands. We are on the front lines representing everyone. I am pleased to represent our organization that is continuing

057to develop and I invite everyone in the audience, everyone listening to our student presentation. May 6th will be in the main hall of the Sido Community Center, the main hall. And there will be performances and examples of the work and the things we have done. I need you, please write down the date, Tuesday, May 6th. Thank you very much. I already have my ticket, so I'm looking forward to it . Now we move on to item nine, audience comments. So now is the time to comment on things that are not part of the agenda. This portion of the agenda provides the orderly opportunity for members of the public to address the board directly on any matter of public interest. However, legal grounds prohibit the board from making any decision on matters that are not on

058the agenda. Each person has 3 minutes to speak and 20 minutes total for comments. Speakers must state their name and affiliation so it can be recorded in the minutes. There are several cards here. If you are interested, you can still turn in a card, and there are two online. As a reminder, if you are online and wish to speak on this topic, you can use the Wend feature to raise your hand. As a reminder, according to the law and the board's bylaws, the board does not prohibit critics of its decisions during public comment. We encourage everyone to speak on the topics respectfully and focus on policy ideas and values. There are three online, five in person, and three online. We will have the in-person comments in the order I received the cards. We begin with

059Mr. Fernando Reyes, then Guita Golocota, and then Dorn. You have 3 minutes to comment. It means safety is the highest law. The district has failed to follow these rules. This is negligence and puts the lives of our students at risk . Even the superintendent, a responsible official, is responsible for the principal. The student services department has been negligent against individual laws, and other officials on the board who facilitated this gross negligence must be held accountable. A sexual incident occurred. They gave a false account. Leen tried to use a policy against me. My son was pursuing him, he canceled a meeting, and they retaliated against me and my family. After a sexual incident, which I believe the principal ignored, they also failed to include my testimony to cover up the incidents at Vargas. Another student attempted

060suicide, and I spoke with the father. He didn't know the severity of his daughter's suicide as revenge on behalf of the school. I filed a complaint to sit down with the school board. These boards have manipulated the laws and have retaliated against me as a parent. The Vargas Elementary School District should conduct a thorough investigation to document each incident. No significant action was taken. to prevent these actions. The leaders have caused a lot of harm to the students. Thank you. [Music] Good evening, board. Good evening, everyone. First of all, thank you. This is autism recognition. I'm very happy to be here with this proposal. I'm Colota. I have a son who receives special education services, and the district targeted someone, and I'm here on his behalf. Thank you for the opportunity to speak today. I'm

061here to request the creation of—that is, to collaborate directly with parents, community members, students, and staff—a special education committee to deepen transparency, communication, and efficiency. This month, and also, however, the regional education authorities, which also... what I mean is, there are many families affected by these services and leadership. In response, we submitted a petition to create this committee. This petition was submitted on March 19th, and I already delivered it to you. But creating these ongoing opportunities for collaboration, for sharing opinions, asking questions, and staying informed... These collaborations, these strong partnerships with families, help us benefit... All our students. Family involvement helps the district and helps families. It also raises awareness in the community. Programs like this are expanding, and a special education advisory committee would help a lot with this and keep us up to

062date. I request, I mean, I implore the board to support this issue and put it on the agenda of a future meeting. Thank you very much. Thank you. And now we have Cristina, then Margarita. Good morning, Dr. Gegar, counselors, staff, and community members. I am Suyatara. I am part of the special education committee. I am also a representative to CELPA, appointed by the district, but I am here as a representative of Sanibel, primarily to advocate for the formation of a special education committee within the Sanibel school district, which brings together the voices of all our schools and creates a space where every student's needs can be addressed . I believe there is a great need to connect families in our special education community so that we can To foster an inclusive environment where there is

063empathy, understanding, and acceptance not only within our schools but also in our neighborhoods. What I envision is a committee formed by administrators and community members working together as a group that will help educate, do community outreach, like what we are doing now during Autism Awareness Month, and other initiatives such as inclusion, where we can celebrate diversity in its entirety and also foster relationships. And it's not just about that, but also about forming a support system for our families and knowing that students' voices matter, having a space where we can work together to ensure stronger communication and more participation from all students. I urge the board to consider forming this committee as a true community group. Thank you so much for your time and your continued commitment to our students and families. It would mean a

064great deal to us if you would join us in a conversation about how we can structure this committee. Thank you. Now we have baby Tetash. Good morning to the board members. I am a parent of a student. who receives special education services at Colombia Moschool. And as the other parents said, the creation of this committee would help parents feel connected to the wider community and support inclusive communities, have a month of acceptance, on a personal level. Um, programs like Peer Connect have transformed my son who barely spoke at all in sixth grade. The fact that he is nonverbal doesn't mean he doesn't feel lonely, that he doesn't have depression. I see him depressed sometimes, but when he started the Peer Connect group, he spends time in the garden, colors, makes cookies with the children with

065typical neurological conditions. Um, this is a wonderful effort, and it doesn't feel like they pity us, but rather that we are truly part of the community. This committee would be a great help to parents like us so that we feel like we are truly part of this community. Thank you for taking our needs into account. Thank you. We have a few people online as well. Margarita is the first one here. Good day, members of the board. My name is Margarita Paola. My daughter attends special education. I am here to advocate for the creation of a special education advisory committee within our education board for students with disabilities who face difficulties and need services, understanding, and collaboration among schools to ensure that every child receives an appropriate and free education. This committee would provide a structure

066and a space where parents, educators, and administrators can meet to identify gaps, seek solutions, and support students. This is not about creating more bureaucracy, but about building a bridge. Many districts and schools across the nation and the state of California have established this type of committee, which creates forums and can represent and amplify the voices of families and the experiences of students with special needs. An advisory committee would provide significant input to the board, which would help ensure inclusion. Accountability, diversity, and equity are values ​​we will uphold. And I urge you to please consider this step forward to illustrate our collaboration with Families and people with disabilities. Thank you for your time and your commitment to our children's communication. Let's move on to the online comments. First, we have Lori, then Cristine, and finally Gabriela

