022725 Board Meeting Español

001Okay, welcome everybody. It's now 6 o'clock and I'm calling to order this regular meeting of the Sunny School District Board of Education. This meeting is available in English and Spanish. Where is the translator? Please give instructions on translation services available. Good evening everyone. The Zoom interpretation feature will be used in this meeting for English and Spanish support. All participants on this call must select their language of preference by clicking the language button. The meeting will be simultaneous. Thank you for your attention and collaboration. Good afternoon, the Zoom interpretation feature will be used for English and Spanish support. All participants on this call must select their preferred language by clicking on the corresponding language when the host activates the interpretation feature. This feature is located in the toolbar under the globe icon. The interpretation mode for

002this meeting will be simultaneous. Thank you for your attention and collaboration. This meeting is being recorded, which may capture any sound present. I see that all members of the table are present. Please stand for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic that It represents one nation before God, indivisible, with liberty and justice for all. Thank you. I would like to invite Councilor Marino to read the land acknowledgment. The Sanibel School District is situated on the ancestral and unconceded land of the Mueka Olone Tribe, who have peacefully honored and cared for this land for thousands of years. We acknowledge that all members of the Sanibel community continue to benefit from the use and occupancy of this land. We acknowledge our responsibility to learn

003from the wisdom of the Olone people and to consider how we might work to redress injustices and move forward together honorably. Thank you. Let's continue with item two, agenda approval. If there is any member of the public who would like to speak on this matter, just regarding agenda approval, please raise your hand on Zoom. Very well. I would like to remove item number TR for now, which is the office welcome ceremony. As we have welcomed Councilor Prophet, we gave her time to consult with the family so that she can find a date that works for all of them so that they can be part of the ceremony. So, we will see the item on the agenda. In the future, we can approve the agenda with the Elimination of number three, the number for today, I'll

004do second. Thank you. Any agenda items? Everyone in favor can say yes. Very good, and the agenda is approved. Public comments on the items in the closed session. If there is no one in the room, if there is a member of the public who wishes to speak on agenda items, please raise your hand. Very good. The items tonight are: Conference with labor negotiators, CSA, CSC, MP, and B is the performance evaluation of public employees and superintendents. It is 6:05 PM. We will take a 5-minute break after the closed session and expect to return by 7:00 PM. Thank you. There were people there too from the County Support Office. So it was very productive because there were people who saw it from different perspectives. So the two things they talked about were transportation. Well, actually, pediatric

005care and transportation. So people are going to be working on that, and they talked about the joy of seeing the children in our district on the school bus. They pick them up before the others and drop them off after the others. So nobody on the bus will know what the destination is. She says the children like to get on the bus quickly and then leave. And the families are very grateful for the transportation arrangements. They also mentioned that it's a pleasure to work with our coordinator and that he's been there a few times to help. They're trying to have housing relationships, housing support, with transitions. That 's the only thing I wanted to highlight. I'm going to mention one of the people who mentioned... who was responsible and who thought, as a bus driver, about

006the most respectful way to do this, that there's always someone who's always thinking about the children. It's the person who went to the Shelter to help with the registrations, a great person who's helping with that. And I wanted to remind the board of a few things. First, Schools for Sound Finance is the organization that advocates for school communities like ours. Their spring symposium is on April 22nd, a Tuesday from 9 to 12 in Sacramento. The first hour, from 9 to 10, is specifically for new board members, so that's recommended, and from 10 to 2 would be for everyone else. So if you can attend, well, I'll put it in the weekend update, but please let me know. I'll be there, and if you can't make it, that's okay too. It's just that you learn a

007lot there. They're asking for funding for transitional kindergarten. When the state created the transitional kindergarten ticket, they were trying to see how much money we needed to fund the ticket for every child in California. They set aside that money, then they didn't send that money to the... For community-funded districts, the money is there, but they haven't sent it yet. So they're fighting for our rights and the laws to fund the ticket. It's likely that Assembly Member Adis, specifically Assembly Member Adis, is asking for funding for certain school districts. The smaller districts, an association of small districts, are very affected by this. So there's a bit of a movement to establish laws, and one of them is the main school district that's taking a lawsuit against the bureaucracy. It's supposed to be heard in May. There's

008going to be a hearing. So [Music] Road is also going to have its board meeting at Elis School on March 28th. It's going to start with a tour at 2. So we need to know who's going to be there for that. So I'm going to put it in the weekend updates. If you plan to attend, it's not mandatory, but if you can be there, it would be great because you learn a lot. Paul is organizing a visit to Senol School. It's a continuation school operated by the County Office of Education. Sometimes they have one student, sometimes two. Sometimes there aren't any. It's a school that serves many of our students. So those tours are done on Friday mornings. So if you're interested in going, please let me know, and we can do several tours. They

009only do about two at a time because they don't want a large group, and we want to respect that. Finally, I signed up for Coast to Coast, and if there's no one else who wants to go anyway, I'm going. If anyone wants to come with me, let us know, and we'll see who can go instead of me. It's in DC. I think it's from April 26th to May 1st. Something like that happens every year. If you can't do it this year, maybe next year. It's an opportunity we have, and they refund almost all the money. April 27th to May 1st, I think. You have to fly on the 26th, if I'm not mistaken. Isabel and Brigit are going. If there's anyone else who's interested, let me know. That's all I have. Very well, thank you.

010We're in the... another comment from the SEL education association: if there's an official representative online, please raise your hand if you'd like to speak. We'll continue with the... In our comments from the California School Employees Association, raise your hand if you would like to speak and are online. If not, thank you. We will continue with item number 10, Public Comments. It is time to comment on any matters not on the agenda. This portion of the agenda is an opportunity for members of the public to speak to the board on any matter that affects the public. In accordance with 595 4.2a, any action taken on matters not on the posted agenda is precluded. The time limits for public testimony are 3 minutes per person and 2 minutes total for public comments. Speakers are asked to provide

011their name and affiliation so that an accurate record can be made and reflected in the minutes. Raise your hand if you are online and would like to speak. We have a comment online. Very good. As a reminder, according to statute 9323, the board will not prohibit criticism of its policies or mission during public comments. We encourage speakers to speak respectfully and to focus on the policy ideas and values ​​they hold. We have someone who wants to talk about this matter. Mich will speak next. Well, she'll speak first, and then the person on the line will speak. Very good, thank you, Michel, go ahead. We have the timer. Very good. I know enough to know what I do n't know. Hello, I'm Michelle. I'm here tonight as a volunteer. I shared with you a sample of

012something I did with the kindergarten classes today at Cherry Chase Elementary, and it's an activity we've been doing for a long time. Jeremy: I'm sorry, I have more to share. I've been volunteering in the Cherry Chase garden, and [Music] uh, I was inspired by so many current and past students as I prepared for this activity, as well as the parents, teachers, and staff who love this activity and talk a lot about all the positive effects it has on their children. And it occurred to me that we have beautiful fields, and a lot of money and attention is very carefully devoted to the maintenance and improvement of our fields. We also live in a beautiful climate. Even in times of drought, we have ways to grow very beautiful plants. We have a beautiful opportunity, a lot

013of biodiversity in these natural environments, and I see in our Schools throughout the district have a portion of their campuses that is used very intentionally and carefully, which is great. But then there are some corners or parts of the campus that are overlooked. I generally understand that this is a practical matter, but one aspect that is often ignored—and this is seen in Vargas and Sherry Chase, among other schools that have had gardens for a long time, which may have suffered during the pandemic due to a lack of energy from parent volunteers—is that some schools don't have these school gardens. I want to encourage the board, the staff, and the district leaders to think about the more intentional promotion of our outdoor space and our campus spaces for learning. That doesn't mean creating a new lesson;

014it means going outside the classroom. We don't have as much rain, it's not as cold, we can get out of the classrooms more often, and when children are outside the classroom, yes, at first it's a little difficult; they have to get used to it like any new place. But then there's an explosion of learning and very deep engagement that occurs. So, I'm here tonight to ask you to... Please support outdoor learning spaces, expand classrooms, and do so intentionally. Empower teachers specifically to teach outdoors and use the campus more broadly to invite students to take care of our schools. This is going to affect our schools now and for a long time to come. Thank you. Now we have Quita, who is online. Very good, welcome. Guita has three minutes to speak. Thank you very much.

015Can you hear me? Thank you, Dean Dr. Gallager, and the respected members of the board. There are three points I want to comment on today. The first is that my son attends Sal, and as you know, it's a larger school with 750 students. It has a principal and an assistant principal. As part of my visit, I noticed that there are about 1,000 students there. They have three assistant principals, and one principal was asking me if he would have another assistant principal so that the workload could be shared more equitably and we could see more progress with respect to the children's outcomes and the overall management of the school. Mr. Fisher Fer does an excellent job, but he has a lot of work to do. Making that request is another thing I have. I want to

016add more regarding expanded learning opportunities, but also from a special education perspective. I see that the occupational therapy rooms we have in our schools throughout the district are very small compared to the other classrooms. This type of therapy requires more space. And even if the services themselves aren't provided, I believe that those quiet spaces where children can have that space and also tactile opportunities should be available to all students. This can also be done in a playground, for example. So I hope that in the future, I hope we can take this into consideration in future facilities. Another thing I've noticed is that most of the students in the lower grades aren't receiving appropriate physical education taught by a PE teacher. I hope that changes because the connection between the body and the brain can't be

017ignored. And these children need to understand how to take care of their brains and their bodies so they can perform better in school. We're aiming for better outcomes for the children. I believe this is an easy investment for the district. It can greatly benefit students, students with neurological differences, and other students. Because these bodies learn through the environment, for example, gardening. Physical education has to be available for these children. Thank you, thank you. [Music] That would be all. Thank you very much for that matter. Thank you very much for your comment. I know that regarding the items not on the agenda, we will continue. Before we approve, we can remove any item. Other action: any member of the public present here or online who would like to make a comment or remove one of the

