030425 Board Meeting Español

001al al al al I Sign up for Just Ok Welcome everyone I'm Calling to order the um tonight's board meeting And I see everyone is present so Uh please join Me In the age of alle to of the United States of America repic for Which it stands One nation Under God indivisible Liberty and Justice for all and I would like to truste to the Land schri is located on the ancestral and united Land of the one tribe Who have peacefully honored thousands and cared for this Land for of years we recognize that Every member of the sunnyville Community continues to benefit from the use and occupation of this Land we acknowledge Our responsibility to learn from the wisdom Of The lon People and to how we might work to inj and move Forward Together in

002H We have a Chance lat Yes we do yeah we do Okay we're Just seeing um we're seeing the Network it Support scrolling Okay um so I would like to invite Our Translator to Please give directions Yes Good Evening everyone I'll Give instructions for inter zoom for support in English and Spanish all participants of For this call, you must select your preferred language by clicking on the corresponding language when the AFRI activates the interpretation function. This function is located in the toolbar, under the globe icon in interpretation mode. For this meeting, it will be simultaneous. Thank you for your attention and cooperation. Those present will also be recorded. Now, let's open the agenda. To the audience member who wishes to speak: This item is simply the approval of the agenda. You may raise your hand.

003One motion to approve tonight's agenda. I propose approving tonight's agenda. Second, any discussion? Everyone in favor. Tonight's agenda is approved. Now, let's move on to item three: reviewing and discussing the pilot program for English language and literature and English as a second language. Good evening, team. You are here to continue the conversation about the pilot curriculum program. We are going to inform you where we are in this process. So, Val is here, and so is Ms. [Name], and they will participate in this conversation during the process. Oh, and also [Name]. Well, I think the most effective way to do this is... We have already addressed some questions, but to be more timely, we can follow up on your questions later, or anything you would like to clarify. [Music] Thank you. Good evening, counselors, audience, and

004staff. We're going to give you a summary and overview, and then give you time to discuss it. But first, we have a shared passion to ensure that our students are robust readers with a very strong academic identity. This is aligned with the strategic plan, and this process will emerge from it. I also want to say that we have continued to include reading strategies in our curriculum. Our strategy for teaching reading has been in place for several years. We see different reading programs and also evaluate data to meet the needs of our students and to meet the needs of all students. The curriculum supports our teachers as well, and we know that the quality of teaching is worth more than the curriculum itself. We are also exploring a pilot program to ensure that we are making

005an informed decision to involve more partners. So, where are we now? Well, back in December, the teachers were conducting an English language development curriculum to meet the needs of our students. In December, the second curriculum—not the second training—the teachers saw it as a comprehensive curriculum. The teachers were very excited. Seeing a comprehensive ELD program, they asked the question, what would happen if we paused this program? How can we continue without it? And we appreciate that the staff is considering this, and based on their opinions and comments, we have designed a path forward. So, the lady is going to explain the different steps, taking into account the feedback from the Partners and the different teams involved. [Music] Thank you for being here. I am very excited about the work we do and moving forward with this

006process. In January, a few months ago, after our conversation with the curriculum team and feedback from the teacher administrators, and knowing the difficulties our curriculum has, we worked with different staff. First, we didn't recommend a curriculum to adopt, but rather, to move forward with the adoption of the comprehensive pilot program. Then we formed a team of four elementary school principals, as well as title school representatives, and some others. They are part of different teams. We created these teams to form smaller groups to discuss the larger issues, think about ways to move forward, and then think about and analyze the different processes. So, in February, in fact... Last week we had the opportunity to give a preview of the curriculum. Our team and some others gave a 40-minute presentation on the curriculum, followed by 10 minutes

007for questions and answers. They also took notes, wrote down their questions, and so the team could research the two publishers' proposals further. The two that were presented are the two we are working with. They are aligned, and we have also heard from others that have done so. This one is aligned with the science of reading and also includes an assessment of the different novels we will be teaching next year. High schools are already using this curriculum where we are now. Once we have had that planned presentation, the next step is to listen to the staff and teachers and then create a timeline. We know there is an urgency for our students to be trained and taught, and we want to do it as soon as possible. We also understand that we need to consider the

008process and how we analyze the curriculum, the different components, and then determine what is best for our students. So this week And next week the principals are going to talk with their school leadership teams and share the advantages and difficulties, and they're also going to analyze the timelines, one faster than the other, gathering feedback and also noting questions about both processes. We're going to collect all that information and then we'll be able to make an informed decision about the next steps and the timeline. I hope we finish this in the coming weeks. We're going to review that feedback with the principals and the team to make an informed decision. We've only just begun this process. So, as far as choosing and selecting a curriculum is concerned, we're not there yet, but once we have a

009process and a timeline, we'll know what our priority is and which curriculum we're going to choose. We need to ensure that we select a curriculum that supports and aligns with writing strategies, reading science, and all the literacy components that will make our students effective and confident readers. When we talk about the process, we have a process of selecting two curricula with the goal of implementing one at the beginning of next year. If we select So, we select the two curricula, or rather, we acquire all the information from the publishers and then make the decision. Then we'll determine a process to gather feedback from various teachers and then create a calendar for professional development days next fall, based on the feedback. We'll do this process over the course of a year. We're going to start. We're

010going to do all of this next year, starting on the 26th or 27th. We're not going to be in such a rush because we have a little more time. So we have to schedule the trainings. We'll determine how to support the development of teaching practices. Knowing that we won't be implementing it yet, we'll focus on the teachers and principals so that we can support students in developing and acquiring these reading skills. And from there, we would follow the same steps of the faster process: determine the process, determine the team, and then schedule the professional development days. With all this, knowing that we're in the middle of this process, the ultimate goal is that the process will combine the science of reading with a passion for learning. We want to cultivate skilled and enthusiastic readers through

011inclusive practices, expert teaching, and... Aligning this strategy with all of the district's strategic goals, we want all students to reach their full potential. We value the opinions of teachers, and we are eager to begin the process of making informed decisions. We will first make comments to the public, and then we will discuss it. So now is the time to comment on this topic. Are there any in- person cards? If you are here in person, there are cards you can fill out to comment. Give them to Mr. Romero, and he will distribute them. Also, some people online. If you are there now, please use the feature to raise your hand. As per the bylaws, the table will hear public comments this period. We encourage speakers to speak civilly and to focus on ideas and policies. One

012person here and three online. So we will begin with the online public members. First, Wendy Smith, then Jensen, and then Quita with Cotao. Hi, my name is Wendy Smith. I am the SAA president and have been an MRO for 30 years, 27 of them here in the district. I want to thank the district for considering adopting a curriculum from AL Teachers have been requesting this for a long time. In the past, teachers were involved at the beginning of this, and they are right because we see on the front lines that it works, which unfortunately doesn't. In recent years, this strategy has changed with individuals making decisions who have never taught or are very far removed from a classroom. Then we took a whole [unclear] to ensure that every curriculum had a broader scope, but the

013more rushed process teaches us risks, and we already see many problems. Each board of directors will provide sufficient participation of the teachers. Teachers must be included in the curriculum adoption process because we share the same goal: to do the best for our students. That starts by ensuring that stakeholders have a voice in this process. Thank you. Good evening, Jensen, father in San Miguel, in the Juntos program. Basically, thank you for the useful information that was provided in this presentation. You have already answered many questions. I am very eager to see that the curriculum is aligned with the science of reading. So, thank you for committing to this curriculum. I am a little confused about what the Three curricula would be helpful to know the names so that parents have that information in advance. I also

014wanted to know how these curricula have been implemented by other districts to close performance gaps and improve reading and writing scores. Our students are at the average 40.9% with reading performance, so which of these curricula have been most successful in improving [Music] faster? Someone commented that children are below average. So how will these curricula help teachers reach and achieve a lot in a short time? I also appreciated that teachers will be included, and I liked the other person's comment that teachers should be included from the beginning. My last comment would be: we need to see how these curricula align with school readiness for high school. Thank you, and good night everyone. I liked the presentation, and it's important that so much information, feedback, and opinions are being received from various sources, and the collaboration to