067Combi. Lori can start. Yes. Good morning, counselors. Thank you for accepting my comment. I'm Lori Thomas. I'm the mother of a student in Colombia, Mercho, who has vision difficulties and needs special education. I'm requesting that you form a special education committee for the counselor board. This is very important because the counselor board needs to hear directly from families who have children in our district about their experiences. You may visit the schools, but what I see is the whole story. For example, my son seems normal. But he has differences that aren't visible to others. He's in general education, but he has difficulty with schoolwork, so he sits further forward at the front of the classroom at a certain angle where he can see better. His online work is better because he can adjust the size as

068needed. He also does better. In the morning compared to the afternoon. Why not? He does n't need glasses to correct his vision because he has nystagmus. Nystagmus is a condition characterized by involuntary movements of the mouth. It can be vertical, horizontal, or other. And it's constant. Imagine if he needs to focus on his work while his eyes are moving on their own . He feels exhausted after classes. He also can't understand depth or 3D, so it's very difficult for him. Imagine you're going up some stairs and it looks like a moving slide. When he sees stairs, sometimes he sees it as a slide, or when he goes to PE and there are balls flying all over the place . He can't. I repeat, he ca n't imagine that. What they see at school isn't the

069whole story. Please, I implore you to help us form this advisory committee so that parents can share their children's experiences at school directly with you. Just like with what I I just finished . Oh, I'm really looking forward to your responses so we can finally form this committee. Thank you. Now we have Cristine and then Gabriela Conti. Hi, I'm Cristine Ke, supporting the parents of Sanibel. I 'm a parent in both Mountiew Wan and Mountain View, Los Altos. Um, I was on the advisory committee for over years and I'm currently the vice president of the Northeast CS CELPA, which was created by several school districts. There are certain things we can do in the county that don't provide the same kind of services locally. So I wrote this presentation for all the school districts that

070are part of our CELPA, requesting that there be special education advisory committees in each school district that can focus on local actions. This allows for connection with the administration, teachers, and staff, prevents misunderstandings, improves children's outcomes, and prevents potential legal action. Volunteers enhance the student experience and help create a better learning environment for children with special needs. I encourage you I strongly urge you to communicate with parents, administrators, and staff to create fantastic experiences for students and improve special education in Sanibel. Please listen to the Sanibel parents who are speaking tonight. They have done a wonderful job, and it is an honor to work with them. I am a representative from Mountain View, Los Altos, and I have worked with the Sanibel representatives, and they are wonderful people doing incredible things locally. Thank you. And

071now, to conclude, we have Gabriela Conde. Good day, Board of Directors, to all the members of the Board, and to Dr. Gallager. My name is Gabriela Conde. I am a parent of a student with a 504 plan who receives services within the Sanibel School District . I have also served as chair of a special education committee for San Miguel this year and have worked on Project Cornerstone as well. I would like to request the formation of a special education advisory committee . This would help promote better parent involvement, improve inclusion efforts, and provide support for activities like the ones mentioned earlier. In San Miguel, we don't have... We have an active connection program, as far as I know, we haven't been able to implement friend programs or inclusion programs either, but I would love to.

072Families with children with special needs need to express themselves. We need them to listen to us and value us. We want to share our experiences. We feel invisible. We feel afraid as if we were very far away from others. It would be ideal if a committee were created to help us address our needs. Thanks a lot . I appreciate that you are considering our request and I hope that we will hear a response or that some action will be taken soon. Thank you. That would all be online, right? Yes. And if I can say that the table cannot answer because that is not on the agenda. But I can tell you that we think it's a very good idea. We have a principal who is already working with the school district to start doing these

073kinds of things, so I feel very confident that we can have a well-established advisory committee starting next year, and at a future meeting of the Governance team we can see if there is a board member who can support these activities. to form a stronger connection with that advisory committee. So thank you very much for your advocacy, it is very important and we appreciate it very much. Okay, let's continue with the agenda approval. Uh, any element of consent for the agenda can be discussed by the table. These matters can also be reviewed. The public can talk to the panel about any matter that is not on the agenda. Is there a member of the public who would like to comment on a matter that is not on the agenda? And if there's someone online, they can

074raise their hand online too, right? Very good. I know we have a pretty full agenda. I wanted to remove one item, 10 J. Approval to the supervisory committee. I'd like to talk about it briefly for a minute. Is there anyone who would second a motion to approve the agenda, except for June 10th? I make a motion. Elizabeth I. All those who are in favor, except for everything on the agenda - 10 J. If they can say yes, yes, that motion is passed for 10 J. In order to discuss it, we need a motion to try to discuss this matter. I make a motion that we discuss this matter. And I'll do second. This concerns the appointment to the tax oversight committee. There's a councilwoman I know well who leads a neighborhood association that I think

075would be amazing. It's difficult to find volunteers for this position. However, I think that overall we can vote in favor of Reid, but there are a few more positions that will be available. I asked if I could review this possibility, because although there are community members and people representing community members, teachers, and parents, all the positions have different designations, but I realized that when I was part of that committee and was reviewing the list, it came mainly from Cberland and SMS. So even though his children also went to Cumberland and he's the father of SMS, who's the one focusing on funding? Chrisin Kelly, very kind. Their children go to SMS too, they went to Cumberland and Reed's children went to SMS and Cumberland. So I think , like, we need better representation, right? Yes, I