018items for discussion before consideration. There is one person already online. I don't need a card. There is only one. [Music] First comment. So there are no comments on the agenda. Would a member of the board like to remove any item or would like us to consider the vote? I would like to make a comment. 11g. I would like to make a comment about the school safety plan. Would you like it removed? We have to make a motion. So I make a motion for everything except 11g. And second, let's begin the discussion. So we're not going to discuss it. We're going to vote. Everyone say yes, yes, and so it passes. Consent on the agenda. So we're going to discuss it before we discuss it. So we're going to discuss it first, just for consent. So

019now we're on a motion. We're going to ask the public first. So I move to discuss 11D. [Music] I'd like to bring up the idea again in case I haven't said it publicly. I think it would be a good idea to have a school safety plan, especially for you in the offices. Consider for next year that you would like to consider expanding the video surveillance. And I know we have some locations. I think it would be a good idea to explore the option of having offices that might be required to consider it. Thank you. We have to pass it. You did it. I'd also like to pass it, but first I wanted to have a conversation about what we discussed with the public regarding safety. I wanted to mention here at the table, also discuss

020more about bullying and also online bullying, for example, suspensions, expulsions, that kind of thing, school demographics, and also the fences and the security of our schools. I know not all of them are closed. That's one of the comments that people have made to me, which I think... School safety plans shouldn't be on the consent agenda for us to discuss. It seems like we're discussing this in other places. Maybe because we were discussing strategic plans, but we talked a lot about expulsion and suspension rates by demographics, and also bullying. What I would recommend is that in preparation for the next governance meetings, we need to consider anything that needs further discussion because what we'll do is discuss them during those meetings, and then how we're going to discuss them further. So, if it's a lot for

021one thing, but something like cameras or bullying can be an issue, as well as justice, anything, and we need to think about all of those issues and prioritize some for the future. So we can do that in March. If that's what we should do in March, then one of my issues is gun safety training. We need to talk about it. We've spoken with some groups and the police department, and we've talked about doing a raffle to give away gun locks and also handing out some kind of flyer that talks about gun safety. So we need to review that, and the other thing that has to do with With the security plan, it's the code red practices. I know we work a lot with public safety. I saw a video where they were talking about one

022of these practices, and the children were hidden, and there was an actor in disguise. We thought, " We don't do that," but I think it would help us understand. While we're developing these practices, we have to make sure we're doing everything possible to avoid traumatizing the children. That's also related to the security plan. Anything else for the agenda? We're ready to vote. Everyone say yes. Yes, I vote. The motion passes. Thank you. We've reached presentation number 12. We have a technology plan, specifically Artificial Intelligence. Welcome. Thank you. Good evening, members of the board and members of the public. I have a presentation of about 40 minutes on a topic we're all thinking about: Artificial Intelligence. You approved it in February, so we have Ali here from Aidu to explain more about it. So I'd like

023to introduce someone who's going to explain a little more about this process, and then we'll wrap up. With the following steps, and that's going to be about 40 minutes. So get ready. Oh, what an introduction! Here we have Linday. Thank you. So, I know you all already received a summary about everything in your packets. So, I'm not going to go into too much detail. One minute, please. Here it is. Great. So, I'm going to give you a brief summary of who I am. I have over 15 years of experience in education. I started as an 11th and 12th grade history teacher. I've had many other roles in the educational world since then. Most recently, I was in the support department, and that was about six months ago. Not because I'm necessarily an expert in artificial

024intelligence—there really is n't one. But I came into this new role because I believe it's the most important thing right now. This is going to help close the digital divide or widen it. So, to me, that tells us a lot about equity with students and how important it is to make sure that all students have access to the things that are going to help them succeed in their lives and careers. So, this is a little bit about where we work. I think one of the things that people really value about our company is that we work across the country and we can bring you information about what other districts are doing, the districts we work with. So you don't have to struggle alone. So you can see that our resume resources are used in all

02550 states, and we also have closer collaborations with certain states, like Hawaii, several districts in California, including this one and Unified San Diego. I'll show you a little closer to them, and several others, and in Ohio. We also have a lot of work in Ohio, Maryland, Florida, New Mexico, and Colorado, just to give you an idea. So the plan for today has two objectives, as Jeremy told you. We're going to build some understanding with the AIA, and then we're going to explore your level of preparedness and also understand the process and see what kind of team we want to form. So first, what's going on? So I'm going to start with this definition because I think it's going to be central to our conversation to know what AIA is, and there are many definitions of

026what AIA is, so this is the one we use. The technology that Help! Use big data to make predictions that impact various aspects of our daily lives. So, I mentioned that I started this job a few months ago. When I first started and began to understand the ecosystem, there were many things that confused me because it's a very large system that's constantly changing. This graphic helped me a lot to understand what it is, and I hope it helps you too. One way to think about artificial intelligence is that it's a very broad topic, and many parts fall under it, such as machine learning. There's also generative intelligence. Artificial intelligence is the general idea of learning in ways similar to humans. There are two types. The first is machine learning. A few years ago, we had

027GPD, and that's how we thought about AI. Many of us didn't really know what we were using, but it was like this: for example, using YouTube, which predicts what you'll want to watch. Things like Instagram, which will teach you things you might like. These are all examples of machine learning. A few years ago, when CHPT and generative intelligence first started to emerge... When it really exploded, and here we see some examples of GPT chat, or what's used here in the district. These are things that use a lot of data to make predictions and generate results based on that. So there are many examples of what generative AI can do. So this is just one example of what you might see in an educational setting, just one example. So what I'd like you to think about

028is how this student here is called Sal Con. If anyone knows him, maybe he's from Con, and his son. And I'd like you to think about how the student here is interacting with the tool. So let's start looking at it. I'd like to tell him how to do this, but don't give him the answer. You can give him a quote, but I'd like him to understand it and be here. Of course, I'd gladly help. Let's look at the problem together. Identify which sides of the triangle are opposite. Alpha here. I think this is the correct alpha for the triangle. Which one do you think is the hypotenuse? I'm not very sure, but I'm really not sure. Side a is close, but next to angle a is the longest side of a triangle. Count the angle.

029I think it is. I could see it. Several times more. I think it's a very interesting example, but it's just one example so you can see how sophisticated the tools are and how many different types of tools there are for students and teachers, and what it looks like in use. I'm going to ask you to read this silently. You can see here there's a picture of a bicycle and also a race car. Because when we felt that when computers arrived they changed the way we did everything, our lives, that's going to do the same. But if our students only have a bicycle and not a race car, what's that going to do for equity issues? I'd like you to think about that for about 15 seconds. So, we have to focus on the humans. I

030think there's a lot of fear about the impact on our parents, our teachers, and our students. But when we think about implementing these tools, it's about having a method that focuses on the humans. We've found that this is less scary. We still have to have the humans and focus on the humans. I wanted to share a little bit of this with you, so I'm going to read this to you because I thought it was very important, especially on this topic of having the humans at the center. And I always tell you... My students, don't be afraid, don't be afraid of AI, because there's nothing artificial about it; it's all about humans. So I'm going to give you some time to think. Ah, I'd like you to think about these three questions: What does it mean

031to be human? What skills are uniquely human? And how do we cultivate those skills? And think for a few seconds about those questions and how you might answer them. So we're going to come back to these questions, and then we'll have more time to talk with each other. So we spend a lot of time defining concepts like being AI-ready, understanding the elements of being human, and we do a lot of research about that to help us define these things. So we've interviewed thousands of teachers and others to see how they're using AI and what's most important to them. And what's very interesting is that most of them think it's very important to use AI, but only 54% think so. So yes, it's important, but it's not the most critical thing. But these things here... Ah,

032I'll come back to them. These things here are our human skills. These are the things that matter to them, that are critical for our students. So skills Socio-emotional, critical thinking, and problem-solving. These are human skills. And this is what we have to use when we implement LLM with our students and our educators. So we're going to talk a little bit about what that looks like in practice and how we're going to do it, so be ready for LLM. So I'm going to ask you one of the questions we have for you is whether we're behind, and I said no, we're not behind. Ah, I think that's relative. As Lin was saying, the industry is moving so fast in the county and in the state and in the nation, nobody knows exactly. So I've attended different

033workshops, and no matter the size of the district, we're all in the same boat. So we're... Ah, we have a lot of confidence in our method. So we have all this information. We've spoken with about 100 individuals in our system. And that's why we're starting from the inside out, and I want to focus first on the adults, and then it's going to impact the students. So that's our plan. As we are currently, we've identified Gemini as the LLM of our district, which seems very obvious, but many people were very... We were excited when this technology first came out, and there were privacy concerns, for example, and there was so much data, so we have to be careful. I really liked the method we used, and they already use Google, and everyone is already familiar with

034it. So we have to learn how to use this tool with those 100 people. We've received data and feedback from them, so we're in the process of evaluating it, and we're starting from the first level of productivity. Some things the teachers would like to see are, for example, language development, being able to create work for students, and being able to write emails. So we've been working on a document or an extension for Google Docs so that we can work on those language development goals, and that's already integrated into a tool they already use. So if we could use other similar tools, it would really help our staff and teachers to start implementing these things. We have to be very careful; it's nothing more than that. We're just trying to use it as a daily tool,

035so we've already created that foundation. So we're starting to finalize this. portion and we're going to go back to the next part now, it's going to go back to Len, so like this. These are terms: AI and AI repair. So we go back to the other slide where is the research we did. These are the definitions we created based on that research. So it has to do with all the knowledge that a person needs to be able to use and evaluate artificial intelligence. There we also have readiness, which is being able to use those skills in their personal and professional life, and they are ready when they can understand the interdisciplinary impacts of AI and can use their human advantage along with the technology to be able to collaborate and be more creative and advocate