015come. I have a neurological child, and I've been researching a lot about his learning styles. Some children have their own unique ways of learning. It's about processing information, that is, visually processing language, processing the texts they read, and these are the methods that seem to work. These methods, where they work on comprehension and try to help the child visualize the reading, to help them visualize it as an image, and in that way they can process it better. I don't know much about the science of reading, but I think that aspect of phonics... Well, I wanted to know if this curriculum that we are going to adopt will take into account the comments of the special education teachers who work with these children and ensure that these types of students also succeed. Thank you very much,

016welcome. You have 3 minutes to comment. I have four children who are in Bishop, two in Colombia, and one already in the national school from kindergarten through ninth grade. We are doing very well where we are. I also have two children who have dyslexia, and when I realized that they were going to discuss the curriculum, I was very disappointed that it doesn't mention anything. What types of programs are they mentioning? How do they align with Sing? And what success do they have with all the children? So, is this a program? It seems that the teachers don't even know what curriculum they are considering, and I am a product of the school system. public schools and where they've been and where they might be again. Unfortunately, while in the historical perspective of reading in California, well,

017the scores went down. And how have we improved? Well, with children who can't read, adults who can't read, and this system is failing many students, and they become very bad readers. And we still see this system used in the '90s, Science Reading, but we don't consider the science, and we're not going to do things based on evidence, and this system hasn't done anything about it. I mean, I don't want to be that. Even the previous superintendent in 1996 admitted that all the language was very clear. All of that was incorrect because we know that 6% of children need explicit reading instruction with the curriculum, but it didn't happen, and we know what happened with the pandemic. I, as a parent, saw this. The children wrote, "Thank you for your time." This is exactly why the

018public is sending their children to private schools. This is why they are failing our children. And [Music] Doctor, this isn't a public hearing. So, if it can be changed, you're not listening to the community. So, we can take a 5- minute recess and come back, and we can try. to have a conversation about this, or we can continue. So let's continue. So, take some of your time. If you have anything, if anyone wants to start, I'd like to say this item on the agenda for today as a special meeting because I had some very strong feelings that it was very important to talk about this before the meeting on March 13th because it seems like the process is moving forward from my impression of where we were as a board. What I mean by that

019is, at a board meeting, they told us they wanted to try to do a pilot. Dr. Gallagher wasn't keeping us informed, but a lot of things were in the process. Maybe they'll happen. Basically, they told me that some teachers had been informed that they weren't going to involve the teachers in the selection, that that was the board's selection, and that was the impression others had. We've heard a lot of things about the Education Board. Okay, they can tell us a lot of things, but I wanted to talk about my impression of where we are in this process, or what we want regarding involvement. For example, talking to Peggy and Mike to go over the package. We've been asking since October, or I've been asking since October, that... Where are we in terms of this curriculum

020review process? With the holidays, the end of the year, and everything on our calendars, we haven't been able to find the time. But now that I'm president, I asked that it be put on the agenda. I think that between teacher communications and other things, it seems there was a misunderstanding that we were looking for something more specific about this. So, I wanted to say that, really, this summary of the process up to today and where we are now, when I looked at the board's presentation, I really appreciate it. But before you go back on March 13th, President, I need to clarify something. You've mentioned March 13th several times, but so far, this isn't a date I'm familiar with. For us, March 13th is for math. I thought we had it on the agenda for March

02113th. You can decide. That was the original date, but then we decided to put it today. If you want to discuss it again at the next meeting, you can make that decision. I think some of the issues I'd like to discuss with the board have to do with the overall process and also with the L process and the selection to move into the Reading science, there also about the process up to today, the steps that have been taken up to today, as Wend mentioned, the teachers interested in being involved from the beginning with the curriculum selection, and it seems that hasn't happened that way. Who would like to start? Any questions? And I have questions about the curricula. In other years, we've had teachers trying the programs. Is there anything with the new program that

022you're considering? How many teachers are on that committee that said in December, according to the summary in December, that they were trying to use these full LD programs? So, teachers are trying to use that program? So you combined two things. So what we said in December was about ELD, today we're talking about the... If you'd like to talk more about ELD, then we can talk about that as well. But my understanding of today's meeting is that we're going to talk about where we are now in general, where the process has been, because where is the process at this moment, and how we're going to continue in the future based on today's feedback. So it seems like you have two questions today. So, I'd like you to tell me exactly what you want to discuss now.

023As I had understood, the and LD were together. Because now it's the science of reading because it works for both languages, so it's combining them. So we started with the ELD process. That's what we're going to do. According to the teachers who were part of that process, they gave us some feedback, and that feedback said, " Today we've been looking for an EL curriculum; maybe we should use that process." So we're still in that process, and we're still compiling... All the data from ELA, we're going to consider everything when we move to the ELA process. So I wanted more information about the ELD pilot. I thought it was on pause so we could combine the curricula. So I wanted to know when that started, what you're highlighting, what the process was. Thank you so much

024for that question. I know we're using terminology that isn't very clear. So we're looking for assigned materials. The pause isn't that we were going to pause it right now, but rather that we're going to pause to receive the recommendations. So the curriculum teachers will be using it for the rest of the school year. Then the team will receive feedback from ELD, and then when we move to a combined ELD process, that will include all the feedback from the ELD section. And we'll also have more information. The teachers will be using both parts of the curriculum simultaneously, so the recommendation might change. That's why we paused it; it doesn't mean you stopped using it. That terminology. Can you tell us more about what you're highlighting for ELD? There were also some presentations mentioned. And whoever else,

025I wanted to know more about the process. Which teachers are in the process? So I was looking for the document because I don't remember all the names. I think it was Kather, Mike. Good job. So in general, for the process, we are looking for representation from all schools in terms of equity with the program. Together, uh, and also for English and Spanish language arts. So that's one place where we are looking to change the number of teachers, and what we've heard from our teachers is that there is a lot of interest in the materials, and from the feedback we've received, there is also interest in a curriculum. Something we have to consider is how we're going to include more teacher feedback. We are very interested in having feedback from many teachers. Ah, we know, and

026you also know, that if there is a very large group, it's difficult to make a decision. Where we are currently is that each group talks with their leaders. We have feedback from all the teachers. So we are looking at this process because we have heard from some teachers who need materials now. They need things more urgently, so we have to balance the urgency and also the capacity or ability. If we move too quickly, then we can't investigate. Everything's fine. We also have to balance everything, but be very transparent in the process, and that's why we're here right now. Our principals have returned to their schools, and that's what they told us. What feedback do they have for us? There was a question I didn't answer. Everyone wants me to continue. Or, what is the curriculum

027and what do the teachers do? So, currently, for designated ELD, we have two programs: Program Wonders and Benchmark Express. These two programs are designated for ELD and are currently on the California Department of Education's approved list for ELD. So that's where we first looked. We also looked at the other districts that are using these programs, and we got feedback from the districts. We also want to know what their process is because the curricula are supports, but the teachers and the support make the biggest difference. The third program we investigated was the one that has to do with literacy and basic knowledge. I don't remember the letters in the order exactly, but it's the Amplify program. As Kather mentioned, we're looking at this program because they have a reader for children with reading difficulties that was

028just approved in December. That's an initiative we're... Trying to implement some people, they tell us it's like an assessment to see if there's dyslexia, so these are programs. There's a lot we could investigate, but here's where we are currently: basic English language arts. So they had a 40-minute presentation plus about 10 minutes. So it was an hour for each curriculum, or was it all put together? So it was 50 minutes for each. Oh, publisher. So it was a very long morning for our principals, but we also had a general overview because we hadn't seen these programs in this way until last week. My question about this is that we've heard a lot about teachers wanting more feedback, wanting to give more comments, wanting to be more involved, but our policies tell us that the committee,

029the superintendent here, which is administrative, the administrative regulation that has to do with the policies says that the superintendent can establish a committee to evaluate the curriculum for the board for approval, and then the community. The committee must be mostly teachers and also administrators, expert staff, representatives of parents, guardians, there are other members of the community, the students, as it has been appropriated. So according to the policy, the teachers are Very important, and also in the Education Code policy, the other thing that surprised me is that the 2009 administrative regulation and the policy were also updated recently, so it's not something we've seen in a long time ourselves. But it says the process is different. So it says the committee must come before the board and talk about all the decisions, the data, and the