076love the ones who are already there, but we need to work as a district to have better representation. It could be, that is, because we need to find other causes of the time of day, for example, it is legally permitted to do it via Zoom. There are many answers that I don't know, but it's possible that it's not just about attending the meeting because we've done it with the councilors' areas, having broad representation throughout the district, that is, trying to acquire it and well, that seems reasonable to them, I mean, no, I think it's fine to continue with the candidate we have, but we need, yes, first because there are still vacant positions. And if we can find more representation, that is, there are still positions that are missing, that are vacancies. So what I'm

077saying is that the difficulty is, I mean, finding someone for that position, because on a Friday, at noon, every three months, I don't know if it should be a different kind of communication that we do to look for the right person. If we are going to commit to working on that. Thank you. So, we can vote now unless someone else wants to say something about it . Yes, we need to think about racial diversity as well, and not just geographical diversity. Thank you. Yes, to represent our community, right? In other words, to truly reflect our community. Is there anyone else who wants to add anything? Very good. Everyone who is in favor, say yes. Very good. The motion is approved. Welcome. Ah, welcome, and thank you for working so hard with us. Now let's move

078on to something fun, some introductions. The 11th. Bishop's focus group also included Lebrano, the director, and Dr. Tasha De. We're ready. When you are ready. Thank you. [Applause] [Laughter] Very well, good evening to the members of the table, superintendent, while from the cabinet. It is a privilege to be here tonight to present Bishop's proposed approach . Last year we began a journey to identify the school's new approach . I want to briefly tell you about the process and what we are proposing for the future. Okay, before we begin, I'd like to introduce the other members who were part of this process. They spent many hours doing research, meetings with the children, most of them, because they have spent very long hours in this process, so I am very grateful for their support. For those who

079weren't here a few years ago, a brief look at our past, present, and future. In 2015 we began to be a leader among schools. Over time we started to build a school that has achieved fantastic results in the students by implementing leadership in the process. There is a model of complete transformation that has taken place. The way children demonstrate their leadership skills at our school. Okay, come in. Yes. Let's see, it's just that... Oh, yes. OK that's fine. There we are. They demonstrate their leadership skills at an annual event that showcases student learning and what they have learned as leaders. Last spring. Our community decided that this was not meeting the needs of our children, so we launched a project to determine what the focus should be, the next focus of our school. We started

080with a survey for parents, families, staff who helped guide our research, and surveys for students. We also formed a committee that met frequently to discuss the issues, the research, and the plan. We met with the students, collaborated with the district, and worked with the families. This process has led us to the final stage of making a proposal on the new approach for our school. As part of the process, we reviewed the profile of a Sanivel student, and used it as a source for the design of Bishop's ideal student . We ask ourselves what skills and characteristics we want our fifth-grade children to have when they go to high school. In that process we knew we wanted to highlight collaboration, trust, creativity, and a love of learning. As a committee, we explored several options and continued

081to maintain our learning profile. Forward. We visited the Jackson School of Music and Mathematics in Morgan Hill and Chase Elementary in San Jose. Although these schools are very different, it gave us a wonderful opportunity to see what the possibilities would be. During the discussion and research process, we wanted to make sure that we didn't lose our academic focus. Historically, our students have underperformed at the grade level. Those are the NWEA reading data from the 23rd to the 24th and from the 24th to the 25th. It's fall to winter in each school year. Our data remains more or less the same, which demonstrates the performance of our children. We were able to identify how the arts, specifically theater, affect overall performance. Just a moment. Students in integrated theater groups achieved better performance compared to students without

082an integrated program, both in reading and mathematics. In other studies, students showed a 17% improvement in the comprehension gap, and in fact this year we decided to implement what we call reader theater in our groups, knowing that it is the only way to improve fluency. This graph represents the growth that students have made throughout the year. 24% of our students left that intervention group. If you asked another question about the data from the beginning of the year and since that is a growth graph, it is not necessarily following from the beginning of the year, but I have another graph that shows the data from the end of cycle I, which is the end of October, to the end of cycle 4, which is the end of March. And according to that data, we have 17%

083at the beginning of the year who did not meet expectations, 61% who were approaching expectations, and 22% who met expectations. When we reassessed at the end of the 4th century, even though there were still 17% who did not meet expectations, there was only one student who did not improve. 43 were meeting standards and 39 were meeting expectations. We are very excited to celebrate this growth. Another question was also asked: what is the theater of readers like? Readers' theatre is a dramatic presentation in which students can interpret a text by expressing themselves vocally. There is repeated reading of the scripts and they can also act them out and deepen their understanding of the text. They work collaboratively with the children to present the readings on a stage. What does that mean for our students? Looking to

084the future, we propose that Bishop's focus would be primarily on drama and music. We have created a possible 5-year plan. First year includes a dedicated full-time drama teacher, 40-45 minutes of drama class each week. also performances, after-school refresher opportunities, also production of a musical, also excursions for each classroom, and the possibility of having teachers support the intervention during that, including professional development and year two and three, well, all of the first year and then we want to incorporate more classroom integration. Salon productions and also a music teacher in time for Kemplo 4 C years one to three and also a 5-grade film festival , that is, the fifth graders are writing their own scripts, designing their own shows and also producing their own films. We couldn't do this without a budget commitment. Those are the

085projected costs for the first year, but once we implement the plan, there will be additional costs to consider. Bishop wants to create an inspiring, inclusive space where every student discovers their unique voice through the arts and theater. When I close, it's important to recognize why. So, recently our students participated in the production of School House Rock and while they were preparing for this update, I visited a third grade classroom about a week before the performance. When I entered their classroom, this independent work, the students collaborated to memorize their parts, sing the songs, practice the dances and well, they were undertaking it in a more fun way. It's a small example that highlights all the possibilities, and a student had a message to share with us. [Music] because I want to perform in front of an