036for themselves along with AI. So I'm going to let you think about this a little bit in a moment, but one way we can think about our definitions is that AI literacy is very critical. We have to have that foundation with our students and our educators, but if we only do that, then they're not going to have the skills to be able to make decisions or in something that doesn't yet exist. Everything is changing so rapidly that we have to be ready, that they have that readiness so they can interact with the AI ​​of the future. So what we did, how do they look in practice? And how we can progress is by creating this framework. It has three parts. We have one part that is focused on skills for students, which will help students

037to be prepared. Then we have another part that is the same but for teachers, administrators, and staff. And then another part that is for district readiness. And these will allow them to assess themselves and see if they are prepared or how to get to the next level of readiness. So what I want us to do before we talk more about the framework we're going to do in a moment is that we're going to pause. And I'm going to give you time to think and talk, and I'd like you to compare all of this to what a student in San is like. I know you 're very familiar with this, as these are concepts that we just discussed. They're aligned with students in San. How do they look in students? So you can think for a

038moment and then you can talk with your neighbor. [Music] [Applause] Yeah yeah [Music] know what and so really have [Music] right. So That's 30 more seconds. So, finish your last thought. I'm going to ask you to think a little bit more about what I just talked about. Oh, a little bit about your conversations, that we're going to go into more detail and that we're going to use the competencies in the framework that I just showed you. So, Jeremy is giving you a copy of the student competencies, and I mentioned that there are different ones for educators. Ah, but we're going to focus on the students for the moment. So, what I'd like you to do is first go over those competencies. Here you also see the questions. So, I'd like you to think about the

039different domains of the framework and how they align with healthy students. So, I'm asking you again to look back at the students, but now in the context of these competencies. Which ones seem like strengths, or which ones are like areas for growth? So, if you can do that on your own first, and then we'll have you share in pairs, and then we'll share as a group. I wish I could have done this earlier; it's very difficult for me to do it right now. So, for the future, I would really appreciate it if you would give us these Materials before, I prefer to do this in advance, if it's okay, well, it's not okay, but for the future. Yes, thank you. You 're asking us if our students already know these things because I don't think

040we're already teaching them these things. I don't think so. If their parents know, then the students will know. But I think what they're going to see in the framework is also, for example, identifying and addressing biases. It's a general skill, even though it does n't necessarily apply to artificial intelligence. So we thought about the competencies that have to do with these skills. The first couple of skills, you're right, are focused on artificial intelligence and as a system, trying to expand on that. But there are other parts of the framework, for example, being continually curious about the influences of AI. Maybe it's not necessarily AI, but how are you fostering curiosity in students? And being innovative and persistent in pursuing solutions, and using collaboration and self-advocacy for creating alternative careers. We can think about the ways

041in which those skills can be transferred to the skills you're also trying to increase in your students. [Music] B [Applause] Start talking if you can start. Okay, one more thing What you might also think about is when you develop these aspects, where exactly they're going to be in the student profile. You can start talking about it once you're ready, and then we can talk about it as a whole group after you've spoken amongst yourselves. [Applause] Are you of every [Music] All right, let's take one more minute to talk amongst yourselves, and then we'll talk about it as a group. [Music] or [ Music] Okay, now let's all talk together. I think and hope, and I know it's a lot to read. I recognize it's very late for all of you, and you have a lot

042to do, but something I like about this framework, or having a framework in general, is that it gives you something like a kind of roadmap to start the work, and you can see how it's organized. And I hope it makes sense to you to have a continuum from literacy to readiness. And as you can see, the skills are in the area of... What were some of the most important ideas that came up for you? What did you talk about, or what did you realize? I can share with you all, but especially on the first and second pages. I was looking at the first two, and a lot of that is what's happening, especially in math. You have to solve this problem; there are several ways to solve it, you have to choose one. What are

043the different ways you can solve that problem? So, especially in math, and also a little in English, it touches on the slightly difficult points. So, many of those aspects are things that are already happening sometimes. Not necessarily in terms of [the subject], but they are learning those skills, and then that can be incorporated into the space of Artificial Intelligence. That's what we want, I think, because if we only prepare students with one tool, they won't be prepared to succeed year after year. They need time to learn those skills that they can implement when using those tools. We need to focus on that. Something else [Music] came up somehow; this has to do with everything except Healthy Minds and Bodies, and the other three somehow do correspond quite easily to the other aspects. You can use,

044I mean, any kind of technology, not just this one, I mean, using the internet, not just using Wikipedia, for example, so they can search and find information. Yes, exactly. It seems there's a lot that has In common, it's not with what already exists in the student development profile, not on the last page, page 8A and C, especially Innovation, persistence, and the use of collaboration. I think we 've talked about the fact that we want students to direct their own knowledge and learning. That was a very important part of the strategic plan. So, I'm not that excited about what we saw at the conference. I thought, "I haven't seen as much science fiction as I have," and those movies give me a different message, I think. I mean, we're thinking about robots, not that they're empowering

045themselves, not that they're taking over the world. So, well, I'm very curious about the conversations and how much of this would be more like an established part of the work we're doing, instead of having a class that's specifically about it. It wouldn't just be part of the structure of what we're already teaching, because it would be like another tool. So, I really appreciate that you put it this way. And in fact, when I was doing the interview with the head of the company, he told me, " Honestly, I'm not that optimistic about AI," and I wondered, "But no, no." You work at an AI company, and I think there's something very important and significant when we think about being careful. Especially when we're thinking about students, you work in a district from kindergarten to eighth

046grade, so it's very important to think about that too. You're also working with younger children, not high schoolers. So I think we have to be careful. It's very important to be careful. We want them to be careful with artificial intelligence so they learn to use it responsibly and ethically. And they need to know that there are dangerous ways to use this technology, and that's very scary, especially in education and schools. So I really appreciate your comment. It's part of what matters to us as an organization, the reason why we focus so much on literacy and the foundation, the base that's needed so we can help students make those decisions about the safe use of it. Regarding technology, I can mention something that's occurred to me. I feel that teaching about it often requires incorporating general

047computer knowledge. We don't have specific education on computer literacy. We need to think about how we teach those skills in AI without that foundational knowledge. It also relates to equity and the opportunity gaps that already exist when students are entering classrooms. I have many concerns, especially about generative AI, the things that are being produced. And we, our students, might think that this is the truth. We need to teach them to understand the difference between truth and lies. As adults, sometimes I don't know if we can do that. Then I think about equity. We think that teachers are going to do it on their own in the classroom with everything else they need to teach. So I have many thoughts. These are very important issues and very important questions. We know we need to have a

048plan. We need to teach them the right way to do things so we don't fall behind. It all starts before AI, and they're already using it. So how can we move forward and make sure we... that they are using it fairly, responsibly, and consistently. We need to think about that. I know it was done because of what's happening right now, but if you think about it—I mean, if you think about artificial intelligence—there's going to be someone right next to the child while they're using it. That seems a bit like an excessive use of resources. [Music] There's always going to be that child in the classroom, that child who's going to push the boundaries. Even the youngest ones sometimes push the boundaries. So there's a lot to think about, and I think—in fact, I've shown this

049video to teachers who are afraid, and afterward, it made them feel better because they say, "These tools are n't for me. I still have to be there to help moderate." I mean, it's not just between the student and the tool, but we also need to be present. There's much more to consider. We're just at the beginning. It's a big conversation that's starting. I wanted to share that we work with districts in many places, so you know how another district is doing it. We're doing a lot of work with San Diego UniFi. I know they're a much larger system, but I've been talking with them as a way to study the type of the work we are doing. And what would need to change to make sense for your district as well? You can see there

050the process we 've done in San Diego. It's a force, or rather, they have more than 60 members in the group that's focusing on this, which represents the size of the district. They are teachers, school leaders, district officials, some students as well, and a couple of community members. And as you can see there, we started in the first meeting, and up until the second meeting, we started to foster our common understanding and definitions that we have in common. First, then we divided into subgroups, smaller groups. Each small group worked on its own to determine, like, a template for acceptable use for teachers, acceptable use for students, acceptable use in health and wellness settings. So they are creating their own guidelines, and each group then presents the guidelines they have determined in March or mid- month,

051and they are going to give feedback on those guidelines, and in the end, they are going to be presented to the senior leaders and also to the board for approval. That's how it has worked. What we've done with San Diego is an example of what the small groups have produced. They do some research. They think about the analysis of Those interested in analyzing the big picture are the tools that are already being used, and creating a draft is also an example so they can see what another district has been doing. Now, he's going to talk about... well, in the discussions we've had, and I don't want to repeat myself, but we want to start forming this focus group because it's a big issue that, whether we like it or not, we have to address. I

052always think about the costs of actions and the implementation of actions. We need to systematize this, knowing that there's a lot going on. The focus group would be formed in the spring to begin. Then, I mean, I know there's a lot that's going to happen next year, but a technical question for the table: we have Gavena and all that will already be implemented, but the goal would be to use the resources through the San Diego model, to use it within the existing SEL structure. So that would be the first goal. The focus group would first gain an understanding, share its understanding, and then create a technological plan— the products we're using to answer the questions we have now because we're stuck trying to determine a plan, and we have questions, but we don't have answers

053yet. So we need to think... in how to incorporate the healthy aspects of interaction with her, incorporate it into our curriculum, into every aspect of the curriculum, and over time, an advisory group will be formed because it's something that will be used throughout the system, not just in one class. What is the role of the table? Should it be a separate advisory group, or how does it work? The districts I'm working with haven't had table members on their committees. What they've done is form the committee so that it's a group of several interested parties. They used the table as a way to share ideas, exchange feedback, make changes, and then present something to the table for approval. That's my initial thought. The idea that always came to mind is that if two table members are