030analysis for the decision, and how it's aligned with the curriculum, how it's going to be applied to all students, the cost, the resources—all of that is going to come before the board, and after the board approves it, then the pilot program is done. So it's backwards. There are parts I like and parts I don't like. I agree with the policy and the regulation that teachers should be part of that decision-making process, not necessarily because teachers are going to make a better decision than principals. But I really think that involving teachers in that early part of the process is going to make it more likely that teachers will adopt the new curriculum. If there's a way to do that now, I'm not sure because I already know The date is approaching, but I don't really like

031approving it before trying it. So maybe this is an area and policy of the table that we can revisit. Another thing is that this talks about approving the curricula in general, but there are also electives that perhaps we should talk about another day, like music and art. But the purpose of this... I don't know if there's a way you've thought of other than where the principals are going to talk to the teachers. I don't know if there's anything we can do sooner. Yes, absolutely. So yes, I agree with what you're saying, that the teachers are central to the decision-making process. We agree. So, as you say, we're the ones who are going to use it in the classroom, so your comments are very valuable. Ah, but so far we haven't made any decisions. We're just

032looking at the options that exist from the publishers to see if there's something that might be useful to us. No decision has been made, but then it comes back that the principals are going back to the schools to talk to their leadership teams. That has to do with the urgency; they need a curriculum before the next school year. That means We would need to have a faster process, or if they would prefer a more traditional process where we use the materials throughout a school year and also ensure that our students are developing literacy during that time. So both plans have pros and cons. We didn't want to make a decision without the teachers having the opportunity to provide feedback. Following this process, we've reviewed all the curricula we've seen so far. So they give us

033an idea of ​​the next steps because time also dictates how deeply we can investigate. So how many teachers might see the curricula and not use them, and what will those comments look like? How can teachers bring questions or strengths to their leaders? These are all questions we've asked ourselves to incorporate into the process, and we're in the early stages of the process. We want to ensure that the teachers are involved. So you've seen three different curricula. So what will the process be for investigating these and having only two options? So how will you eliminate one? It's a very good question, and I don't have the answer yet. I do n't know if the other doctor would like to comment as well, but we need to develop that process. To eliminate one, it's going to have

034to do with the time we have. So maybe having a shorter timeframe, we're going to ask the teachers how they're going to give us feedback. Knowing where we are in the school year, knowing who's going to want to try things in the classroom, that's going to be a place where we want to hear feedback from the teachers. So currently, we're still designing for the upcoming school year. So we have a little more time. So currently, with this curriculum update, we're in a different place than the state was many years ago. Although not that long ago, the state had regular cycles for adopting frameworks and curricula, and the process was quite simple. The state would first approve the materials, and then the counties would have presentations, and the districts would choose from those options. But now

035we're designing processes because we didn't have this larger infrastructure. We think it's very important. That's why we're doing it, but it's very important to have that context because maybe it feels more disorganized because we don't have that infrastructure at the state or county level anymore. But it's still very important. So my suggestion for the future is maybe something like What we've done in the last few months and have a faster plan, then you can ask your questions because it's very important. So my suggestion would be that maybe we do that so we can have more information and then, if you want, the table not only for an update but to study them, and we only have 3 hours. So I think we should talk about this later, although it's very important, and bring it up

036for discussion on another occasion. So another thing is that it seems to be very important for you teachers. So it seems that you are getting involved, but maybe more... Ah, sometimes people do things, but others don't notice. So in this process, how can we help teachers continue to feel more involved, either by explaining the process more to them or by making them feel more involved, and ensuring that they feel included and that we listen to them? So I think it's a very good direction to take. And the other thing is that, ah, I, Isabel, we've been to schools where they use the science of reading. We've been to Morgan Hill, to Camp, and we've been to other places, and I want to be very, very clear. I really hope that now that we have the

037data, we're not... elements of the science of... Reading, let's hope we really commit to this because we've seen that students are very excited to learn phonics. They are more successful in terms of their reading skills and academic skills. So that's what I hope, and I hope it won't just be that I'm excited, but that everyone in other schools is too. I was asking them a question: What was your experience with the science of reading? And most people were very excited about how we were closing the gaps, how things have changed very quickly. So I'm very confident that this is going to be what we were aiming for. I would also like to see us very committed to the science of reading. I'm a little concerned that it says it's going to combine science with reading

038with a passion for reading. It seems like that's sending a contradictory message. I would like us to do what's best for our students. And the other thing I wanted to say about the urgency is that we're asking our teachers what processes they want. It seems like the teachers are going to say yes, it's urgent because we have students leaving our District, but they can't read thousands a year. So it's very urgent that we have a faster process, and with the community and with the teachers, that the teachers have a curriculum where they feel supported in using it. So I think that before we adopt one, which is what they're going to use, they can still teach the students with what's already provided without any problems using it. That's a big part of what we do.

039Oh, I also wanted to thank you all for all your passion. I know you're dedicated to our students, and I really appreciate it. I'm really excited to see how we've come together as a community to move forward. That's the thing that encourages me a lot because we have such a difference in performance. Any other comments from the table? So if I'd like to say something, I think my understanding is what Michelle said, that you work in pairs, that two of you team up with the staff when we were talking about March 13th. So yesterday was the last date to add anything to that meeting. Yes, it was yesterday. Oh, we had it there in case we needed any updates, but we couldn't add anything to the package. Because it's going to be next week, so

040it can be in another meeting, however you want, but I think a regular update is obviously very important for the teachers and the team here. Oh, I'm glad it's something very important for you as the board so that we can have a good outcome. So I have a question about all the information that was given to the board for the agenda. Will that be given to the public? Can we do that? And I think that's very important because it was a very good summary of the process up to now. Oh, it was very helpful. Thank you very much. One more thing I wanted to know: how were we assessing for disabilities? Because that's also perhaps not with [something]. So we can do that when we talk in pairs. Thank you very much. So the teachers

041are going to be more involved, and we have to be committed to the science of reading. So let's continue with the next item on the agenda. If we take a 5-minute break, since we have to change things, but if we could move the camera and the tables, which is normally what we do for this type of meeting, do you think we can do that? Jesus, it will be easier to have a discussion with them instead of moving this. Maybe bring a table. So we're going back to 76 and we're going to move the furniture. Thank you. [Music] here that looks good see [Music] you I see here. Yes, just because I'm already here. No [Music] preference. Need more? Think you need me here, right? We don't, but you're welcome. Just be. Yes, it is you

042all. Have a good night. Bye. Bye. Al, al, al. Well, I'm going to talk to her on Monday. [Music] Very good. 75. [Music] Now we're in a group at the table. We're going to continue with item 4: review and approve the search service agreement. Search service with... Basically, it's the contractor leadership association. This is another item of approval, but we can't move forward if they don't approve it. So the information is in the packet. There's no presentation. So if there is any member of the audience who wants to comment on this item, there's nobody in the room. Please raise your hand on Zoom with the search service agreement with... there's nobody, so a Monday. Approved agreement search services [Laughter] [Music] second, some discussion, everyone wants to vote in favor, and the board approves the contract.