086audience. My dream has always been to be consistent. Maybe I'm not ready yet, but it gave me this opportunity to act this year and maybe with more years I'll get used to it . Yes, to conclude, if it is approved, the next steps would be to communicate with our families, where we are in the process, and then plan for the year 2526, hire a women's teacher, also develop a curriculum with that teacher, my collaboration in that process, and then ensure that it is added to the 2526 school plan. I thank you for your time, and I also thank my people here in the audience, and Bishop is eager to make these dreams a reality. [Applause] Thank you very much. First, we give you the opportunity to comment. If you are in the classroom, you can

087now discuss this topic. If you are online and would like to comment, you can raise your hand. Already. Is anyone online? Nobody online. It seems there is a card here. So, as a reminder, speakers will have 3 minutes for their remarks, and please state your name and affiliation. Father here supporting Bishop. I presented this topic about a year ago and I want to say that they have done an excellent job with this proposal as well and the board already supports this and what I said then is the same today if you want the focus of a school you have to have the budget and the resources and the support of the community. So, I emphasize the importance of having a dedicated teacher who is specifically there to help the students, but also the teachers, and

088including this type of curriculum throughout the school. So, I'm saying that it deserves the investment. I hope they take it into account, I hope they accept it, and I hope they provide the resources to make these dreams a reality. And I think there's one more comment. Thank you. And I am also Bishop's mother . I wanted to share a study, one more story. My son participated in a play and it was impressive to see him as a reader, but what impacted me the most was seeing my first-grade student, who often doesn't feel like reading, but then the script came along and all he wanted to do was read and become Julie in School House Rock and see how this desire came about because there was an update with that, what his brother does, right? He

089instilled that motivation. That's the kind of inspiration children need to develop that passion and desire. It would help improve our school environment quite a bit. So, [Music] thank you. We can now begin the discussion. Thanks to Mrs. Lubrano, all the staff and team, and the parents and Dr. Edín for organizing this. If we go in order, there is nothing to approve. Yes, I love the proposal and I like that it would help students develop more confidence, and I loved the video of that girl with so much emotion. I'm just wondering about the budget and having that money to do this. Yes, it sounds great and it would help a lot of kids and it would be another way to learn, and very importantly, we're going to have enough money, enough budget to hire a teacher,

090a music teacher, because there are a lot of cuts happening, and also, other schools are going to have this, or it would just be Bishop, and how would that affect other families and how are they going to say, well, why don't we have that? That is why we are presenting this proposal. The team will investigate what would be necessary to accomplish this. So, it's a way of looking at a challenge and how to find the solution in general, and motivating students in a different way. So yes, we do have accounts where we need to find the resources, but the board has to give its opinion and provide feedback. We no longer want to establish this. How much are the resources? According to the comments, we would have to prioritize other things and make certain decisions

091at the Bishop level and also at the Dreito level. Will other schools want it? Well, we hope so , but that would be what we would do with the Proposition 28 money. It wouldn't be unique because we would collaborate with other schools, but this is unique to Bishop in terms of what they could do with the resources they already have, plus any additional resources. And that's what I have. Another way to look at it is when we explore equity, also a staffing system based on the needs of the school, the number of students, enrollment, also creating a formula. So, this would be a choice I would make , a lesson Bishop would learn. So how are we going to use those resources to accomplish that? So, we're not done with the formula, but I think

092the question Eden asked is very important, I mean, we want this for Bishop, but every school is going to want it too. So, they're going to say, why Bishop? And we don't. So, we are in the process of creating something more uniform, that equation. [Music] And also part of the open registration. If it is a family that wants this program, they would apply B first, just as already happens in Fairware. The idea is to have one approach in each school, and then parents can choose which one they want for their children. And firstly, registration would be open, and my comment is also that I love it, I'm happy that the proposal is finally here . I know other school districts with less money have done it, and I'm sure we can do it better. Our

093team, our district, we can do better with the same money, and other districts , for example, do it with less money. So, and before that, I appreciate everything you took into account. I asked a question in advance. I'd like to hear a bit of a teachers' perspective, I mean, about the curriculum and all that, but it's similar. There will be new things and I'd like to hear if you're willing to listen for a bit. So, [Music] what do you think about that? Yeah, I think you're my third grade teacher at bishop. This is my fourth year at Bishop and seeing the data and how our children have developed over the years, being in the classroom and working so hard, helping these children develop their reading and math skills. So, why don't we look at that

094development working with this group and see, I mean, the profile of a Bishop student? If we sit down, we said, what do we want? What do we want our students to finish? In other words, they spoke of trust and talked about children who could enter the community very proud, able to talk to others and have a lot of passion. And then, looking at another set of ideas, we arrived at the plot, right? It teaches how to speak, to have a lot of confidence and to develop those skills, I mean, everything, I mean, the perspective of teachers, as teachers, we do a lot in the classroom, so when we think about which direction we want to go, we don't want one thing. Never, right ? So we focus on, I mean, because we already do a

095lot in the classroom that would support this approach. So we hope that with the support of, for example, a music teacher, a drama teacher, it would be something collaborative, not just an improvement on what we are already doing. Hiring the drama teacher in the first year, meaning there was more integration in the second and third year because, well, we want to do it little by little so we can reach our goals , right? To keep it for many years. Yes, when we talk to teachers there is always concern about the changes, but I think we work hard to incorporate the teachers' perspective and what it would be like for us. And my question, the questions, of course, have already been answered, but logistically we have to officially approve this or we approve it through the

096budget. I mean, it was a fair effort because we had to change the policy and all that, but in this case it would help if the board took action. Yes, to be safe [Music], we have a lot to take care of, so we want this to align with our priorities and if there are measures or actions that need to be followed up or detailed further, we can do that because we want to ensure that they have what they need to support this programming. We 're not there yet, but we'll be soon . Ah, so, we need your support to move forward. Thank you for all your work. I've already asked some questions and, like, we're funding this enough. I want to ensure that we have a robust program and support the teacher who is going

