030923 Board Meeting Español

001[Music] Good evening. Zoom's interpretation feature will be used for English and Spanish support. All participants in this call should select their preferred language by clicking on the corresponding language when the host activates the interpretation feature. This feature is located in the Tools panel under the globe icon. The interpretation mode for this meeting will be simultaneous. Thank you for your attention and cooperation. Zoom interpretation will be used for English and Spanish support. Select language by clicking on the globe icon located on your Future panel. [Music] The recording may pick up sounds from those present. I see that all members of the Board are present online and in person. We can begin today. We will start with item 1b: I pledge allegiance to the flag of the United States of America and to the Republic, which stands

002as one nation before God, indivisible, with liberty and justice for all. And now, let's give a brief acknowledgment to the Earth and to life. The San Juan School District is situated on the ancestral land of the tribe, which has respected and Having peacefully cared for this land for thousands of years, we recognize that each member of the community at their level continues to benefit from the use and occupation of this land. We acknowledge that it is our responsibility to learn from the wisdom of the Oloni people and keep in mind how we might work to redress injustices and move forward together respectfully. Now we move to item 2 of the agenda: approval of the agenda. It is recommended that the board approve the agenda as written. If there is any member of the public who

003wishes to speak on this item or matter, please raise your hand on Zoom. And if there is anyone online, no, and there is no one here present either. Does anyone want to move on to the next item to approve the agenda for tonight? Okay, the second item... Okay, everyone is in favor. Please say yes. Yes, everyone says yes. So, the next item is... We're going to a closed session. Oh, sorry, yes. Public comments on the closed session: Is there any member of the public who would like to speak on this matter, number three, which is the closed session? I do n't see anyone, either in person or online. So, we're going to a closed session. Right now it's 6:05. See you later. After [Music] [Laughter] [Music] we returned from the closed session. It's 6:58. First,

004I want to apologize because we had to [Music] do what was necessary and discuss all the topics we needed to discuss. The board stipulated and [Music] number one, four, five, five, seven, and approved the agreement stipulated for the duration of the 2022-2023 school year. I apologize that it took longer than we thought, but it was important to discuss this. We returned to the open session and moved to item five, the study session. We're going to talk about construction projects. The executive assistant to the superintendent: good evening. Tonight, we're going to launch the plan, the plan update. Tonight, it's going to be a study session, and I'm going to present an overview, a summary of where we are, and any feedback or comments... well, we're going to brainstorm because we really don't know where we're headed

005in such an unpredictable future. I have two stars with me. Please stand. I have Coordinator Jonathan Wars and Lead Technician So, and press the Direct, the Director of Student Services, we're going to begin for the benefit of the Board of Directors and the audience. I want to give a recap of what has been done. Originally, we adopted our technology plan, and it took a long time. We quickly adopted it in 2019, and due to the pandemic, we had to employ technology, and it has worked very well for us. We had a year of distance learning; basically, everyone was given Wi-Fi hotspots, and staff were trained. The pendulum swung very far to one side, and then we're putting more emphasis on face-to-face learning, connecting with human beings again. The pendulum swung to the other side, and

006we're focusing on face-to-face classes now. We're really going to do three things. The three in the right corner are: cybersecurity, an education conference to stay on top of trends. The sessions were: number one, cybersecurity; number two, equity; and number three, cybersecurity. So, yes, they focused a lot on that. And I want to give a shout-out to our Student Information staff and our Haiti team for employing cybersecurity attacks. Well, they recognized us as a group. In terms of cybersecurity, we're considered champions. But we have a long way to go, so we've been using this time to ensure this. Secondly, we have centralized support. Right now, we're on a one-to-one device model, one computer per student, and next year, for grades up to first grade, and then we're giving Chromebooks to the other students. It took us