043So now we move on to 4b, reviewing the search process for the new superintendent. This is with Mr. and Mrs. too, welcome. Ah, we look forward to working with you. When you search for the next superintendent, we work as a team. So, what we're going to do is talk about the topics, and this will give a summary of the search. We're going to present different things, but you're going to say, "Well, we can change that, we can eliminate that," or exactly, that's our job. We also receive comments from the board about dates and everything. Everything is possible. So we just give an example, and then we finish with the logistics. But in the future, if you want to change something, you also have that option. So, with that, I'm going to facilitate the discussion. Jack

044is going to take notes and give more information when necessary. Everyone in this discussion, right? This is the session, the open session. Yes, the initial meeting, the package. We're going to start. We're going to go in order. We're going to start with the process in general, like, how to give you an outline. This structure will give you a good idea of ​​how the search will be conducted. Every 10 to 14 days, we'll update you on the latest developments and then publish it for the community. There are some dates we have planned, and many things will happen between those dates because a lot of time will pass between them, but you'll know exactly what's happening during the process. One of the first things we do is establish a working group. Sometimes there are several ways to

045communicate. Some groups will release the information directly, while others decide to have a two- person committee. These two people will release the information, and other times we'll release it to everyone. There are advantages for everyone, particularly the job description, which has a timeline. We might need information very quickly, so having someone designated as the point of contact could make the decision. Sometimes we might say, "We need to present something to the whole group," and then we'll communicate with all of you. We can do that, perhaps appointing a representative or a small committee. That's for... Logistical things. If we need a quick response, there are two areas. One, when we want to publish the job description in many conversations, for example, it has certain dates, and maybe we don't have time to get everyone's opinion. The

046second, many times when, for example, contracts, salary range, etc., they say, "If not, then someone will put it on the agenda, and then they can discuss it locally." And they can request a meeting with us whenever they want. So, we're starting with number two: what precedent? Or what is the preference of [Music] you? So we're good with the dissemination of information to everyone, but what does the board want to do? If we had talked about it, both of you, both of them, after having appointed someone, and I told the board that it's okay, well, I want to get involved in all of that, it will be like a change between, but to be clear, we are all responsible for reading that contract and... We'll review it and everything, I mean, they always have to do

047[Music] Isabel, they're going to be the two representatives. So we're going to include the information for everyone, and if we need a quick response, we're going to ask them, saying, " I liked the process the last time we did this when we were looking for a superintendent. I liked it when we got to the end, when we all received the resumes." We commented, and it wasn't just two people or more, you included everyone, and we're going to review the candidates. We're going to give them that information in advance, with their letters of recommendation and resumes, and then we're going to help them. We're going to say, for example, if there are 20 candidates, well, the first, second, and third... I mean, they don't have to follow that because I've been in situations where, according to

048our references, someone is at level two, but they tell me, well, if I want to raise this person to level one, and maybe the opposite, if maybe they're not [Music] one... Morgan was telling me that she worked with you, the current superintendent was level two, and if I remember that conversation... Yes, that could happen. That's an example of that, so we have to keep that in mind. It also counts, and when we do that, we're going to go into a lot of detail with all the information. Another thing I also want to let you know is that when you receive all the materials, you won't know what level the candidates are at. Basically, you'll see it blind, and then you'll find out more. So, once you've received all the information, the package, and everything, then

049our administrative assistants will work together. We're going to use the language of any publication we're going to publish. As for the email addresses, they're on the website, right? So we've already added them to the list, and it's also your decision if possible to have your cell phone numbers. Yes, maybe we can text or give quick updates, but you can't like it. We do n't use text messages much, but maybe we'll communicate with the two representatives more, or it will be a text that would be, well, check your email. For example, number c. I received the comments from all stakeholders, each partner, you staff, parents, students. We want to involve the students in this process as well. So, we're asking you three questions: What are the characteristics you want to see, the district's strengths, and what

050it needs to do better, what it needs to improve. We're also going to give out copies of the online survey, and that's it. So now the most important thing [Music] later we're going to go over the list of, as I'm making it more abstract, the list of people who have provided input. There are only 15. I remember you said more than 20, so in some cases, there are some, and also each district has its own unique people. Now, looking at the calendar, the timeline, we're good until March 4th. I mean, some things are on, I mean, a weekend, because not everyone is available for May 17th and 18th, right? I asked in case we had to postpone it, or if you wanted to move it up, we can discuss it because we have some proposed

051dates. So, we're going to go over the list, the dates for the online survey. That's when we're going to publish the online survey so the community knows they have the opportunity to give their opinion. And we're also going to talk to the community staff. We want to do it at the same time, for example, the teachers and the community, so they let everyone know that there's something to be done, so they can share it with their colleagues and the community. So, we're going to connect you, but if you want to delay it, there's the possibility of publishing that survey earlier. We need the information on what we'll do with this survey data from the 10th to the 22nd. The online survey information and the focus groups will have two documents: one, a summary for you,

052that is, these are the characteristics desired by the staff and the community; and two, what the community says. So, when we said that some dates we can't confirm much, well, April 7th and April 14th are when they publish the magazine, when they publish their electronic newsletter. That last page has all the available positions, or who is changing positions. And then we have the application deadline for April 18th. [ Laughter] One question: are you proposing three dates? Opening the survey next week for three days, that is, three days: the 18th, 19th, and 22nd. And well, about half an hour per group. In those groups, there will be about 50 people, the two of us plus some virtual ones, and well, some people prefer to do it virtually. So, yes, there's much more participation in the Zoom

053meetings. So, the teachers prefer to be at home after a school day. And then we're going to talk to the staff to figure out the best way to do it. Then, once we have the partners, we're going to work with Jesus and our administrative assistants to establish the interview schedule and then decide who wants to be in person and who wants to be virtual. And then we'll determine the dates. Any questions about the April 18th deadline? 141 will only have... I'm telling you, it will happen if we receive your permission. We're going to publish it on our website. There will be immediate interest. So when that happens, we're going to give this information to those 100 subscribers. We'll publish it and share it with all of them. So they'll know, they'll see... That's why we

054always have to establish the schedule, because they'll see what the schedule is, what the job description is, because the schedule... they want to follow all the steps. They can submit the application or the description. It's important because they want to know what we 're looking for. So, the municipality says these are the characteristics, and that's their strength, and also have a salary range. Those are also things that candidates will look for, but we'll publish it immediately. The salary range has to be decided, and in fact, Jesus, I think, around April, we're going to do background checks. Each application asks for five references and a letter to identify the candidates' levels. We even ask that, I mean, what their references say about them. And they're also going to help, and every two weeks we meet and

055talk about each search. Does anyone have information about this candidate beyond what we're going to do? Were they in this search? But why don't they work in this district? And we have to talk to this person. Also, the interview date. So it's the date that... [ Music] is literally all day, like from 8 to 5. The first day we'll do it at 8:30, Saturday, Sunday. It's not the weekend you have, the 15th and 16th. So we're not going to have the meeting. We have to have a development meeting. So we're going to change it anyway. I thought you weren't going to be all weekend, but you're not available on Sunday, and when are you going to return? Friday the 16th, and we can do it. 24 I think it should be a week before. So

056the 9th and 10th, how are the 9th and 10th for everyone? Also the 10th and 11th. I can't do Sunday. The 17th, two Saturdays, Thursday. It doesn't have to be a weekend. I prefer it not to be a weekend. It doesn't have to be a weekend, so it ca n't be a Thursday. It would have to be... Maybe a Friday and a Saturday from 9 to 10. 8 and 10 in May, we could separate them for a day. Ah, it depends, maybe they're traveling, but last year we did it in one day, so it's not unusual to do it in one day. But we want to have the next day available. Yes, but if it's only one day, it's going to be from about 8:30 until 8. So it's going to be 12 hours. Ah,

057but if they finish, then they finish. Ah, the interviews last between 55 minutes and an hour, but if we change the date for the interviews... We also have to see... for the meetings to review the candidates. So we're going to change several dates, the 12th and 13th, Monday and Tuesday. I work, but maybe the 13th and 14th. I work Mondays and Wednesdays this year, the year I'm going to change my schedule. So, when you do the whole day, the other thing is that maybe the first day will be all day and the second day would only be part of the day. If I can do Tuesday and Wednesday, if we start at 12, then the second day is possible, and the others, we're looking at the 13th and 14th, or the 20th. I do n't

058want to go back. So, the 6th, or the 5th, or the 13th and 14th. I think the 20th and 21st are already very late. I work, so the 13th and 14th. So, the 13th is an early dismissal day. So, if you need a babysitter for the little ones, you could find babysitters for the children, those who have little ones. And yes, it's quite expensive. I can look for a substitute on the 12th, but I have to finish before 5 because I teach at night. I can do that, and then, uh, I can also do the 13th at any time. So, I can find a substitute for the 12th. You're going to work on Monday, work for everyone. Oh, it's okay to do it on a Monday, it's your search. So it's weird to do it,