097to join. The salary was 172,000. So that worried me, it was for an employee. This is the average cost for a teacher. And I also wanted to mention, I mean, we support the teachers, and I don't know if the teachers should be entering other classes. We need to monitor that data, and I also want to ask, that is, to have this with a sense of cultural sensitivity, of cultural knowledge, and to continue with that inclusive environment, with the programming and hiring of the teacher, because it would be an opportunity for that. Yes, I just met with a mother who supports folk dancing and wants to be part of that dance. The families are from Mexico and can't return, right? So, the dance program gives them a chance to, I mean, it's a reminder of where

098they come from, right? From home, and students can now be part of the culture in places they cannot visit at the moment. So it's very important for families, for communities, right? These culturally sensitive things are very powerful for families and students. And to add to that, I think it will go well, I mean, it would be a positive thing to have that new teacher because hopefully they will be bilingual and culturally sensitive, but there is also an opportunity for inclusion. From other places in general, that is, the last thing one wants is for that teacher not to be able to participate because he could n't get into the dance, that is, the show, the stage. Those are the two kinds of things that parents hear about after the fact; they feel like crying. I know

099this team is very dedicated to this, but I want to make sure everyone is included and it's very family-friendly. I also think we had something similar in another situation where, when we had just reopened after COVID, there were events, and we wondered who would be able to attend? Is it a volunteer thing that requires authorization? Is it a presentation or a family event or something like that? And so I hope this gets categorized and anyone who wants to can attend. And another comment asks. Yes, I'm really looking forward to this opportunity too. In other words, we need to think about this approach for other schools and have innovative strategies ; that is, we need to take the risk to have this benefit in writing. And we also need to consider how Vargas and Lakew Tech

100use that type of resource allocation, and we need to support those approaches as well. What's more, it means that in general, if I remember anything about a grant, between Proposition 23 and other grants, if we can get something to finance this program, 45 minutes a week wouldn't be enough. So, in other words, there are times when there is a production that is more intensive for other grades or the teachers are going to do that. So, how would they do it at school? It would be in development; we haven't gone into those details yet, and I can speak in general terms. We visited Trace Elementary. It's a much bigger school, like 850 students, TK to fifth grade students, and they have visual arts, music, and drama too. So they do like a semester, the students attend

101that class and then switch to the next semester. It's not all year round, and we also attended a TK performance when we were there as a practice, and they did an adaptation of stories, and it was the most beautiful thing to see those children, and to continue with that inclusion, there was a student who needed a little bit of help during the update. So yes, there are opportunities for that, and also other organizations with whom we consult in the short and long term, and we want to see where else we could collaborate so that teachers feel supported. There is collaboration between classes, between departments, and so the following year would start, it would be year 25 or 26, to have that initial year. That would be the goal. That's the goal. And now I'm eager

102to find out more. June 4th for approval. [Music] M. I, well, I don't know if I saw that we should because there are like specific dates and everyone agrees. Yes, I want to see, I mean, by June they'll have a better idea of ​​what's going to happen because there are some things... Well, we can see, like a schedule, an example of a schedule, I mean, what that first year would be like, and we'd also have to hire the teacher for June. We support that, and in June we want to hear more. Yes, that sounds good to him. So at least there's something to try in June. Guys, thank you so much for your presentation. Thank you to everyone on the [Applause] team. We will continue with the review and action. We're on time. Number 12

103A. adoption and approval of the annual updates to the Casa Escuela transportation plan, which I am very excited about. We have the facilities manager here tonight. Very well, good day to the members of the board, the executive members, and the members of the public who are still here. Okay, I don't have the opportunity to provide an update on the home-school transportation plan report. We have these slides that will guide us. So, starting with the home-to- school transportation plan, thanks to Bill 181, which authorized home-to-school transportation programs. Um, we also have Bill 185, which establishes the parameters that schools must follow in order to receive a 60% refund. So, the original plan was created in 2022, and each subsequent year we need to provide updates to that plan and post them on our website, which the

104district staff accomplished in March 2025. Here's some information about the policies and administrative regulations of our board that have been adopted in previous years. We have the policy of table 3541 which establishes priorities regarding security zones. In Sanibel we have safe zones, walking distance, socioeconomic disadvantages, and also transportation for English language students. We also have administrative regulation 3540 which establishes the eight security areas. This includes any area where a child has to walk to school, such as crossing railroad tracks or walking when cars are going faster than 35 miles per hour, for example. We need to think about that. Very good. For the first 3 years of this program, we focused primarily on priority one and also priority two due to the number of students in each of those priority areas. This year we have

105719 who qualify for transportation based on the fact that their place of residence is in a safe area. We have 70,768 due to the distance they need to walk. We have, that is, more than 1.5 miles to walk back from school. Very good. Things I want to highlight on this map regarding the areas we have developed throughout the district. The schools involved are Sunbell Middle School, Cumberland, Cherry Chase, Vargas, and Lakewood. It's a bit like the before and after of the transportation program. Before the development of our boarding school transportation plan, we had no documentation of the students who were taking the bus; we had no registrations. After starting this program, we begin the first process to register. It was a very detailed process, with several worksheets, several departments, and a lot of time to

106complete the registrations. That year, the 23-24 school year , we received a little less than 400 enrollments, which was 400 times more compared to the previous year. Then we learned about the lack of effectiveness we had in certain ways and we have just under 800 enrollments, so almost double the enrollments we have received in a single school year. This year was a year of improvement, of growth. This year we wanted to tell the whole story of how transportation improves students' education, but we realized pretty quickly that one year is n't going to allow us to tell the whole story. However, we have a lot of information from our perspective and we have some very important and interesting starting points that will help us explain it better over time. This year, for example, at Jerry J,