054on a subcommittee for this initial stage, I want the entire table to participate because it's important that we're receiving unified guidance. I think that over time, an advisory group would be excellent. So, the advisory group would determine certain ideas, then present them to the table, and then you can all discuss them and reach an agreement. In the plan, over time, the last thing I want to say, I was taking notes on your comments about processing a student profile and AI proficiency. That's the framework I had come up with for the goals of the focus group's strength for Sun policy development and what is the appropriate way to use AI for staff, for individualized instruction, for students, for productivity, the concept of what that means for our staff, how these capabilities evolve over time, and for

055students, how they can have a healthy relationship with technology and artificial intelligence. [Music] How can we avoid misunderstandings as well? It would be easier to... I would love it to be easier to determine if what an article says is true or not. Unfortunately, today sometimes you see an article and believe it. So you have to be careful with that, and it's a big equity issue because there are going to be a lot of gaps in digital literacy. Some already know what AI is, and Others don't use it. And parents need to be informed about district policies and the use of AI tools, and lastly, digital literacy skills to help... Parents with their students is certainly a very big goal that we can achieve over time, but if we need to talk to the parents, how

056would an informational session about Artificial Intelligence look so they understand how their students are using it? There are many ideas coming to mind. Excuse me, I'm sorry, interpreter, I mean, I got a little carried away and tried to speak slowly, but okay, I'll calm down a bit. But for today, we need to start thinking about focusing on Artificial Intelligence. We need to think about the approval system by the table and how we're going to gradually teach the healthy use of AI. And I know we're running out of time, I just wanted to start putting these ideas out there. We're going to leave you with three questions to think about. I think it's time to take public comments. Is there anyone in the audience? Is there anyone in the room who can present a card? Are

057you online and want to comment? Is there anyone online who wants to comment? Once we're ready, we can take public comments. Welcome, Guita. You have 3 minutes. We're going to start the timer. Thank you, Doctor, and it was a very good presentation. I'm very I'm happy to see several elements that have a lot of potential. I don't completely agree, but there's one aspect that I think our district can explore further, which is the area where we have several students who are nonverbal, who don't communicate verbally. And that can affect their academic progress because many times it 's difficult to know if they're progressing academically or not because they lack that mode of communication. I hope the district can explore artificial intelligence further in these aspects so that these children can advocate for their own needs

058and improve communication so they can advance further academically. Thank you. Any questions or comments, Evely? You can start. Do you have any questions for the presenters? I'm trying to absorb all the information. Isabel, the slide, the recommended structure for the focus group. I have a question. I love the list, but I have a question: if we aren't including community members like parents and students, or rather, it seems that classified employees aren't part of that list either, why have those groups been excluded? If classified staff need representation, we also want the two employee associations. The initial exploration, how are we going to start? This is the initial step so that staff can create these questions and begin to form policies, and the plan would be to involve To the parents through outreach, through board meetings, study

059sessions, that kind of thing. When we want to start distributing information, my intention is that once we're ready, we can do parent advisory groups to do that part. I've talked to colleagues in districts where they've tried to do a committee with several collaborators, and in the end, it's a little difficult and complicated. So I wanted to first accomplish some concrete things, put that aside, and then move on to the next thing. Because if we have staff, parents, and community representatives in one room right now, it's going to be a little too difficult to reach an agreement. So I think that to begin with, the focus group can start to form the plan. And then we can start to get more details and feedback through other channels. Once we're ready, we can, for example, do a

060working group among the teachers. Great, maybe there are some things they said that I couldn't quite hear, but I'm thinking about San Diego, for example. So, having areas for students, for staff. So, for this smaller group, they're going to create those three acceptable uses. They're not going to start with that first, and then... So when we're talking to students, then we'll talk to students. That's the plan. Maybe you mentioned it. No, we didn't mention it. It's the problem with the San Diego model. Jeremy's thinking. I do it too, so thank you very much. I also have many thoughts about this. Some things you mentioned that I said, "Oh, I didn't know we had a cybersecurity curriculum." And you also mentioned that we're going to work alongside other existing projects. And there are many things happening

061here. Maybe we don't have many resources, or we don't want to use many resources, but we want to. I don't think what you were saying... So, let me explain again. So, we have a common-sense framework that we have at various levels for the appropriate use of technologies. So, that's a structure that we can use to start creating those frameworks for students. So, you're saying that we're not going to create a completely new curriculum. We're going to use what we already have and incorporate it. So, that's an example, and I think... Oh, I didn't explain myself well, and I apologize, but what I was saying is that there are already many communities that are already meeting. So... We're going to create a product and then use it in what we already have in stock. So, we're

062going to have meetings every quarter to discuss this. For example, we have meetings with the principals, and we have meetings to talk with the parents. So I want to be very aware that I 'm not saying it's all about [the program/instruction], that we're going to ignore everything else. That's not it. So we're going to incorporate it. So you were mentioning a tool that we could integrate for the language, and that sounds fantastic. That seems like a good use case to introduce, or rather, to integrate it into the systems we already have. But it looks like something very big. So I'm not sure what kind of computer science education we currently have. So we really need to be aware of that equity issue, to close that gap where we can. You can correct me if I'm

063not mistaken, but all the computer science standards also integrate it. But we're not trying to make everyone super experts. We have some kind of team. I don't know if I'm mixing things up. We can talk about that later. Sounds good, thanks. So, for me, the San Diego example—maybe I'm not understanding—they had several groups. So it wasn't A team was made up of several groups working together. So for the first two meetings, everyone was together, and then they worked in subgroups during the second meeting. Then those groups met separately, and one of the blocks was for the teachers. So that was a separate meeting. Most of the teachers were divided between educators and students, so acceptable uses for these groups. And on that day, those two groups had time from their workday to work on these

064guides, and the others were, well, almost all staff, and they used time from their workday. And then, for the last day, which was going to be a full day, everyone was going to meet and present what they had written and receive feedback. I don't know if I'm explaining myself well. So we started in one large group and then smaller ones. So there were about 60 people in the large group, and in the subgroups there were different sizes, some only five or six, and they were smaller. The teachers' group is larger. So Jeremy, when you were saying 15, thank you. When you mentioned 15 people about leadership, administrators, there are people who are experts and who can focus on [Music] I know you want to be agile and finish things; I also like to finish things,

065it's one of my favorite things. But I'm worried about that efficiency. Maybe you're missing something. I know you don't know, we're going to inform you later, but I think there has to be something before that. Not everyone has the same level of comfort with AI. There are several teachers who had to watch the video to see that they aren't irrelevant. It's a very big topic. I wonder how we can get the group that's going to use it to actually use it instead of informing them later. Yes, maybe he didn't mention it. Oh, but of course we already have steps in that direction because we already have other councils and we already have people, and we've received feedback from them. And that's where the idea of ​​having language learning goals came from. But I do hear

066your comments. So I'm going to take all of that and use what I think your question is about: planning better. Because this was just something I guessed because I wanted to review comments and also what Mich is saying about families and parents, other people who are interested in all of this. This is because I think people have a lot of feelings about this, not just what they think but what they feel. I was having lunch with someone, and when we mentioned this topic, their expressions changed, and it was very interesting. I think people are very interested. What I also wanted to quickly share is that San Diego didn't have family members on their teams, but they did have informational meetings for their families. So, I've put my thoughts in a bit of order, but not

067completely. So, sorry. Yes, okay, Jeremy, I have a lot of bubbles and arrows. I'm thinking about how we've already done the process for all the plans, like you were talking about the technology plan, for example. So, we're thinking about those subgroups of people who are going to meet. We're going to do this, and then they respond. I immediately thought of that as a reference. I don't know if it's going to look like this, but that's what I imagined. This process, which they're going to know how to do, is going to be a smart process. It's probably going to change, but it gives me a lot of hope. You see that video where you have the two groups, one trying to use encyclopedias and the other using the internet to try to solve a problem? Encyclopedias

068have barely even tried to find the first concept, so we have to keep up with technology. So it's going to be like 9000. It's going to be like a TARDIS, kind of that kind of approach. So we're going to do it right. And on the other hand, I was also thinking, I know, here come other bubbles with arrows. So it's not very organized, more about how every year the students have to go online, and every year they learn about internet safety, social media, how to behave, and they have to do that every year. I know that as parents, during our time at school, we're aware. I don't know if there are other things they do regularly. I know that my kids know a lot, so they talk about it and all that. I think we

069don't have to be afraid. So we have to take away the fear from the children and the others. We have something, I don't know if something like the Scouts, for example, something that reminds them from time to time about the good and bad of technology could be one of the topics. Oh, we can also talk about cyberbullying, which is a phase they have to be aware of. That's the difference between one thing and another, and things like that. I know that our children receive that information every day in the classroom, the difference between using Google to search for something or looking it up in a book. I'd also like to add that anything you want to do with Victor Ros sounds great to me. I don't know what you 're thinking, but I like how

070it was going, right? Of course, we have many certain things. So what I hear is that Lin and I are going to think about it, we're going to use the existing processes, but we have to make sure that we're informing everyone and that we don't rush things too much. to have something to talk to the parents about what it's all about, so I think we're all saying pretty much the same thing, and I think I've been given directions to follow. Another question, Evely, so I also had some questions, it's my first time here, so in what grade do you teach students about AI in kindergarten? And that's what we're planning. We have a curriculum from transitional kindergarten through eighth grade. So one of the ideas is where is the appropriate place to start teaching students

071about AI, which is what we're trying to finish, and that's why we want to start with that. Thank you very much for the presentation. So now we're on item number 13 to review and discuss the mid-year update of LSAP and the formula controls, and we're going to go from there. So I'm going to use paper today to help us with this discussion. So I'm going to start with that, and then to start with the rest, we can take a TR break of 4 minutes, it's okay with everyone. You're the bosses if we need a break. So we're going to start in 4 5 minutes 5 minutes thank you Excuse me thank you [Music] do I got but It was so When that Big trck That's So whatever's doing is they try to do this right