059no, no. So on the 12th and 13th I'm going to look for a substitute. So I said, "Southeast Airin, I'm going to look for a sub." Yes, I understand that on the 12th and 13th, all day. The 12th and the first day of the following day will be alone in the morning, but I have to leave at 5 on the 12th. So the dates of the 17th and 18th have already changed. So now we have to have the meeting on the 8th. For the special meeting, we're going to change that date. We have to give it a little more time so our administrator also needs that. We're going to change it to May 8th. What day would be good for you if you want to do it? Do you want to do it on May

0605th? I can do it at 12:30. I don't know your schedule yet because on May 8th you have this meeting. What if it's a Tuesday so that it's the week? Work on Tuesday. Do that if we do it on Friday, 2nd, during the workday. So this is going to be all day. No, it's probably going to be about two and a half hours, so we could do it in the afternoon too. You could do it in the afternoon, I would suggest doing it in the afternoon. Oh, but we have presentations that night, so we can't do it. I know we'd have to come back on Friday the 2nd during the workday. Would that be fine for everyone? Like, what time depends on you. You're the only ones going, you're the only ones who will be

061in that meeting. So if we do it on Friday the 2nd, it would be better for me in the morning from 9 to 12 on May 2nd. So if it's going to be that day, let's check one thing. So, what time? We said it's going to be Tuesday, May 2nd, from 9 to 12. Yes, I can, May 2nd from 9 to 12. So, May 2nd, everyone, great, very good. Is it going to be in person or virtual, or we don't know yet? May 2nd is going to be in person, so you're going to be here, like now, at what time? From 9 to 12 on May 2nd, from 9 to 12. Now, to be absolutely sure, it's going to be all day. Monday the 5th or the 12th. So all day Monday the 12th, and

062then we'll have the morning of the 13th. Just in case, because we don't know yet. There's a possibility we'll do all of Monday and not need Tuesday. So if on Monday before 5 pm we decide that he's not going to be our superintendent, then we won't be there on Tuesday, but maybe the next day we'll come back with the two best candidates. So to make the schedule, we want to book the morning again. So what's going to happen? So it's going to be an early departure day, leaving at 12 or 12:30. It's from 9 to 12. We have to do it from 9 to 12. So for the evening of choosing the candidates, we have to do it here, and the other one we're going to do in another place. Yes, right. So when we're

063interviewing, because we want it to be private, we're going to do it in a place like a hotel. So for the 12th and the 13th, right? So we haven't finalized the visit. You're going to decide if you want to do it according to the candidates. Sorry, can you repeat that? So we can Let's talk about exactly what that is. So, typically what happens is that the new superintendent is coming from, say, Morg H, for example. Well, that's interesting. Oh, how interesting. So what's going to happen is, you can decide that you want to go and talk to the board members. Or maybe you can also say, "We want our teachers' union to meet with their teachers' meeting on the same day." So it's like you've already decided, but not officially. No, well, it's not official

064until it's approved at a regular meeting. So what you're going to do is talk a little bit about the news that's going to be given to the public. You're going to say, "We've identified some candidates," but you're not going to say exactly who. We're at a very early stage. So you don't have to decide today, but you need to know for the future that there's a possibility that if you want to go and see that person in their work environment and talk to the people there, you can do that. I'm going to say that, at least for the last six years, we haven't done that, but we want to see you crying, saying, "Oh, how sad that they're going to leave." I'm not going to... To be happy unless they're all crying and angry at

065us for stealing, they're going to choose the people in the union who need the most help. So, most likely, they're going to know that they'll want to say how sad they are. But one thing I wanted to say about another board member I worked with recently, before visiting, they held Zoom meetings with people in the same position. So, the assistant mayors also met, the board members also met, so they could work and talk with them. What are some tips for working with this person? What's their favorite chocolate? So, let's talk about that. Let's have the meeting to review the candidates. Then we'll have a better idea since we've identified the finalists, and we can say this. So, the last thing we have here is the date for approval. This is going to be during the

066regular meetings; that's when it would normally be announced. So, we have to talk about the interested parties. If you ask, here it says the date is May 19th. We're still going to do the process, and they can also do it sooner because we have a regular meeting on May 29th. So, that's it. That's right, we're doing it on the 22nd. I have the 1st and the 14th, so we can't approve anyone until June because we don't have a meeting before then. Because if we're interviewing them on the 15th, or the 16th, we had a governance meeting that we're going to change anyway, so we need one in between. So that's my question: why isn't it already scheduled? And if you're going to do it on the 15th, but Evely won't be there, I don't think

067we'll have a contract ready because we have to publish the agenda before then. Because it normally takes at least a week to have the contract negotiations. Because you're going to have a contract, the candidate is going to take that contract and talk to someone from the minutes or their lawyer to have it reviewed. And maybe some changes. It normally takes a week or 10 days. So on June 4th, which is going to be June 4th, we continue. So if you're going to have a presentation, I imagine it's going to be an opportunity to talk to parts of your community that don't normally participate and to talk to them so they can tell you that We want them to be part of this process. It's going to be part of their community. It's going to be

068important to tell them that there are going to be people who want to talk to them. So who are we missing? We want everyone on the list here, and then maybe we'll see if they're going to be separated. So if we start with number one, the Education Board, then obviously we're going to do that today. Do you want us to talk to your current superintendent? Are there any former superintendents we should talk to? That's great. If you can talk to us now, then that's fine. I think we can find him. I think we can find him. He travels a lot, so maybe I'll have to go with him on a cruise to find him. He's going to have one of his 400 grandchildren. Then there's the cabinet, obviously, and then the district leaders. So sometimes

069they want to split it up, so they have the principals and then the coordinators as another group. So we would almost recommend that. I think I like it too, because of the dynamics of the position. So maybe they can't talk as freely. So if we separate them, that would be a good idea. And what do you think? So we have an executive cabinet and then We have directors and department leaders, so there's a difference there. Then there are all the principals and assistant principals, so maybe separate from the school principals. So it's going to be the directors and department leaders, and then the coordinators. So we have to have 50 meetings. So, directors and department leaders—we do n't want to separate the directors alone and also the department leaders because that's our cabinet. And then

070the coordinators and the managers— coordinators and managers go together. So, directors and department leaders together, coordinators and managers, coordinators and managers together. Okay, I understand. So what we're going to do is, once we have this list, we're going to send it back to you for you to review. So, the classified staff, including the district staff. So we don't want to do it by Zoom because it's easier for people. Is it okay with you to include the district office staff with the rest of the staff, or separate? I think because they're here, I don't know if they have a meeting. Well, if they meet according to the department. So we're going to have the option of Zoom and also in person. I think that would be a good idea too. We're going to look at your

071list and see if there are natural times when they already meet. We're going to say, okay, we can meet at that meeting because there are a lot of people here, so we can just be here and they'll be here and have a meeting with classified staff in the district, and then another one on Zoom. Very good. What's this about confidentiality? I understand, but I don't know exactly. Who is Jesus? Only Jesus, the superintendent, human resources administrators, for example, the payroll department. Normally they're confidential. Sometimes there are others, so we're going to decide. We want the confidential staff to be in the meeting with the district staff. [Music] I think they have to be a separate group. They have a unique perspective and role in the district. We receive a lot [Music] of information. I'd like

072to do this in these meetings, so we write down exactly what they tell us. Everything is anonymous, and you're going to see all the comments. So if we continue, certificate is fine, number, or is it very clear? But a question about certificate last time. Well, maybe I'm getting confused. It would be if they went to every school, but maybe that would be difficult. I don't know if it would be different or more... Quick, so how do they do it for certified staff? We do it via Zoom, a single meeting for everyone. We can do it, and I like that option too, so it's going to be... Speech-language pathologists, and not just classroom teachers. Exactly, when it says " speech- language pathologists," do you have them? Or are they just students? So, what's the date? April

0739th. Could we include it? Oh, we have some students who are coming to meet with me on April 9th. It won't be for the whole time, just about 15 minutes. Believe it or not, the students have a lot to say. They really have a lot of opinions, and they're going to love this. We also sometimes ask them to complete the survey, so we're going to ask for comments from those interested in March, which will be later. Do you have any representatives on the student board or student council in the schools? Well, if we could go to the high school leadership classes, we have to do that, and if they have a student council. So, in high school, they have student leadership, and at CMS, they have a Leadership Club. I don't remember the name; I

074can ask a friend. What's the name of the web Leadership group? So, you have the web students, and you also have the student council. But they're different groups. One of the things we've done is that we've talked to the high school principals and asked them that they invite a representative group of students. So not just the student council kids, but all the students can do that, and the principals will have time to do that; it shouldn't take them long. Normally it's in the library. They usually give them pizza for lunch. So I remember that, but it wasn't on Zoom; everything was in person in January. And I remember going to a school to do something, but we didn't do anything for the superintendent on Zoom; everything was in person. Our regular meetings were on Zoom.