107126 students signed up to take the bus. Any student who is on the orange side does not qualify for transportation because they live within one mile of the school. The lower part is an area where we know there are students who qualify because their home is farther away, and so we have transportation for all the students who are not in the orange area. We did the same in Cumberland. We developed bus stops within the blue area. The work that the team has dedicated has been extremely important. None of this would have been possible without them. We also expanded to Sanivell Middle School in the Vargas area. Uh, we had more students compared to last year, 70 uh students enrolled and we have a transfer system with two buses. We picked up children from the north

108along the railroad tracks to take them to Vargas. Then we left those children. We have another bus; it 's also the only way to transport students with the resources we currently have. We also expanded into the Elis neighborhood, which has a large portion of the Sanivemos students who live near the Elis neighborhood. So in the north of Elis we pick up some students and closer to the center of Sanibel we have another stop with another bus. Uh, something that's very important to us in the department is continuous improvement. So, using the same process and procedures that we developed at Cherry Chase and Camberland, which we saw in the previous slides, we began to focus on other areas. We asked families, we asked for feedback, and also in schools, in areas where students were complaining that

109they qualified for services based on the distance they would have to walk. What we see here on this map is what we call the triangle. It is the attendance limit between students from Elis and Sanmo. Uh, the yellow path in the green area is the intersection with Fair Ox Road, near the Sibell Community Centre , yes, Remington. It is one of the areas of focus. I can't guarantee that all students will enroll, but that's our goal. Another area where we want to expand is near Washington Park. We currently transport students near Vargas. Those students also qualify based on the distance they would have to walk. That's going to be the hardest part of all the places we're trying to identify. identify. Those elementary school children are from Cumberland. I think it's a mix of Cumberland

110and Vargas, isn't it? The green square. Yes, the public doesn't see all of this , I know. This part is Vargas. Yes, there are some new buildings that are being built or have just been built. I want to say that this slide from December 2023 was a registration process that we implemented in the first year. Uh, we noted the areas for growth, the places we wanted to improve, I mean, before we needed 20 minutes per student to be able to complete the registrations. So this year I wanted to compare a bit and see the contrast, the contrasts too. Now it takes 5 minutes, and some of the reasons are because we have a software system that allows us to send enrollments directly to qualifying families with three simple questions, a link to our safety plan

111that states all the rules and expectations for students. We already have that information in the software system. We also have the routes taken to show where the buses are. We also have, I mean, the most important thing is to tell the story of how we can improve attendance and exam results. We also have RFID technology. It can be scanned and it's much better than asking the driver to do everything manually. We also have a registration process in the middle of the year due to the communication we do with families. We will have that opportunity mid-year as well, and we also have a pass to take the transport, and registrations have also gone up, and we have had direct communication with the schools because the high schools have done a lot of communication with the families.

112And if the families did not respond to us by email, the high schools then followed up to get answers. So, our approach for the third year is to continue increasing communication. We know we need to establish a good system, so we need more time to improve the time needed for buses. We also need to improve the problem of the lack of bus drivers. We want to find some replacements. It's a very difficult position, I mean, it's very difficult to find someone who is willing to accept this position. So we need to offer opportunities for replacements. We also want to increase the service areas for students. We have two other quick slides that we managed to get the table really wanted to do in the high schools and we managed to do it, I mean, we

113paid overtime to the drivers to make this happen. The downside is that we haven't had the attendance we wanted. Those schools are doing their part, sending information through the newsletter, but attendance is still not there. Assistance on the buses, I mean. We have two routes that go to each high school. Isabel and I went to SMS. The director told us about this and said that with the new [Music] systems, he feels that as families understand that this service is there and children begin to understand that they can take it back home, he thinks it will improve, and yes. The 7 cu figure represents this week's attendance . This is the largest number of students we have ever transported in a single day. 430 is more popular than the one that comes later. Yes. The amount

114above the bar is 4 and a half. The one below is 6. On Tuesday there were 7 at 4:30 and 4 at 6. It surely has to do with the schedule of the matches and the rehearsals for the sports and it's very difficult, isn't it? Because it's not always consistent. Yes, exactly. It is one of the many important points. The other thing is history. Going back to the story, thanks to Jonathan Watt and the information we have here, we can finally begin to tell the story of how we can connect this with our strategic plan to get students into schools. It's a very positive thing that we don't always have this opportunity. Arturo did these, he got these figures from Cumberland and Cherry Chase and compared them with the same children last year. These are

115the data it produced. There is a 13.3% reduction in absences . I'm not saying it's entirely related to transportation, but we'll see if that turns out to be the case. A reduction of 55.2% in absences not permitted, not accepted, and also a reduction of eh in absences of students with socioeconomic disadvantages, a reduction in unexcused absences of 79.1%. This is the first part where we want to say that, well, we have to keep going with this because you start to see better trends, right? As time goes by. And then discussion and questions. First we need to move on to public comments. Is anyone online? Is there anyone online who wants to make a public comment? please hand. Great, we have someone online. Please raise your hand on Zoom if you wish to speak. Great, we

116have Jess J online. You can begin. Hello, I am Jess Jurequi, I am a mother in Vargas and San Ivamo. And I wanted to first thank the district very much for this transportation program. I believe it is a fundamental program. I 've seen many children who come by bus in Vargas, who live on the other side of the railroad tracks, which is excellent. My daughter initially took the ASMS bus at the beginning of the school year, but she was unable to continue. The main reason, there were two main reasons. The first is that the buses are so full of people that she physically doesn't fit on the bus. And I think we're talking as if the children were in elementary school, but in reality they're in high school and often they're very old, almost like

117an adult. So they had three of those high school kids in one seat and he got really stressed about it. And the other thing was that the bus that went from Vargas to SMS almost always arrived after the first school bell rang, and sometimes it arrived after the second one. So, if there were a way to ensure those buses leave a little earlier so that the children would be less stressed, especially at a time when the school is emphasizing that everyone needs to arrive on time, it can get so out of control in that way, uh, it can stress the students. I also want to mention that buses after activities, after classes, would be amazing. I don't know where the route is. Uh, my daughter does some after- school programs, but I didn't even know