072and You're Looking and so When they look It's as soon as the Head of the car goes out so twice today And I'm going to take a picture It's Not Just Every Time yeah It's It's going to happen yeah It's going to happen so there's A Way they can like Paint it or like Push it Back Because Because It's the same with came so It's like with the new la Where you a stop Sign You're supposed to be so many Feet Back Down so even though It's not a um like a stop Corner it manifest itself in the exact same way so It's creating a hazard especially with that truck That's been there It's Really Bad Cuz It's like huge right and then It's really tall So You Can't See around the vehicle um they

073the right Side oh yeah no on yeah Luci concrete I TR Just You yeah the trucks to parked out there forever that truck I don't know If I've seen before but yeah That's That's the no no no I just want to give you some verbal but When I Saw today I'm like I'm going to send it to him immediately It was like two Times right within like five minutes of one another I was like somebody is going to give me so so what I'll do is I'll um put a comment through the City of sun's Website and then I'll see mar Arana Maria Ariana who's sa School but like somehow her scope of work also invol I see her on She's like for Everything people moving On A stre She be the point of contact

074the engineering department department like She's Like soed It was a sa and I [Music] FR i [Music] [Applause] hop ce m two [Music] [Applause] we have returned Thank you very much so it is 8:51 and we are ready for the elc discussion Thank you very much doctor So I'm going to give a bit of a summary so I already gave you a So you have this paper here that talks about the services and the staff and other services and staff there as well. There will also be another one, you'll have it in PDF, which will make things easier for today. So I have a package for you, and I also have a summary of it. It's for you, so you'll also have it. So this is new. So I don't think you've had a chance

075to see it, but I think it will help you. Now I'm going to start with the presentation. My goal is to go over what's here because the purpose of today is one thing: to educate and give you an update about where we are. But it's also an opportunity to give our community an update about our programs, our services, and all the expenses and the fiscal side of what we do. So first, we're going to do the education. So we started this mid-year update a few years ago, and we weren't required to do it before, but that has changed. And with that change, this requirement has to be updated by February 28th at the latest. And that's the part of this process that we're currently doing. And the other part of this process is to look

076at things, first, what's working, what's not working. There are certain metrics. Or actions that we want to think about, uh, maybe we want to uh remove them or go into more depth. So we're going to start that process tonight. We're going to start seeing where we're at, uh, but those kinds of decisions are going to be made in April more or less, and at that time we're going to have more information from our schools and other educational collaborators. So if we continue with the presentation and the way we organized it, and I hope it works for the future as well, to help the community and also the board, who might be able to see this on the internet. We also have the goal and also a link to that goal so they can find the

077area to see all the details of that goal. So that's a change we've made to make it easier for those who don't see this all the time, and also during this part of the year we've presented a lot of data and a lot of details, so I'd like you to look at the page I gave you. Each of our goals is organized this way. So this is a change we made last year to be more efficient. It's a change to where we put the resources and what we're doing. For each goal, we have the resource base and also the core staff, and that has to do with all the schools in the district. Everyone benefits from this in some way. And then we have the services and staff. With a certain goal, we still focus

078on resources, services, and staff, but these are focused on certain groups, for example, students who are learning English and our populations that don't normally receive as many services. These are identified, for example, by state assessments and other data we receive from the state. So, if you have any questions about the metrics, for example, or about the resources, as you look at the overall plan and also the mid-year plan, when you see those focuses, those are the ones that focus on those populations. So, just a reminder of that. Now, if we look at the first goal, I want to talk about what I call the human side of the numbers. So, I want to share with you the Pride León assemblies. There, I think we do many different things. Some things we no longer do, but

079we do all these intervention systems for positive behaviors, and we are looking at how we can maintain that environment and that positive culture in our schools. Not all of them, but we want to. I wanted to share some things with you so you can see how these systems work in different schools. They have agreements in place at the school, and these agreements help them do this work. Every day at school, we continue to practice our social justice and these systems in schools. So these agreements in schools help them do it more efficiently when they think about funding for these things. So, at least we give money to teachers or pay someone to attend one of these assemblies, but that money is used in many ways. So, for example, at Bishop, they have an ability and

080diversity segment at the beginning of the year to focus on students with special needs, especially those with autism. There are many programs they have at the school; that was their focus. So, just to give you an idea about inclusion and what's happening and how we're supporting programs in that area, in your packet, on page 312 of the mid-year report, there were some questions about what's happening with certain goals, but if you look on page 12, you can see what's in this category. When you look at the mid-year side, you can see some of the... Actions for that action. So 1.1 a fundamental service, and I also wanted to talk about another area. I 'm looking for it in my packet. And the other thing I wanted to mention is 1.4. We talked about the staff

081and how they serve the students. You can see that up there. That's where the funding for those activities goes. I know there were some questions about two funds. So they wanted to see. I wanted you to see how the funds correspond to the activities. Page 12, I mean, of the big packet I gave you. If it's the attached document, yes, 1.4. Exactly, page 12. Total budgeted funds are 20 million. 1.4 is on page 22. Page 12 was a moment. Yes, that's right. So yes, that's correct. Page 22 would be a focus resource talking about 1.1. I mean, in the book, I don't know about the packet. But there's a pretty detailed explanation of the divisions we 're looking at: assistance, custodians, bus drivers. That's page 17. Campus assistants, nurses, health assistants. Those positions are connected

082with the inclusive and caring environment. I'm interested in the focus money. That's not the focus money, no. No, if we're talking about 1.2 of the staff, it 's the behavioral supervisors, behavioral specialists, mental health associates, social workers. That would be on page 18 or 16 depending on what you're looking at. Yes, I'm using the mid- year one. Yes, yes, that's fine. Yes, I'm using the mid-year one, but it's the same correspondence. This comes from the main annual report. The 3- year plan is just a summary of those reports in particular. And I was wondering, there was a kind of chart that had something similar to what you were saying. I mean, was it for the focus groups or is it for everyone? And it was quite clear. There's going to be something like that for

083the year. We didn't mention that, but based on your feedback, we've discussed it, and we're going to incorporate it based on the feedback you've given us. But it's part of the requirements and what we need to do for mid-year. It's not there because it's already in the 3-year plan. So, if you go back to the 3- year plan, it's actually there. I mean, expenditure. And how would it be? It's there in the 3- year plan, 24, 25. Yes, correct. To give more context, I'm talking Regarding the previous budget, especially for the new board member, I just want to give a brief summary, and also for members of the public. The previous year's budget— not the one in 2013—initiated a new way of funding school districts. It was said, "Well, we're going to give you funding,

084local control, transparency, and equity." Those were the three key points: transparency, accountability. In that accountability aspect, the ELC (Educational Leadership Council)—last year's ELC had 15% of the district's general funds. This year's ELC has 85% of the district's general funds. We felt this was better and more transparent, and it also aligns with the ELC's intent. If everything were included here, that's how all the spending aligns with our goals, or rather, why we're doing it. I wanted to show it that way. Naturally, if we're talking about $125 million instead of $25 million, then 80-85% of every penny goes to our staff. So we tried to make it easy for the public to read, for people who aren't educators to identify. Here's the staff, and we want to understand how a bus driver helps our goal of having

085an inclusive environment. Affectionate, I mean, I think what I 'm hearing is that there's a missing piece. What did you like about the previous version? I think we can incorporate some additional details to give you perhaps a better sense of the scope. If we're talking, for example, about bus drivers and assistance staff representing twice the investment, maybe you won't know that. In this version, we have some ideas about how we need to talk about it. I think we can incorporate certain things to help you better understand the scope, but I think what I wanted to say is that the ELC last year, in my opinion, was more like a SIIPSA. What is a SIIPSA? It's the School Plan. It's the acronym for the School Plan. Basically, it's the school plans, and our schools basically follow

086our strategic plan, and then they make intentional goals and actions on how to address the needs of the Campus and the focus groups. The acronym has changed, but essentially it's the Local Plan. It's the next level of the Local Control Plan. We also have Local Control in our schools. Each school has a budget, works with the community to assess needs, they understand their population better than we do, they talk to the parents, the school counselors to... Determining how we can best use our resources for our students in particular, there might be a decision to do professional development for substitute teachers. Then they talk about how the ELC will be done. It's a higher level; we have to think about the difference for you as members of the governing body. Setting the goals, then we have

087the operations that are implementing the goals. That's how I see it. We have the ELC, and we have the school plans. We want the ELCAP to be a more generalized level so that we can incorporate the general fund, but we intentionally isolate the focus investments that have a specific focus. When you see point do or point cu, that means you are specifically identifying focus investments and services. Very well, then we're going to continue with the second goal. Talk about those issues in particular. This goal has to do with equitable opportunities for students. So, thinking about it, looking at the mid- year documents, this has to do with goals 2.2 and 2.4. This particular example about training interventions that are provided to parents, teachers, and parent professionals has to do with effective classroom intervention practices and

088the effective implementation of behavior reinforcement functions across the district. This has This relates to our strategic plan to close performance gaps, specifically professional development for our classified and professional staff. Goal 3: This particular issue concerns parent and guardian education programs. It focuses on student advocacy, specifically what parents and students need to do to support student learning. One of the sessions was provided in several languages to enhance knowledge and skills. This was an opportunity that parents requested, and as part of this process, it's our way of engaging parents and giving them the tools to advocate for their children's needs. This goal, in relation to our overall goal, aligns with 3.2 and 3.4 of that chapter goal. Moving on to Goal 4, this addresses mastery of the Common Core content area. I could write 10 or 15