075Representatives, but I think that because the web students and the leadership classes said to add another group, I would like to add some students from those groups. If they were to invite the student council members from the schools or go to the classrooms, those are the new students. And to get feedback from them, I think that for any students, they are going to explain what the superintendent is and what they do, and normally the students have received instruction from the teachers, so when we arrive, they are already ready with all kinds of feedback. It's very impressive. So we're going to work on that. If it's Okay, with you all and also with the school principals, so we can get to know a little more about the groups you're talking about. So, they also have meetings,

076and we want to investigate that further. So before we talk to collaborators, I know it's going to be more work, but some groups I'd like to include are... last year we had a group of Hispanic or Latino parents that we consultants came to, and they were doing things throughout the year. If there's a way to do a Zoom meeting with them and ask them, since they're already participating, to tell them we're doing a search for superintendent, so they could talk to them. I think we recently found a similar group we started for Black families, and if we could do that, even though it's a new group, I'd really like them to participate. This is something like what we were talking about before—groups that maybe haven't been incorporated in the past. So, they're going to be...

077And we also ask for the help of the principals, and I also wanted to talk about that, I mean, one group for each race. We're still following list number 11. Let's go back to number 11. What groups do you have, and what groups do you want to get together? We can bring them together... Separately or all together? Yes, and also the PTA representatives, the representative of the S, also together. Well, I don't think so because the association has its own board of directors, they're going to have their own way, and then the PTA, there's a president, there are people who can be invited, and there can be a large group, and also in San Miguel, it's called Familias Unidas, that is, a group of parents who speak Spanish. And let's see, find the contact person

078for that group. I think Mel would have their own, even a meeting in Spanish, because they are a special group. And well, what about the open community forum, one for Spanish and English, but it's open to anyone. When I talk to the families of San Miguel, they were interested in the district's idea of ​​having a committee, a program for elementary and middle school. So basically, they already have that function. I think they have very unique perspectives because they are always together. They take into account not the program, the well-being of that program, but rather a session more for those who are together, parents and teachers together, the parents of together, because when we talk about it, the PTA of San Miguel is a little special, but yes, they could join with others, but have that

079group of parents. Together would be something separate, and then together would be a different group, representatives from school boards. Also, very good parents, some other parent group or partner who wants to get involved. [Music] Because that's their job, not a classified staff. They have a different perspective. Different clubs, I think Rotary, number one, also, and they give a lot of support to those who are economically disadvantaged. When we did the strategic plan, we had a meeting with all the partners together. Then we invited the city board member. We invited many different stakeholders. Pulling participants from that same list would be a good idea because, as you can see, there are many more than 20. That could be number 1. [Music] Special people, their own board. Name [Music]. Yes, we'll look for it and we're going

080to include it. 15. A community forum. That is, these people could be part of that special group but associated with the city. That is, city employees and also service employees, whether it's from the library, parks, and so on. We work with those people, with them in that division, libraries and parks together. But they work with employees. And then the city deputy director, and so on. And they will be separate bodies. I direct the city council, it's something separate, and then the bond agent, the CBOC, could be part of the community partners. Because if they help us, whether they're classified personnel are someone who doesn't require a credential or a license, that group with... And if we have the community forum, we can also communicate with the associations in the different neighborhoods. Myers is like, the

081president of all those associations, and we can post it online, and the different forums, one in Spanish, one in English, separate nights, two different days, not just two meetings happening at the same time, but two separate meetings. And there's also another group [Music] Sun, and then leadership is another group, to invite them to add them to the community partner list. And when are we going to have these community forums? Typically, we do it at the same time as having the information sessions, that is, March 18-20, Tuesday and Thursday. No, they can't attend. It changes the dynamic if they are present. Places, I think we have to request, then. And if that's okay, better for both, one in Spanish in one of... The schools, one online and one in person, and the Zoom one could be

082in English with interpretation, meaning, and then, meaning, interpretation would be available, but a Latino community to get involved, meaning, which one, which place works better? I think Zoom is better, honestly, there aren't many participants in person, they're more used to Zoom, it's more convenient. If there are 10 in person, that's a lot. I was prepared with 150 chairs, but there were only seven, and I've experienced the same thing. The reality is that people aren't coming. It's March 18, 19, and 20. We have to check the dates. There are no classes on the 17th. Yes, as a reminder, someone might consider the 19th and 20th, unless there are other commitments. And well, we're going to create a list and show it to them. And then, well, a lot of work we've accomplished. Next is languages ​​for

083the online survey. The languages ​​they typically publish are Spanish, English, and Spanish. The third language would be Mandarin. What they typically publish is English and Spanish. Now, ready for the fun? This is work, but fun work. In the next one [Laughter], the superintendent is going to stay because, well, he's going to... To give your opinions, that's one to six, no more, it's informational topics, right? That's like an example of the survey, very good, ready. If a closed door would be more of a personnel matter, the dates for the online survey are March 17-26. Very good, March 17-26. Characteristics you would like to see in the next superintendent: already know our district, if you have experience as a superintendent with California public education, someone who desires and wants school achievements, facilitates student success, someone who has

084a vision for positive results, especially for students and teachers inside and outside the classroom, someone who really takes charge with empathy, an advocate for teachers and students, and also supports the board members and we can depend on them and vice versa, someone who listens to us and collaborates with us, and also someone who is easy to talk to, someone serious, they're going to be very busy, but someone who can really attend school events as well. At that time it was Dr. Rard, but our adores always say, well, it's great that you're here, and I tried to get you here, and we're always very excited. So, someone who would take the time to be present To attend, that is, someone who wants to connect with the community. Yes, a very good list, and the most important

085skill is writing this clearly. And well, when you mentioned last week... Well, yes, I was thinking about it since last week. Add to that list a teaching leader, not a manager, but someone who... educational results, someone who changes things for the better, someone who has been successful with that, or is very committed to equity, and has brought about positive change. It can be academic, in academics, or something like that. Some kind of achievement, that is, the ability to change systems, understand vulnerable populations, and be willing to successfully change systems. That is, someone who thinks critically. Yes, it's difficult to do everything. We need an educational leader who transforms, someone who disrupts systems, not the systems themselves. I agree with that strategic plan to make a change. We are on the right track, but we need

086someone to help us with change. And another term that is used a lot is someone who wants to see changes and makes those changes happen. That is, someone who transforms, who includes all cultures, but also their leadership... Well, they motivate each school community so that there is confidence in the... district in the someone who communicates well, someone who sees this, someone who exemplifies leadership and inspires others, someone who inspires, obviously someone fiscally responsible, an advocate for vulnerable groups, someone who was an English student who reflects our population, I'm saying a lot, someone trustworthy, authentic, and someone who is easy to talk to, motivated by data, especially the results for English students or those who are socioeconomically disadvantaged, and critically analyze those results and how we can change them and see what has worked elsewhere. Someone

087who collaborates; we often need to collaborate and work together, and they work well as a team. [Music] Someone who is present, aware of the schools and the community, someone who attends school events, and a superintendent who is interested in visiting schools and working with teachers. [Music] Being able to adjust, especially with the new administration, there are many unknowns, and be able to make things positive and change if necessary. Even if it's different than before, with that capacity, this ability to change, I mean, we can [Music] inspire the teachers, inspire all the staff, someone who wants our systems, who can make the tough decisions, [Music] well, I agree [Music] success as a leader, someone who is empathetic, so it's not someone who's an immigrant or from a Ferris wheel, at least someone who understands the challenges,