118that might be an option for him. So I would love to know where I can find out so that my son can take the bus a few days a week, on the days that I can't pick him up after school. And I want to thank them because it's a wonderful program. I'm giving some very generous compliments, but they aren't enough because I want to thank everyone involved in this plan. Is there anyone else online who would like to comment? We're going to make a motion to approve so that we can talk about this matter. This is to accept the report. Second. Second. Very good. Thank you. More discussion. [Music] I am very proud of the home-to- school transportation program, especially in the high school district, and there are districts that are transporting students. We are

119one of those districts. I love our commitment to continuous improvement. I greatly appreciate the data on sustainability and that we can take advantage of that funding to create this system. Thank you. I just want to thank you for all the information. It's a great help. A few questions. How big are the buses? How many seats does it have for how many people? Maximum capacity 78. So, the mother who just spoke said there were 78 children. What I think was the case is that we normally only fill the buses with kids from High School 52. We try to put two kids per seat, but it's difficult. The beginning of the year is when there's the most madness, with more children getting on the bus. So I definitely understand that was the case at the beginning of

120the year because the registration process is relatively new, many children that we hadn't counted during those first few weeks. That answers the question, and there's only one bus that takes that route, right? We have six routes. So, there aren't two buses on a single route, right? Yes, but there are several buses that go from SMS to Vargas. So, the delay is excused. When the bus is late, we let the schools know; most of the time they give an excuse, but I do n't want to confirm it. This two-route system that I mentioned from Vargas to SMS, and I would say that in the first month, there were many times when we were trying to find a way, and there was also another bus, yes? A support bus of two buses was used for a while

121because many children were arriving late, but after 4 months it improved and with many new routes, many children were arriving late, at the same time we were looking for more children, now it happens less often, right? It happens less now. However, there have been double routes since January. It has generally improved, and from Vargas to SMS it has definitely improved. If my question had anything to do with what you just asked. Thanks a lot. Those numbers, especially for children from low- income families, are important. It's the work that transportation and schools are doing, but we need every aspect to improve the numbers, right? Yes, definitely. And we are very optimistic because of those numbers. Because there was a clear difference between before and after the transport. Someone recently emailed me saying that they're going to

122talk about home-to-school transportation. You said something that through that system there will be more communication, it will change. When it's raining everything goes slower, so sometimes the bus is late. Parents will be informed via text message, email, phone call, or how the system works. It would be by email. We have all the data from the list we have. So the way we want to do it for next year is that we have some templates that we have prepared. We need the driver or myself to send that email in the morning. It's quick, but yes, it's still an email. I don't know if I answered the question correctly. Yes, because many people, many adults, don't have or don't use email. Many working families don't use email, they use text messages. And I know that schools have

123automated calls, but there's a way to send a text message because many of the families who are working really need a text message. I can say that I'm going to find out. I don't want to say yes or no, but I think it is something we can do. I have my email, I have my text message, but I don't want notifications with my email, so even if it arrives I won't see that it has arrived until I open the email. So if it's possible, I'd like to send a text message, but I am very excited about all the expansion opportunities and the whole program. I spoke with a teacher who said, "So, we want buses for SMS. We need buses just for us that don't go to SMS as well, but they didn't realize there

124was a specific bus. I can answer, it's the same routes. The route that corresponds to your student's registration is the same route. It does n't matter, but you can always contact [email protected]. You can always contact us. We need to vote to approve this once you're ready. Everyone who's in favor, please say ' Yes,' we approve. I want a 5- minute break. We're going to pause until 9:17. We want to make a motion to say 'Yes' when we get back . Okay. I think we should [Music] say 9:19. We're continuing with 12B. To approve the need for fully qualified teacher educators. Before the table, this statement of need, specifically for [this], is something that's an annual issue, not a current need, but something we monitor year after year because it allows us to Having certain exclusions

125, that is, to have fully qualified teachers, and that also has to do with accreditation programs. Each one has this, and I recommend that the board approve the declaration of need for fully qualified educators for the 2026 school year. Before speaking, if anyone online would like to comment, please raise your hand. I propose approving 12, approving the need for qualified teachers. Second, any comments? Question. We all voted in favor. Say I. Board approves the motion. 126. Approve resolution number R2518. Authorize the delivery and sale of a principal amount of general bonds not to exceed 80 million. Ah, first, if you can mention the following three items together and then you can vote, they are all related, that can be done. Yes. So 12C, 12C resolution 18, 12D resolution 20D, resolution 20, 19, basically the first

126resolution, 18, in March 2024, the voters approved Measures for general bonds. This resolution allows the district to move forward with the first series of bonds. These funds will help with the facilities master plan , improvements, and also everything included in the legal and financial documents. And tied to this is a routine resolution 20, where we asked the county board of trustees. This allows us to ask them to set the tax rate for these bonds, and then 12D resolution 19. This is like new financing that allows us up to $60 million. It's basically refinancing a bond, right? We pay this off, and then it's issued again with a lower interest rate, which would help us save. So, those are the three resolutions before you, and I can answer your questions. If you'd like. Now, public comments

127on items 12C, 12D, and 12E. [Music] That's a motion to be considered. We'll start with 12C 25. I propose to consider resolution R2518. One second, one second. Any discussion? All in favor. It passes. Motion 2518. I propose to approve resolution R19. Second. Thank you. Pegi. Any discussion? All in favor. I say so. Approve resolution R2519. A motion to approve resolution R2520. I propose to approve resolution R2520. Second. All in favor . It's almost 9:30. I recommend, because it's policy. Oh, I recommend that we also have the Isabel issue. The closed session will last about 15 minutes. So, I propose to extend the time until 10:15. Second. All in favor. I have this 10:15. We move on to F. Approve the updated board meeting schedule . Very simple. Approve a revised schedule. We're going to meet