089pages about this tool, but considering the teaching materials and other things we 've implemented this year, we decided to highlight these aspects. This relates not only to our teaching practices but also to our strategic plan, which emphasizes focus supports for the target population. The curriculum comes with information and... That particular support is ongoing. We provide current numbers at different schools, according to that specific date, regarding the number of students we are serving in the newcomer program. To give you an idea, this relates to programming, resources, and goal 4.4 [Music]. Coming back completely to make a full circle, we've been talking about what we're doing, but before we move on, I wanted to review and clarify a few things. I want to take a few moments to review them. One clarification concerns expulsions and how that

090was working. I have the information here that I can provide if you'd like, but basically, at the time we did this report, there were two, and I thought we had more throughout the year. No, and there have to be more than two. Of course, this year there are two. I was confused; I didn't know what was happening. That's why we do this process to clarify things. One follow-up question—I didn't put the goal number here because it relates to goal 4.4—about expulsions and the number of expulsions. Yes, those are follow-up questions. The other aspect has to do with the general survey. It has to do with the coding we were doing without any concern. Slightly worried and very worried, and of course, one of the levels was assigned with incorrect values. It should be "not worried

091at all" and "slightly worried," which is in a favorable state. It's a point of clarification that you all think favorable versus positive as terminology had to do with [Music]. I do n't know if it's 60% for positive or favorable. We were trying to determine the correct or most appropriate word. We had the percentage for favorable instead of 6%. I don't know what percentage it's saying. Did you correct it? No, I just wanted to clarify that we changed those values ​​and also gave it the status "favorable" because there was that question of what does "positive" mean. The clarification would be: not worried at all, 11% for slightly worried, 19% for [Best], and then 40% for a little worried. We reviewed the classifications in particular to say when we give a number, what is the terminology that

092corresponds to that particular response? There are four responses: not worried, goal again, 1.7. The first one was 1.7; I had it on page 5. So [Music], what I want to say is that there are five different responses: not worried at all, slightly worried, but somewhat worried. Extremely concerned and not concerned about that goal, it said it was 70 positive, and now that it's 1.7 on page 5, the measure is 1.7, not the goal. So, the measure on page 5, for me, besides not corresponding, is a bit strained. What is the cutoff for favorable and unfavorable according to the contributions? Not concerned at all and slightly concerned are the favorable status. Anything below that is not being considered in the response as being favorable. If that was the question I had, thank you. The other thing

093they wanted me to mention was clarification about the students from the English language perspective and how we are providing our visual and performing arts program to our students. Some clarifications: I wanted to reiterate that all students are participating in the program if they are able to do so. I mean, they don't have behavioral problems or don't want to access it, perhaps not, but in terms of the fact that they meet every week, they are participating. I know there were concerns about a particular situation, and we are going to follow up on it. But regarding our schedules, all students have access to the programs. I wanted to clarify that. The other question about performing arts, a question related to high school And the elementary school, or combining perspectives, I meant that the way we are approaching

094this particular topic in the... has to do with the visual and performing arts program In high school, that question is specifically about high school. I wanted to clarify that. I don't understand what you're saying. Give me a moment, I'll see the number. It's because I didn't put the numbers in. I would have. I think it's yes, maybe what is it? What was the question? We're looking at the issue that has to do with the visual arts program. It's in the packet. I didn't mark it. Trying to connect it. I think it's goal 1.4 or 2.4. We're talking about the focus goal or the foundational goal. It would be goal two. We're talking about staff. It has to do with the programming of the visual arts program and the levels of participation. I'm going to find

095it. I don't want to take up any more of your time. To do this, the question was covering both elementary and high school, but I wanted to clarify that this question is specifically about high school because that helps to understand that particular issue in the ALC packet. I thought that question was more about why there's a reduction in certain groups of students taking those elective classes. Yes, that's true. We're working on that too. We also responded to that. We're trying to determine if it has to do with the schedules or what, but yes, there was a reduction, and we're trying to see what It's about... And why did it happen? I just wanted you to understand that this is about high school because in some of the questions, maybe you thought it was about elementary

096school. It's almost 9:30. We want to maybe extend the meeting. I didn't know the first presentation was going to take so long, so... [Music] I know, it's a little different because we're doing clarifying questions. It's a little... I think we can go until 10:30. How much time do we need? We can only extend it once. I think we need to continue until 10:30. One more hour. Yes, I move to extend the meeting until 10:30. I hope we finish before then, but just in case... I second the motion, just to clarify the matter we were talking about earlier. It was page 27. We need to vote. Those who are in favor, say yes. Yes. I'm sorry, go ahead. I'm sorry, thank you. Regarding the performing and visual arts, page 22, so you know, do you want

097me to continue going over the additional questions that were here, or how do I proceed? Is this working? I want to know if it's meeting your needs. The review questions I think the questions about the package were answered quite well. So maybe we can ask for public comment, or there's more to the presentation. Basically, I wanted to show just the budget. I was going to talk about it, but now I want to jump to an aspect where you had a lot of questions: the arts and music program and how that money is being spent, what we're doing with that funding. I think we answered that and got to a point where you better understand what we did do. But I wanted to take a moment and the space here to clarify any other aspects related

098to that. I think what's important is that this money was given— I wanted to take a moment to explain how the money comes to us. They give us a pool of money, and the way that money is allocated is that each school receives a particular percentage of that money according to its ADA. Our directors, being smart, said, "There's not that much we can do with that," to tell the truth. So they combine the funds so we can hire staff. The way it's funded, we wouldn't have been able to do it otherwise. So they pool all the resources so we can have staff serving all our campuses. So we hire the staff, and those teachers serve the elementary schools, and then the high schools have a 50% goes to visual and performing arts programming, so we

099use our own funds for staff. The rest is a percentage allocated to each school for materials, so teachers have the resources they need to implement programs and support anything they want to do on campus. They have a special group for after-school programming, for example. We want to serve all students and children of all ages. We also offer a program to our preschoolers through this additional funding. Teachers help us divide and adapt the delivery of services. We have third, fourth, and fifth grade students rotating through the content throughout the term with these teachers. We have plans for what we want to do based on what we learned this year. We also use the funds to incorporate them into our after- school programs, which we've done through contracts, and to provide other opportunities for our students. So,

100basically, we've used the funds to have successful programming that is meaningful and equitable for all students. Any additional questions about these funds for materials? Before asking questions, we need to make comments public. If anyone online wants to ask a question, please raise your hand. Virtually, if you'd like to make a comment, I'm seeing two participants, so we have Grita followed by Courtney Jen. Thank you, welcome. You have 3 minutes. Board members Doora and Drer, thank you for the opportunity. I really enjoyed watching this presentation. I have a question about the inclusion of Special Education students. We must consider that many of these special education students need attention. So, for me, this data doesn't tell us how many of these children are engaged in special day classes. I would really like to see that information. I've

101noticed that my concern about the new math curriculum is that the trend I thought it would show has to do with proficiency. It's moving down from 50. Overall, proficiency has also decreased. And many other things also show that many students are having difficulties with math, and that worries me a lot because this curriculum has a lot to do with language, and that's having an impact on this, and it's very difficult for special education students and students learning English. They are far behind compared to other students. We need to strengthen these math programs so that they are more Inclusive in terms of learning and instructional strategies so that teachers can work more effectively. Yes, we saw that some things have improved, but they haven't improved as much as we expected. So, more importantly, we need to

102look at referrals for students with IPIS, and all the programs also need to be strengthened. We need more positive behavior programs; they should be a priority. I think we also need more training for teachers and classroom adaptations so they can succeed with inclusion and be included in general education. Thank you very much. I'm also concerned about mental health support for general education students, and I'll stop here. I would like you to vote on this. Thank you very much. I really appreciate it. Now, next person: Courtney Jen. Welcome, Courtney. You have 3 minutes. Thank you very much. So, first of all, thank you very much for giving us so much information and data. I also really liked that you divided things into four parts according to the goals, which made it much easier to read. But

103I did have some questions, but I tried to focus on certain things. Maybe I didn't grasp this at the beginning of the presentation, but I would like it if you included A slide that talks about which goals are the focus of today, why? Because I know we only talked about some things and I'm not sure why. And I also wanted to say that the data is different from the actions. So if you could have a table or chart that talks about the goals and also the actions, without having to see the whole presentation, and also for the goals and actions we're seeing today, and why. And when we're going to talk about the other goals, I'd really like to see that information. Oh, I think the audience would also really like to know where to

104focus. So if you have any comments about, for example, an action that wasn't covered today, or if we wanted to focus on the actions we're going to talk about today. So I'm going to leave that as a rhetorical question, but I wanted to first see that the number of students who are absent has gone down a lot, and that's fantastic. I know the district has worked very hard, and I'm very excited to see all the subgroups that have been able to reach that goal ahead of schedule. So thank you very much. I also wanted to ask about the parent and guardian programs, if we can know what's going on and because it's not very visible. Okay, slide 12 looks very interesting. I'd like to talk about this in San Miguel, but it's difficult if I

105can't see it to tell you today. Hey, we said these programs were done in Vargas, but it's difficult to talk about this. And these are my questions, and thank you very much for the questions you already asked because that also helped me a lot, and I'm going to stop here. Thank you, thank you. So we have several more things here. We can also send emails. But I think we should ask questions today. So if there are one or two things you'd like to ask or want to ask, go ahead. So I know that's a question I've asked before, and I 'm still not very sure. I think it has to do with the strategic plan and our goals. So I was looking at the results data. I think I saw them for language arts, but

106not math, or vice versa. I want to think about the big picture. So we see that these proficiencies are going down according to the reference. We're looking at the 2026-2027 school year. So I wanted to know what the plan is going to be to improve that. That was one of my questions. So number 26 was the R in the package. So Here's a section talking about proficiency, math proficiency, and all the subgroups. We had a goal of 50% proficiency, and we're currently at about 20%. So I wanted to know more about this and how we can serve the students. The answer refers to continuing to develop or train the teachers. So I'm concerned about that in terms of student results. If that's going to change so we can reach the goal, I can't say 100%.