007two or three years to get there because we come from an environment four or five years ago where everyone had their own devices, and that has helped us a lot. We've also implemented free Wi-Fi hotspots in our school campuses, and we have this resource available. But part of the pandemic intensified the support, and we've increased the number of devices per student. We have a similar environment where we can offer support to Haiti, and we also take some of the burden off the principals, depending on the budget. There has been a lot of time since we centralized equipment purchases. This has been a glimpse of what has been done before we move on to the guiding questions and our process. I'm going to give the floor to some other colleagues, and I'd like to invite Jonathan

008Watch now. He's going to start speaking and give us... Anecdotes about our use of technology in our schools, as he mentioned, the pandemic started many of these things, and we thought we had to provide devices to each student, and things we had imagined, like using Google Classroom and those kinds of applications, and having their own systems, etc. The pandemic kind of threw everyone into the deep end, so to speak, and we created constant professional development, training for teachers who had never heard of this technology. They were given training, and another thing that came out of this was that all the companies that normally required payment and a pilot program to test these applications to see if they were beneficial were giving them to us, the School District, for free. So we didn't have to spend

009a lot of money, and it's still used as an instructional tool in the classroom. Now, in this in-person scenario, I already mentioned Google Classroom, which is used a lot in most classrooms, and another tool, especially in middle school, is sent videos to students and annotations are added where they can chat and interact instead of just saying, "I'm sending it to you." This video, and you write a summary. The student has the option to annotate the video, and I saw one on one of the slides they used. I saw an annotation, and it made me think of something: they forgot to remove the year 2020. And I asked the teacher, "Are these the resources you developed during the pandemic?" And she said yes, and it really was exactly what we were looking for because it fits

010what I needed during the pandemic. And the way that teacher approached it was that these are the kinds of talks I want. So she still uses it as a tool because she had already dedicated a lot of time to it, but she implemented it in today's in-person environment. So you can pause the video, but instead of writing the questions, they have opening phrases, and all the students can interact with that video. Then we also made another application, ClassDojo, and it's still used in the classroom, but more for communication with families. It has translation functionalities to communicate with families and translation from one language to another. That has been very helpful, and we're going to see how we can refine and improve those things and what changes we need to make. The pandemic led to the

011implementation of what is now being used, and related to this, our collaboration with Haiti, systems support, and visits to the schools—I'll give the floor next to my colleague— implementing applications throughout the district. We are implementing certain applications that needed to be tested first, and we made sure to deploy these applications and then study them to see if they were meeting our security functionalities. iPads and Chromebooks have specific technical specifications, and they all meet them, and the application says yes, that this will continue to be applied for the future. These kinds of things are what we take into account, and we have come a long way in this process of working with technology. And from what we learned from COVID about three years ago, we have improved our process and made sure that we have learned

012from this pandemic. We have come a long way, and the other component is that at that time there was a distance, but more than anything in communication, something that we basically had to talk to the teacher all the time to know what was happening with the current trends, our challenges in the district, and improve the projects for the future. And I want to congratulate our department as well as the people who supported us, very knowledgeable people at a technical level. The other component was customer service. We promoted our interpersonal skills with other people because we talked to parents, students, and staff, and being empathetic with the people around us, promoting that well-being and that sense of being together. Speaking of the emotional component, today I'm going to talk about this. When we tell the students

013about the devices, we also needed to incorporate a way of working with them and supporting them. This is terrifying because if you think about it, they might think it's a spy or Big Brother, and you block words that you don't want the kids to search for on the internet. But that does n't work when it's an educational or school device. If you block the word " firearm" or "weapon," but it turns out that a student is making a report to the teacher about gun use in California, they won't be able to use the devices we gave them, or they'll request that these words be unblocked. And it can be like that. We still have filters that block terms that are obviously going to be inappropriate, and we were filtering appropriate terms, let's say, family situations,

014sexual identity. The student, regardless of socioeconomic status, only had access to the school device for personal use without being alerted. The word "bullet" wasn't necessarily inappropriate, but it's successful. What we have now is an active filter. If a student searches for firearms or security on school grounds, we'll be able to talk to that student on school grounds. For example, if a student searches for symptoms of depression, an alert is triggered, but a social worker will connect with that student at the end of the school day to make sure they are okay. The social worker will then refer the matter to the principal, taking into account the severity. If they have searched for symptoms of depression more than once, or if they have attempted suicide, we will escalate the situation. This includes threats of self-harm or