128on May 15th and 16th because that will be a meeting, or rather, interviews. And there's also a note that maybe the board would like to have another board with the new superintendent, that could be A special meeting that shouldn't be on this schedule. Any audience comments? Do you have any motions to try the revised schedule? And I propose we try the updated schedule. Second. Everyone in favor. Digaño. Now, item 13. Discussing the awards. A presentation on the 2025 awards. We're going to introduce the six awardees. And then two [Music] outstanding presentations, the six Accesside awardees. Accesside is a program where, with measure one, they provided Wi-Fi to everyone in the community. But it was done between the school district and the city because they knew those students didn't have access to high- speed internet. So,

129what's interesting about this is that they designed what they did; that is, they said instead of saying, "No, no, it 's not my problem." Instead, they took charge to find a solution and decided to fix the problem. Then there was an exclusive bonus to add high-speed internet networks to support the community. Soon 30% of students without internet access will already have access in the neighborhood and it was designed to improve connections for students without sufficient internet access. and was completed in 2021 and is still in effect today . It's not even something that concerns us. It does show that an idea becomes, or rather, changes thought, which is not a problem. Yes, we can fix this and I'll take care of it, and we can find a solution for everyone. These students already have access

130to this program; it is a culinary program where high school students go on a technical program and receive a certificate after completing the program. They learn how to work in restaurants, hotels, or any culinary environment, how to manage a restaurant, how to work in a kitchen, how to acquire skills, and how to cook. So, a very interesting program where they gain other skills that will help them in the future. So, an example of what can be learned and also the academic development of English. Instead of requesting each university individually, they brought it together in the district and, depending on school needs, they centralized it. They say that this school is not four, this school one, this school three, because there was a more fluid situation. So they used a different way to support these students

131and then the LED team, [Music] teacher, intervention and literacy teacher team, is small groups and also one-on-one support. to support students to gain literacy also or support goes to the students and also the centers and the students. Next is a community making our schools an inclusive community. It is the fundamental program of the Aratoga Cats school district . It has been in place for 4 years, and it aligns with the strategic crime plan. Ah. ensuring that each student feels safe and empowered to express their authentic selves as well. And the next program is the Hispanic/Latina student performance and family engagement program. They involve families with second- year students, that is, they had or the Hispanic external students were above grade level in the state and improved 19% and the performance gap of Latino students was

132reduced 60% in one year and Hispanic parent participation increased 662%. In other words, all the parents participated. It was like a home-to- school program, meaning it wanted more parental involvement. So the parents, I mean, they talked to Elito and they wanted a separate program, a separate club, so they had, I mean, PTA meetings with different, I mean, the business board and then a more fun meeting. Then, secondly, Hispanic families planned many events and they already made a lot of money selling different foods. So they planned events and said that yes, we can include and involve many people with cultural events and so on. It was meant to support students, but it was also very popular. One thing they said was, like, English classes. So, when they left the students and then the mothers went to

133a special class with the San Jose libraries that taught them English, that is, to gain children's belief skills and, that is, education for parents also learning English and I have the library many books. And there were reading activities, and then the principal said to the parents, "Well, I have these jobs for fire yard supervision and such," and then the parents got involved in these positions, and the children were very excited that their parents were there. And the second year, there were co-chairs of the different associations, and it became much more integrated. But they closed a lot of gaps because it was that aspect of family involvement, and the students were very proud that their families were there, seeing them in leadership positions. And they created a culture in just a few years of high participation

134and collaboration, and they are going to continue these initiatives. And yes, the children behaved well because the parents were there supervising them during recess. Next is arts innovation and music. And what impressed me about this is that in just a few years, these music programs improved subject scores by 10 to 20% in math mastery, and also the students are maximizing the time together for improvement, to support the students and improve the educational outcomes. I thought it was very impressive to see the numbers and how much they improved. Yes, 20% is quite a lot. [Music] Then the Union School District's expanded care program expanded its academic numbers by offering childcare, and they also receive $3 million a year which they use to benefit this expanded care. [Music] So they charge depending on what the family can

135pay , but from there they received, I mean, they had income from this childcare program, and then they have more extended learning programs and also an early childhood learning program. That was it . Isabel has been the chair of the HFB Awards for the last few years. Anyone can participate. The HFB Awards recognize 20 different innovative programs, and the purpose is to have a big impact on students. So you can read so many things, and you can also register to do one or two visits to one of the finalists. So, if you want to see a program—I mean, many came to see our program, which won an award—as a follow-up, well, if you see a program and you're interested, maybe other counselors will want to do a tour. So, the HFB Awards celebration is coming

136up. A dinner, and they're going to Seeing these awards, I think the culinary students will be preparing the dinner, and the music, as usual, will be music created and played by students. The photographer will also be a student. So, everything is focused on the students next year . Yes, I recommend you do it because it's something very interesting that we don't see every day. Thank you, Isabel, for your work, for being the committee chair, and I see why, because it's very special to see these programs. Any other questions or comments? Well, thank you. When is the celebration? Wednesday, May 7th. If you're interested, you can check the details, and then you can discuss the information. We've already moved on to the closed-door online discussion. There's nothing to add. If anyone wants to comment on this,

137please raise your hand. None. We're going to continue with the closed-door session. It's 9:43 PM, and we'll be back soon. Thank you. Oh boy, the clock here. And okay, it is 10:12, sorry, it's 10:12, and I am reconvening the regular board meeting. of the board of education. Uh see all members present. Uh in closed session we discussed um where is it? Uh we discussed 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 p.m. It's a regular board meeting here at the district office. The meeting is scheduled 10:13 p.m.