107But what I can say is that the first part of your question, whether we're going to continue with that goal, and the simple answer is yes. At this point in the year, we're looking at what we 're doing and how we're doing it. Part of the feedback is that we know we need to continue training our teachers. The teachers are in different places in terms of what they need. Here, we're trying to work in groups to see what they need to increase those scores. And some things we're doing this year, regardless of what the data says, and I understand that and I see it, but I think we have to continue down this path. Oh, and the other short thing is that we're looking at this data. We're working as a team across the district,

108and we need to understand the data in the classroom. The other parts we're also working on are n't here, but we're implementing things and evaluating their effectiveness. So it has to do with instruction, like, what I'm doing is working for my classroom because sometimes it works for some students but not for others. So we have that training and support for teachers through these teams, and we're trying to work with principals as well so we can help the students. So we're going to continue down this path because we think it's the best. There's an incident: last week I went to a conference there, and I was really reinforcing what I said because no matter the curriculum or the intervention, first and foremost, instruction is the best intervention. It affects 85 to 95 percent of our students,

109and if we don't know how to do that, then all the additional interventions and supports are n't going to do anything. So we're trying to be more consistent and not let a negative outcome or some obstacle derail us. So we're going to have to continue working down this path for this year and probably part of next year and see if... It's working, and if not, why not? And if we 're asking ourselves that, so we're also looking at new paths. But we're going to continue looking at this and also placing an emphasis on reading, and what we're going to do there, we're going to discuss that with you later. There's a part of math that's reading, and if you're having difficulties with reading, as the data shows, then we have to make changes. So we

110have to work so that they can function. I'll give you your details in the future. You have something, the public comments about special education, including them, from 7% to 7%. I don't know if you understand what you mean, since some are in general education all the time and some are in special classes. Is it something we can say quickly, or is it a little more involved because we have to look at the students who are in special classes? So, it's being measured in terms of the students in special classes, but also the rest of the students, how much time they spend in a general education classroom. So it's a combination, and that's where that percentage comes from. I also wanted to repeat what Tasha is saying, that the numbers don't look good, and I'm worried,

111but I do have hope. I know it takes time, maybe a couple of years. To know if what we're doing is working, and if we're constantly changing, then we won't know if it's working or not. Oh, and I know it can be worrying. I think many people feel sad seeing these numbers decreasing, but if we're moving forward, if we're doing things, then I hope that in a year, then it will be better, and if not, then we have to make some adjustments. I can make a comment, so I'd like to talk a little bit about the time I volunteer in Bishop and other schools. When I hear that we're going to continue supporting teachers in the classroom, it sounds like the teachers have to make these big changes in the classroom. But if I go

112to my daughter's kindergarten classroom and we're working with the students, and we have 10 blocks, and we don't change the number of blocks, and they repeat it over and over again for 15 minutes, starting from the beginning, and also knowing the high level in this class, then it makes it hard to think that the professional development of the teachers and being able to use [something] is going to have an impact on that discrepancy in severity in a classroom. So I can't spend a lot of time in the classrooms, but when I am in the classrooms, I am seeing my impact on changing the outcomes of these students. So we could put those resources in the classrooms for those populations in smaller groups. As a teacher, as a parent, I could help them because we can't

113expect a single teacher to do all that in one school when in other schools it might be easier to teach in the classrooms. We have to consider that equity. When we say we are going to support teachers and the level of the students, when I say we are going to support teachers, it will be inside and outside the classroom, and part of that, along with the curriculum and interventions, so it all goes together. But if we don't know how to use the main resources, then they do n't have an impact. But I do agree with you, and I'm not sure what happened with the direct students who had funding, but we could have more instruction with the students. I don't know the data on whether it's working or not, but it seems like it was

114a successful model to help students, so I would like to see that detail here and also looking at the budget summary and seeing these big numbers. Ah, but I'm not necessarily satisfied, and I'm not Because I don't appreciate that they work hard, but 117 million is a lot, and I saw this number here, but I want to see all the staff, for example, how that works. So, on that ELC page, you can also see it, or don't you have it there? That's how it is with the resources, where we're spending that money. Most of our budget is from the ELC. So, we're going to bring you that more detailed budget, but part of it is in the main document. So, I really appreciate you accepting these comments because I understood that this has to do

115with the focus groups. Oh, it has to do with the old way of doing the budget. Oh, I've only been on the board for six years, and I've seen many of these, and it frustrated me a lot because we'd have a conversation and say, "What about this?" and they'd say, "Well, not everything we do is in the ELC." Basically, saying, "Don't worry, we're doing it, but if they're monitoring it and there's money, then that's what's going to affect the change." So, I'd like to see more things and have everything here. And I know you say that everything is together, and I understand, but it's so big that it doesn't seem right to me. Very transparent. So, a benchmark when we started the categories was $3,000. They're still $3,000. So what happened, I think the first

116time we did an ELC, it was like 2.7 million. So it was probably about 2.7 million dollars, and we said, 'We need to add these other things we're doing because it's also focused,' so we added it. So, the 2.7 million. But all the other focused interventions are what I care about, and I think those interventions show us where we're focusing, and we're doing a lot of it, but it's invisible in this document. The narrative is there, but we can't see the amount. A couple of years ago, we looked at things; there were so many documents about how we're going to move these students, and there were only a few students. But it was critical, and it was like 00. And I said, 'Oh, why don't we have 10 of these that we can see that

117there's a lot of impact?' Oh, if we could see that next time, not so detailed, but where we could see... I don't know if you have a plan. I would really like that. I think if we can do it fiscally, it's going to be more difficult in terms of the programs. Because we're focusing on that through support, there are school plans. So let's try to think in a format, for example, for art and music. If it told us, "We're spending this much," this is the money we give to everything, and this is the amount that's focused on, for example, the programs and schools you mentioned. There are all these that are focused on certain groups, that kind of thing where we can see and say, "Ah, that's the extra money for them." So, the actions—

118what are we spending the money on? I think we see most of it there, but there are some things missing that you think would help. If we want more detail on the approaches in two and four, we want more so we can understand more about what... We are focusing, and yes, it is important. So I appreciate the comments, and I agree that everyone has a role to play. So it's good to document what we are doing. Anything else, table to discuss. Thank you so much for your work. So thank you very much. I think we all know all the work that goes into these documents, and they are trying to bring everything together and make it all make sense. Thank you very much. You have a great team that works very hard. So have very

119good collaboration with businesses and teachers. Thank you very much. I feel like we should clap more. In my class, we clap [Music] a lot. So number 14, really, yes, 144. Excellent that we are going to adopt the campus plan, and thank you very much for waiting. Of course, good afternoon. We are going to review the plans for 2025 for the schools. So we want to do something so that everyone can see all the progress we have made as a district, and we want to highlight everything we have accomplished this year. I want to remind everyone that I am not the one who designs the internet. I don't. That's not how it's going to look on the internet. It's going to look much better. And I also wanted to highlight our method equitable for schools, and

120we're taking all the data we gathered in 2022 to determine which schools will be improved first. Once we identify them, we prioritize them for attention. There were also a couple of reports about students receiving less attention and performing worse when they're in portable classrooms. So we want to remove them from all schools in a way that is efficient and cost-effective. To get rid of all portable classrooms in the district, that's going to be our goal for the future. We also wanted to highlight the exercises we did with the board, the cabinet, and the principals in the schools. So at every stage of the process, there are many collaborators from the community and the schools. Most importantly, there's a proposal for four projects in Lakewood, Cherry Chase, Columbia, and Cumberland. Those four schools address the things

121I mentioned and are priorities. Cherry Chase and Columbia have many building components that are nearing the end of their lifespan, and we're also going to start incorporating the board's priorities that we identified at the end of last year. LW Elementary—that was the school we weren't able to modernize. Their kindergarten area also has two portable classrooms. So we're going to use this opportunity to put in new classrooms so that everyone is equal throughout the district. And the last part is something very good. I wanted to thank Je M who helped me put all of this together, but we also wanted to give you an idea of all the money that has been used in schools under Measure P of 4. As you can see, some of these measures have a higher concentration of the money that

122was spent, so we need to have a more equitable and equal distribution of the money in future years. Those are all the updates and reports. Any questions? Oh, there's nobody here. Is anyone online? Yes, we have someone online. We have a little bit. You have 3 minutes. Thank you very much, Mr. BR, for the report about the portable classrooms. My son attended preschool there. I'd like to make a comment about the sound issues you were talking about regarding the modular units that were going to be installed. It's very important to absorb sounds for children who have sensory or processing differences in special education classes, and those classrooms are not soundproof. So in the future, I would like to know if you could prioritize the Sensory element and that the classrooms are sensorially equitable for the

123majority of our students. Thank you very much for your comment. So first I would like to say, ah, thank you also. I've seen all the comments. I really appreciate the presentation. The table, all the different groups, everyone agrees. I didn't write it, but I agree with what it says. Thank you very much. The comment from the table, thinking, comes all the thanks. Thank you very much for all the work. I really appreciate it. Here are Ar and many other people. But not everyone is here. So it's up to you. You accept it and then you communicate it to them, I mean the names. So there is a team that also does a lot of work. Thank you very much. So I also want to add to the thanks. There is a lot of information here.

124It has a good summary. It has good transparency. So for the members of the public who see it, we liked it very much. We heard this, but it's also on the website, so I like everything that was included. Thank you very much. So, uh, as for us approving this and adopting it, we are going to work with them to see the plan, and it's going to take them a few weeks to complete this. So be aware, thank you to your team. I really appreciate the process we did. conversations with us so that we could have more reciprocal conversations. You were very excited about how we were choosing the schools and the priorities of all stakeholders. It was quite an interesting meeting, and it felt very good to collaborate and be informed. As for the website

125and everything else, it was good accountability and transparency. I am very pleased with the work, and so is the public. This will probably be in the district newsletter. I hope it reaches the schools because we have a lot of support for the new fund that came out, and in the process, I'm sure people were wondering what we did last year, what our school is going to receive, or if you see the chairs in the library that are there, that's where the money goes. So it's very helpful to remind people who see the work but maybe don't know where it comes from. So, it's like, so people know what's being done, we're ready to make a motion to approve the updates to the facilities master plan. And second, thank you to everyone who is in favor.