015threats to harm someone else on school grounds. Who responds? It depends on the nature of the alert. A threat to the safety of another person or the school is referred to the school administrator. This makes more sense because we have a social worker. We handle socio-emotional issues, but we don't want someone to talk to the student and then... that they talk or I need to discuss this with someone else because this is a more important issue. It's a person, the responsible adult. It's not that we want to say, "Oh, we caught you," it's not, " Hey, we're worried about you." And we don't notify parents of every alert because there are certain things the student isn't ready to reveal. Those things are more serious with the responsible person. And the student who repeatedly looks for

016something that is dangerous or who goes... however, we have the option to contact school discipline if the student is doing something inappropriate. The app... I have a question. The app has an AI feature that sends an email to someone in the office, and each principal has their team that receives these alerts. Yes, that's how it works. Safety is monitored without being too restrictive, and I've had a good transition. I'll give the floor to Jeremy [Music]. I give thanks for that safety component. Coming from a virtual environment, we implemented the devices. We gave these devices to the students in a short period of time and released them into the world, so to speak. We've learned a lot of lessons, and we're trying to balance the appropriate use of the device according to the appropriate age. From

017the student in the best way we can, well, we follow the proposed chronology. Today, March 9th, is the study session. We will move on to talking about the intersections. Chapter one is the staff survey regarding technology for instruction, 95% of the time on the network. And there is an item on the agenda that will guide us in this, and the implementation of the common-sense media lesson from spring to fall 2023. We are going to try to use our meeting structures, whether it's the TILAC, all of these. So as not to create another separate process like we did last time, we are going to try to keep it integrated because technology is a tool and should be viewed from that perspective. The update in the fall, the continuation of this conversation, and also, and potentially, the

018adoption by the board in March 2024. I want to say that the technology now that we are in face-to-face classes has completely changed because we have reached the vision we wanted. And we have this infrastructure. And what does this mean now? Instead of saying, " Now what are we going to do with our technology?", we want to take the time to adopt the technology with the perspective of equity. And that is where we... We found, and finally, I have a prediction: the next confederation, the number one topic, is going to be—someone can guess— Artificial Intelligence, and we're going to take this information and incorporate it into this plan and make it work for us. This is the framework I'm proposing. We're going to try to put them into these three pillars. One difference would be

019the proportionality or the structure of the Network. Those are the three, with user-friendly language, the use of instruction, the devices we maintain in schools. And that's ready, and students have to have access according to their age. We're going to take Network and put it in the pillar of acceptable use and cybersecurity. The big unknown is the third one, the involvement of the legal guardian or parent. And these are the elements we want to extract from the plan and put them into these three pillars. The transition now is questions. Our team is going to take notes, and we need time. I'm going to start. One of the topics that came up last time was digital media literacy. John Watson, before the pandemic, attended a group called the Digital Media Literacy Project. These are elements from Miriam,

020but we want to look at this closely, and it's located in... Two parts in the technology use pillar, and it also has to do with a component, a good component from another section, and making sure we differentiate between news and propaganda, fact and opinion, that kind of thing. Michelle, you were asking this, right? But now, Isabel, I'm going to give you the floor, and we're going to answer your questions. Okay, start with your questions. Board, it's time for public comment on this matter. Please, if you're here, if you 're online, please use the raise-hands tool if you want to comment. And if there's a public comment related to this, we have a comment. Please, Dan Peñaloza, can you come up? And before we do that, the minutes allotted for public comment are three minutes per

021person and twenty minutes for all public comments. Speakers are asked to state their name and affiliation so that it can be accurately recorded and reflected in the minutes. By law, the Board should not criticize these policies or procedures during public comment. We encourage people to discuss civilly and to treat people with different opinions with respect and to focus on the ideas, the policies, and the bylaws. Thank you. Start in your public comment, there's the clock, very good. Hello, I'm Don Pelusa. I 'm in high school, I'm speaking on behalf of the people who couldn't come to this meeting and maybe left because the session was closed. We are concerned about systemic racism or systemic biases and terms like " African Americans." If someone searches and if the board names... We are also concerned because at