088the challenges of our students. Someone mentioned that it's someone who can advocate for others, someone who can tell a story about how they control the situation, someone who has experience with those things, someone who demonstrates a track record of fairness, obviously empathy, who is active in important communities. Also, before I wrote, someone who can move, be moved, or change things, because someone who isn't afraid to make changes, not just this person does this and this person does that, but why don't they talk to someone who makes changes, someone who can destroy and then build, someone who can also [Laughter] [Music] inspire an environment of empathy and a balanced community. Thank you. Breaking the record of all the other boards, I don't have much different. I think what you say is important because I also agree

089with everything you can say. So I don't think we've talked about someone who works collaboratively. Have you used that word specifically? This is a note from when I talked to Ben when I first learned about this. Someone who believes in collaboration, I think that was something very interesting. So I'm not sure how we're going to figure this out. This is something I wrote a month or two ago, so it's kind of a feature. But it has to do with how we're going to figure out how they deal with difficult conversations. There are different ones, it can be with the community, but there are different environments, and they're difficult for different reasons. How do they deal with it? Not just the conversation itself, but also what happens afterward. It happens after that interaction. It's about having

090that difficult conversation, and then I can be fine and then move on. Ah, but other people don't feel well for days. So it would also be important if they get angry or something like that. But I know that for many people, it can be very stressful to have those kinds of conversations, so we need to know if they're going to be able to cope with it. So how do they recover, and why? Of course, we don't want them to stay angry. We also want them to be able to have those difficult conversations. So those are my notes from before, and I'm going to look for my more recent notes. So what I wrote last week, I said that we are a very active board, and we need an active [Music]. We are a board, as

091you can see, that we are very active and very involved, compared to years ago. So I think that's because the board is very different, as it has been for many years, so we also need a different superintendent. So I also talked about that, as you said, that it's a different board, a different group. So one of the questions we also asked is how it's going to affect the board. So we want to collaborate with us as a board, the community. I think I was talking about collaborating with the community, but that's also very important, that they can work in partnership with the board. I was waiting for that. It's like, we are all very active, but we also have two new people. So we are very active, but there are also new people. So that's

092another dimension. Some superintendents are better than others at working With new people, I think that's going to be a very important skill because we have two new members who can do their jobs. Who's next? So, everything that's already been said, I also wanted them to be open, honest, and adaptable, so we can trust them. I'd like to mention someone. There's a word I read a while ago from a leader that really interested me: this concept of leadership. So it's a bit more about the terminology. It's not necessarily that they're in control all the time. They are in control, but the way they do it is by lifting everyone else up, serving others. And I think communication is very important, being able to stay calm and really listen. I liked what Evely said, that they're not

093just hearing our voices, but participating in the conversation. I really think the district needs someone who's going to make changes. That's because we've worked really hard to create the promise of a healthy apprentice, this idea of ​​an apprentice profile, and we're going to need a lot of work. So we're going to have to change some things. It's going to be difficult. So you're going to have to be a person who supports and encourages others and gives them the... The right reasons for others, and I think having the students at the forefront, especially the struggling students, that's going to be key. I don't know if I already said creative, we need someone who looks for solutions with a heart of gold, someone who is going to lead us through these changes. They have to have a

094good idea of ​​themselves. We need a good person with us. There are people who trust others but who also verify everything, so someone very open, someone who trusts others but also verifies that they have good character. I've seen it in my work and in other situations. They're going to have to be quite strong, brave people. Because the reality is that we're also dealing with people, and when you mentioned brave, that's very important. I was thinking about being brave to make the changes, but it's going to be a different kind of bravery, and I think the only way to do it is to focus on the students because we're not changing just for the sake of change. We know the changes, but we have to do it. We all agree that we have to do it.

095We know where we want to be, so now we have to get there. That's our job. I think in the past we've worked, talked about collaboration, and we've talked a lot. We don't always agree, but we know where everyone is coming from. And we agree on many things, and we also want to be able to form a team together with the new superintendent. I like what everyone else said, and relationships are very important to us as the board. They are very important to all of us. The idea of ​​a transformational leader is someone who wants to help everyone else become the best version of themselves, to help them get where they want to be, and to move us all forward together. I think it's a very good opportunity for the District, and as I mentioned

096before, John Herer really scared me when he said that if they do it wrong, they'll regret it for the rest of their lives. Oh, I have to talk to him. John, I want someone who will respect everyone in the organization. It's very important to me. People who are rude to the servers make me incredibly angry. I want to hit them, and I 'm someone who doesn't like violence. So I want someone who respects and values everyone, not just someone who's going to sign the check. I think it's also someone who can communicate not only with people but also someone who is very transparent in communicating with the community, someone who is interested in community feedback, wants to empower the student community, and has to reach out to others. They have to be available and go

097out and find people, not just themselves but the entire district. Someone who is interested in being involved and communicating with the community. Okay, you've just started. It's very interesting. I've never heard so much about a server, so I don't really like it. So we're not going to find someone who has everything. If we could find that person, it would be the best. Maybe there will be some, but I've never received so much feedback. It's an opportunity to say all the good things. I encourage you because you're going to talk about the district's strengths, and this is what we use to recruit. Candidates, we tell you this is why they want to come and work here. So I ask you, I think we have a very good foundation, a good vision, and we've established that through

098the strategic plan, and we also have the school plan and the Healthy Promise. We've worked a lot to identify what we want to see in our students, and we've also worked a lot on the concepts, and that's very encouraging because I think it's a very good place to come in because there's a direction, a vision. As for the finances, we're doing well. I'd like to add to what you said first, about the vision. I think it's also very important that we have a lot of feedback from the community. Not just the board, not just the district, but there were many people, families, and community members who were involved, so I think we came to an agreement on that. And that's a very good foundation, not only in the community, but also because they ask us

099a lot about what we have to do because we promised a lot. So everyone and their mothers know about the strategic plan. So everyone was talking about it, and we're asking and asking and asking and making promises. We need someone who's going to... To help with those [Music] promises, we have a very involved table. We're always out here. We were just meeting with you, with your wife, and with many other people. So we really want to do many things. We have a very long wish list, and we're doing very well financially in this district because we've involved a lot of the community. The community also asks us about taxes. So they ask us what we're doing with all that money and those promises. So we want to answer them with the numbers and the data

100and show that we're really doing what we said we would. What else is there for the community? I was also going to talk more about the community and the partnerships we have. I think a lot of people agree with us as a district, and I loved what Isabel said about these promises. What we like about the district, what we all have, is that we want the best for the students. That's why we're all here, because we want that, and we want a superintendent who can help us keep it that way and work together. We need to work together to get there and keep us there. Something else that was already mentioned, although maybe not in these words, is that we have a lot of support, like with taxes, and not only that, but also Also,

101in general, most people are happy with most things in the district. I think that when staff come from other districts and come to our district, they're very happy with how we do things. I've seen that several times in the last few years. I can't tell you the specifics, but there were staff members who were making comments about the things they like about our district, and that seems to be something that's generally true and similar to what Evely said. Although we used different words, we as a board are always thinking about that goal of equity for our families. So we all agree on that. So maybe it's not necessarily a strength. So maybe we don't agree on how to get there or in what details we'll go into. If there are places where we disagree, but

102at the end of the day, we're completely in agreement on the goal. All five of us agree. I think that's very important to know what the goal is, and we know that we want someone who can make the changes to help us get there. So maybe I don't know if it's a weakness, something we need to improve. But because we have different opinions on how to get there, sometimes We have a few very involved problems, and also the superintendent—I don't know if anyone has anything to add to that, so it could be a strength or a weakness. I think that as a district, we have many teachers who care a lot about the students. They are very well-trained and always mention when they are concerned about student performance. The last time we had an ELC

103update, you could see that the students are struggling and they are worried, so they advocate for the students and ask us for the resources they need. And I think we have very strong teachers who care a lot about the students. We have a culture that respects everyone's contributions. Although I would like us to have more details in the ELC for certain parts to know where the expenses are more specifically because there are many positions there in the ELC that contribute to student success. I think it has to do with the culture that we are all working together. I think that is something very positive. I think the best thing about our district is the students. Every time we ask them or give them an opportunity to be creative or have an activity, learn an instrument,