126[Music] Approves a little late. We're in the 14b Approval of the resolution to recognize heritage months and cultural recognitions. I want to applaud the whole team. This is in response to a request from the Board. Resolution. I don't think I caught the video well before, but I liked the idea of ​​having a single resolution to be more efficient. One of the things it says is that we reaffirm our commitment to ensuring a safe learning environment for all students, where all individuals and their contributions are valued, and we appreciate everyone's contributions. It's difficult to have everything in one place. The idea is that it can be reviewed and updated over time. So, I know that Dr. Din contributed quite a bit. I think he had some contributions that we took into account. Is there anyone in

127the public who would like to speak on this matter? Please raise your hand now. And there's no one here in person. No comments online. Very good. [Music] No more. 5. On the matter of supporting heritage months and cultural recognitions, I second. Very good, Isabel. I think she presented the heritage calendar. Initially, she has most of these months here. Some of the dates. Yes, so we begin. Is there anyone who would like to add a comment, who has any thoughts? If so, Thank you, thank you, it's a necessity. Let's see if we need to add more details or not. It's confining us to the recognition of other things when they're happening. It's like a door opening so we can at least have these months of heritage. It's going to be years since the fall of Saon

128and there are many people who are going to talk about it, so it's going to be an excellent month to recognize public and political refugees. It's a very good statement and forms both a part of our strategic plan. But when it's presented in a graphical form, it's a little less overwhelming than just a list. So, um, I don't know. Maybe we could create a graphic, so yeah. May we create it as a graphic so that it's more digestible, as you know what we're doing? But, you know, I'm also open to revising it. Now I 'm revising it. Now I wanted to say also, we're not distributing it. But as for our website, would that be possible? Yes, of course. Another thought: I want to say thank you and be proud of the inclusivity. I was

129wondering how everyone is included every day because I know We had initially talked about the months of inheritance, then I know that in previous discussions certain resolutions hadn't been approved, like that conversation about whether we're diluting it if we talk about everything we want to commemorate. I wanted to say that I have questions about it. There are two Holocaust Remembrance Days. So I didn't know if it was intentional or not, months, if they are inheritance days or inheritance months. Any thoughts? It's probably not a mistake, but we should amend it. Sure, there aren't two Holocaust Remembrance Days. One day is fine. We have an opinion on it. [Music] Well, one Holocaust Remembrance Day. Initially, I thought of it in terms of months because it was more like a framework, because there are many things that

130happen within a single month. If we want to approve it with specific dates, specific days, that seems fine to me too. In the end, it's going to be like a calendar when people present. So I spoke with some groups who approached me and said, "On the 22nd, the last time I was chair of the board, someone told me, ' If they're not recognizing us, it's like they're not seeing us.' I said, 'I'm going to present it.'" I think I presented this to the board in 2022, and the response at that time was that we don't want to exclude anyone, but there are so many different groups; we need to do more. It's very complicated. I think it's the right thing to do, considering the conversations at the national level. It's also a statement of solidarity

131with our community, so I think it's good to adapt and adopt the calendar for this year. We're ready to vote. Does anyone else want to speak? Let's vote. So, everyone in favor, let's see how this goes. Anyone against? Very good. It's approved unanimously. I'm very excited. Thank you, delegates. One more. I know very little about the topic, so we need to discuss and vote. I'd be happy to do it. I know those people. The California Board of Trustees Association. All the districts vote for the delegates. They are all the people who have put themselves forward as candidates. I didn't go to the speeches last night, so I just want to say that I can tell you who the candidates are. We can talk about it for a moment, and then we can vote. Matsuro is

132our colleague at Freeman Union High School who was the previous president of the Board of Trustees of the Board of Trustees of the Board of Trustees. The Asian Pacific Islander community is very involved in the organization and has been for a long time. It's a statewide organization for members of the Asian Pacific Islander community that supports students. The other person who is a candidate is Shelly—I forgot her name—who is a counselor who has been nominated for president of the Santa Clara County Board of Education Association. Many times people vote for the president because, as part of the delegation, they want the leaders to be there. She's a longtime member of the School District who has a very good track record. Sanchez has been around for a long time and is on a lot of committees,

133organizing an annual conference on education, and all the committees are there. Now Pacheco is in the county education department and is president of the California State Board of Education Association. Patricia Muñoz is the only one from the south side of the county; she would be the only one from San Jose. UNIF has been doing immigration talks, immigrant relations in Santa Clara County. Her work is [Music] day. She is very involved [Music] in the rights of Student immigration is also a candidate for the West District of C High School, so there are many excellent people. I'm not running as a candidate because there are so many excellent candidates. There are four terms, and it's a bit... I highly recommend it, but it requires a lot of energy. It's an extra day at the annual conference and

134two days in the spring, but it's a lot of knowledge and contributing to policy. We need to create excitement. I just wanted to explain the candidates, where they come from. We need excitement for this. We don't necessarily need a motion; we talk about it first and then we make the motion. We usually talk about it. We only have four people. My first question for those who have been in the assembly of delegates: the two who are new, so there are four who are going to be elected. From your perspective, of those four, those four terms, how involved and how much do the candidates participate? I mean, compared to the four who are currently doing it, I have a very good friend who is now part of SC. So he's on the County Board. They have

135their own representative; she has been on the assembly of delegates for two years. So if we vote for him again, there will be three people from the SC who already have their Education Board. [Music] I think I can say why I prefer a certain candidate. Yes, Sánchez has been involved for many years. President, well, he's been doing this for so many years. He's very involved, very involved as a father. His son is also part of his own committee, another committee. I think he's also called Sánchez. He's a good person, quite new, a good person, but he's incredible. She brought many new festivals, for example, that they didn't have before. She's a refugee, but those who are already there have been elected. It's excellent, but I'd like to know how she can be compared to other

136candidates. I know that George Sánchez, I mean, I think Jorge has been super busy. He's always doing something else, and I mean, he's in and out and has too many things going on. He's so involved that, shh, shh, everything he does, he does it like he's on steroids, I mean, he goes all out. [Music] So personally, I prefer Naomi, who is a social worker. She's very hardworking, she focuses a lot on what she's doing and she does it very well. [Music] I admire her. I think my problem is who the fourth candidate is. There's one who's quite good, but the fourth is where I have doubts. But the first three are all my favorites. I love them. I think Teresa would be very good. I agree with three of them. For Naomi, the social worker

137component is excellent, and Shelly too. As president, we're really representing the candidates from the North a lot because Shelly and Jessica come from Los Altos. Even though Jessica represents the schools and the other represents the county, it's a little awkward because she's going to be CCSB president. It would be very helpful if she were there to better understand what's going on because, as presidents, they have to schedule every appointment. I'm very much in favor of Teresa because she would be the only representative from the South for everything, especially immigration. I think she 's a very positive voice there. John, George, and Jorge—those three, I don't know, I love each and every one of them. And I want to make the comment that we have to think about who's at the delegate assemblies. Sometimes they only

138come one day, sometimes Jorge comes one day. But all those people who are there in the room are people who are working in social work, in education, or whatever they're doing. They're contributing their own perspective, and they're not the only ones. We invite them to be there to vote and get involved in politics. We'll never have real people who aren't retired and stay home. They won't be there if we don't tell them they have to be involved in every little thing. There are specific policies about voting, you understand? For me, I don't know, everyone loves speeches. Jorge's experience is important. He wasn't there, or I think he wasn't, but he didn't have a chance to speak. He came at the end, and we were already heading towards the end, so I wasn't there at that

139point. I think Jorge should be there. I think Jorge, because of his perspective as an indigenous person and everything he's done politically in his local district, personally, in terms of his speech, well, I would choose him. But I've never met Van, who is very big, very big. So I like Jorge. He's very dynamic, he's been involved in many things, and he does many important things for education. He'll be there anyway. If we invite Van to be part of the assembly of delegates, I mean, I think Jorge would be there. Anyway, I think either of them is fine. Let's see, we're... I think we should choose Teresa. Naielly, and according to the comments, I know you don't know them. They were advisors, each according to what each of you says. No, she didn't come. Last night

140there was a meeting of the County Board of Directors. So she wasn't there. At the time of sharing, that's the only thing she didn't do. So Van is Vietnamese. I mean, as a Vietnamese woman, there's another representative. There's Naomi, who is Japanese. Naomi hasn't been guaranteed in any way. And if you see who's already there, we have 5 minutes so you know they're here. They're from the minority, except for Elizabeth. Elizabeth is very new and wo n't need more time, a year, let's say. She's just starting. In a year, well, we'll get to know her better. But if you're going to vote, as for the assembly of delegates, Van is the only Asian American who is part of our county. So, from our county, she's the only one. But we hope that Shelly and Naomi

141will also become part of it. It's possible that you won't vote for them. I think the East will vote for the East candidate. So, half Korean started. I'm going to make the motion, can I do it, so that we vote for Teresa Castellanos. Naomi Jorge Pacheco Junior and Shell can repeat it. Castellanos, Jorge, and I, second, can vote. All those who are in favor, no, we are not against. I abstain. I want to suggest that we change it so that we vote only for women to identify with our own table. They are all women. I can modify the motion. I'm going to make a new one to nominate Cell. All those who are in favor are already wonderful people. There is another one on March 13th, and there is also another one on Tuesday, March

1424th. It is a special meeting at 6 pm. Regular meeting on Thursday, March 13th at 6 pm. It is 10:28