104the students who... We give a second, third, or even fourth chance. Through the Strive program, they take advantage of it. They've done some great things, for example, for students who struggle with different things. I think our students are very good. I think they are our strength in terms of students and diversity. I know there are also obstacles, but I love that we have a very diverse group of students in terms of culture, but also in terms of privilege. So we are diverse in almost every way imaginable. And of course, there are also many challenges. But it's also very beautiful to see all this diversity of these people. I think in our district we have many good things. So we are like a constellation of things we are doing with them, involving the community and family

105participation. We are innovative in terms of teaching methods. So there are very good things everywhere, but also some people. If we could amplify the impact of this, it would be fantastic. I think we have many thanks. The last thing I want to say has to do with the leadership in the district, one of the best we've ever had. So we have a lot of staff and leadership personnel who really care, they're not just doing their jobs. So we have everything we need to do The changes. So what are some of the opportunities for growth in the district? I think there are a lot of opportunities in our schools. What kinds of learning modalities? So it has to do with money. You can remember the PTs, so there are already opportunity gaps in those populations when

106our schools can't see equitable opportunities. That's something very general. So the activities that one can participate in depend on the school they attend because it has to do with the money that the parents have. So it has to do with income level. One thing about the Sano promise is that it's very simple, but the idea, as we've mentioned before, is to be able to take selective classes. Like, there should be a certain level that doesn't matter which middle or elementary school there is. If they're in third grade, for example, now we have science camp for fifth grade. It's the only universal thing we have. If they're going to fifth grade, they're going to go to science camp. They're going to be in the same places, they're going to be doing all the same things. But

107other than that, we only have a few equitable things. It seems like we're not aligned in terms of instruction or instructional or enrichment opportunities. If we want every school to have Their personality, and that they are proud of what they do at school and the programs they have. We would also like to have a base where everyone does this, but it's not always possible because there aren't always parents. So they can't participate equally in one place or another, and that makes a big difference in the programs. So we could work on a way to make all of that more equitable. For example, kindergarten apprenticeships can only be done in certain schools. My son is in third grade, others go every month. Also, music and art are different from school to school; it has to do

108with parental contributions. Also, the after-school opportunities that can be offered, and who wants them, who can pay for them. Childcare is very different from school to school, and these are also opportunities to learn, to be able to change literacy, math. Yes, how can they manage it? How can they provide equitable opportunities without prohibiting expulsion or this visit, or somehow create a system that makes things more equitable and more direction than [Music]. When you have different technologies and other fields, sometimes individual contributors become managers and they don't know how to manage, they don't know how to manage. Leading, but when I see how managers or school leaders, like principals, are in charge of all the students, have to deal with all the parents, have to be educational leaders, so there's an incredible amount of work involved.

109It requires many skills, but then I find out about some of them. I mean, who helps the principals? How are we developing them in the district office? There are different teams of teachers who want to be coaches, coaches who want to be other people, and so on. How do you maintain a system like that? I mean, we have another job, not just as counselors. It seems there's some management involved. I mean, we need a manager, someone in charge who can support the progress and development of everyone in the district. So many things happening at once is very intense, so there are many responsibilities. And it's Tuesday. I mean, we'll need someone who understands that, who can support and also implement systematic support, and with transparency. I mean, it's a support community led by educational leaders.

110I think that in some ways, even though the teachers are wonderful, they still don't have enough support in different aspects. Maybe sometimes there's a lack of trust, and they're asked for too much without... I mean, they don't see what's being done with everything they have to do, and sometimes maybe they feel like they're not... Respect the profession, respect that, and know that we are all here for the students, and honoring and respecting that is very important. We have high-quality teachers and staff, as seen in other years when, as a district, it should be a desirable position, an important position. So we should choose the best of all. I feel like, knowing that we have very good people, very capable, very prepared people, but the numbers are going down, that's the problem. We want the people,

111but there are also these difficult conversations because we will have to change something because the numbers are going down. There is also a culture of complacency, I mean, student achievements, specifically for the groups. There are many interventions, and the white children went up 33, and the Latino children went down, for example. And we have to make certain changes, like a culture of complacency. We really need to respect those who know the students [Music]. I mean, I want that voice, that opinion, to be heard. It's a matter of trust, trust from top to bottom, and leaders who inspire. And also, if we have to adopt a curriculum, and if this person doesn't want to do it, well, these are the appropriate reasons for doing it, I mean, they have the We're eager and all, but we

112have to prove it. I mean, very robust training. Working with that, working for change, yes, very fun work, the best job in the world too. When Bridget said, I mean, helping to support the principals, if we start that, another difficult thing is the staff in the schools. This continuous development, we always want to do government training and everything. All of us at every level of education, we can all improve. So the idea of, and the best part, where does that come from? I mean, we 've started, but we need to finish it. Generally, how do we help everyone with continuous development and ongoing feedback? It's a good thing to help everyone, I mean, at every level. That will definitely help. And prejudice is something important. I mean, every adult who works with children, if they

113work on prejudice, well, it would be very impactful, very important. That's it. I mean, a specific piece of feedback is already coming down to the superintendent and everyone, even individual meetings about anti- prejudice and that. So, if we have someone who already has context and background in that training, it would be ideal, not only anti-prejudice, anti-racist, too. Very good, well, very good list and a very good start. So what we're going to do is combine all of this in a few days. Well, identify the groups, we're going to We'll work with JS, and then we'll give you some information, saying that's what we 've heard, and then you can give us your comments and opinions. We also have a timeline and calendar, and we'll explain how we're going to communicate with you. We have the

114groups and their strengths, challenges, and difficulties. And when we mentioned this, well, there was a question of trust. I mean, who's going to read this? It says it's anonymous, but is it really anonymous? I mean, how can we publicize this? What does the district do to encourage people to fill it out? Can I tell you exactly? Or do you have to trust the system? I very rarely give names. Maybe they're figures from the respondents, but I can tell you I'm not going to give a name or classify anyone. That really increases participation. In some cases, it's very clear what the statements will say, like in my class, for example, in my classroom. But we can tell you, well, we're going to give you the list of 47 groups that we interviewed. We see all that

115information, we look at trends, and then with that we create the results. And that does help because our list says teachers, parents, each group, but I ask them the same questions. I can remove their name or their group. I mean, we're not going to say " the table," we'll say "the table," "the group." I mean, these are the comments. If all the comments are together, and that has everyone's information, then... I was just asking how they do it. Is each group separate—group one, group two— like a general summary, and sometimes separate the groups: one, group two, group three? Well, all the information could be separated into two groups, like personal and non-personal comments. Yes, because I want to know the difference. The students' comments aren't that deep in their search. So, if they prefer, all

116the comments together, and we can also have personal and non- personal comments. One more thing to add: we've communicated with LGBTQ allies [Music] about our facilities plan and that of parents of children of all ages, and they wanted to be as anonymous as possible and didn't want to be characterized as allies. So we talked to Mike to communicate with another group as well. Those specific parent groups, but it could be like personal too. I mean, most of the teachers are white, and so for those who want to have a... I mean, that makes sense with minority races. That would be... I mean, that would be helpful. But there would be some negative reactions because, well, white is the majority at all levels of staff. I think that's often the case, and to be honest, sometimes

117that's why we want an anonymous survey. But in these forums, the majority will be white people. In many cases, the people who always participate will show up in the forums. And that's it. But the survey works well to include others. We ask them about categories of people, like teachers, parents, students. And if they meet with you, they can follow up. All of that sometimes. They also say we can talk. Another thing happens. Yes, if anyone has a question afterward, don't hesitate to contact us. Yes, we give you that information. There's someone in charge of our administrative assistant who will work with that person. They'll be included. I mean, this has already been done. Again, we'll be in continuous contact. And if there's anything else you want to add or want to know, we can talk.

118I mean, is there someone in the community you should include or consider? Thank you very much. One last question: Lately, how do you ask questions of staff? And it seems we're in a new space in our district, and I want to keep that in mind, that an active table, but also, or don't we want That the staff feels bad. That's something else. We have to ask Mike about it. Very well, thank you very much. And now we're going into a closed session. This closed session will take 15 minutes. If not, if unusual, I'll make the motion to extend. Stay here until seconds. So, in favor. I approve the motion. We'll finish before 10 if we stay. I mean, we'll stay here, but it's a closed session. Thank you all. [Music] Recording, yeah