022the last meeting they adopted something and it still hasn't been implemented in the district. Basically, this is what I read from a team somewhere about how they handle cases and they can have the power to call the police for students, and it happened in a case in Wisconsin. The fact that high school students are... privacy, they deserve privacy in their... If we want to see if the district can monitor... if the only device they have in the district's jurisdiction... Now we can... Is anyone online? No hands up. Very good. Jeremy, do you want to say anything? Thank you for speaking. And if you notice what the speaker said and having a balance of access to information, but the fact that we are in an elementary district... Before you go, please... I'm going to... to give

023a card so we can talk, and that fits directly into the first question: that the technology plan aligns with the vision of equity. That's what I want to say at that moment because it has very good points, and it asked some questions about that. I mean, what's currently under our control for alerts, and we are Focusing on violence in schools is what we're monitoring for security purposes. That would be great. Back to Nancy, and then we'll take notes. It's time for board comments, and we'll start with Nancy. Nancy, go ahead. I appreciate the three Pillar concepts. That makes sense. We're getting better coordination with our goal. I think that's right. From my perspective as a board member, I'm concerned about how those three Pillars are being addressed. And before we move on, I want us

024to consider how Artificial Intelligence is better understood by children and students in the classroom. Knowing when it's appropriate to use that kind of information to make sure that we don't have homework or essays originating from it. And I think that's a concern of parents too. That's the concern regarding Artificial Intelligence. And I appreciate the comments about understanding the biases we might have when selecting areas to highlight. We always need to avoid any bias in terms of equity. Thank you for the conversation. I was thinking about the technology pillars that... You were talking about news for students, not just extracurricular use by children. I remember during the pandemic there were children using their Chromebooks to order food for school, and there are resources for children to find resources about things. Maybe there should be another pillar

025there, I don't know what it would be called, but especially if we're talking about the agreement to monitor use and the expectations we have to have regarding student privacy, especially if we're talking about equity. And I was also thinking that I know you're talking about systems, but it seems there should be a topic about technology where we talk about the website and updates and resources, maybe communication. Perhaps it's community engagement, not just parents, and people have high expectations regarding communication. So Nancy and I were at the Equity Summit a few years ago in the Sacramento area. They created a system where questions about the district are on the website. As a board member, I can ask a question on behalf of someone else, and if it's resolved, there are subsystems that can be included for

026families. As an idea, I was also thinking that when teachers talk to parents, I know many They use apps, and maybe we'll standardize one, but many families rely on texting, and teachers sometimes think about phone calls. Parents want to use texting, but the teacher says they can't send messages from their personal phones. Also, for parent workshops, there needs to be more training. You mentioned a few times having tools. I think there should be equity training. There's an opportunity to use our website or our communication tools so parents have access. When you sign up for a webinar and can't do that, it could be there as a training video, for example, that teaches parents how to use the tools. If a parent has a question, for example, they're trying to help their kids with Google Slides,

027we could have that, and it will be less pressure for teachers or students. It has to be more on-demand, like a resource on the website. Yes, but something like, if you want, it could be things we use all the time. Those are the things I wrote down. I was paying attention to what you said. I understood very well. I was very excited. To be able to give a card, I made some notes on on-demand training. What was the other pillar you mentioned when you were talking about personal use? These are teaching uses, cybersecurity, acceptable use, information, what wouldn't be acceptable use? I'm thinking, what if we want to create a space that isn't necessarily for teaching, something that students like? I don't know, what we're not using for the class, the idea that school is

028the center of everything, or that students can explore other topics, but we're giving them things to take home. I don't know, I just don't see anything here that has to do with students' personal use. Other types of use don't fall under the teaching aspect. I have a guide of what you're saying. My mind is racing. I have a question about security. You mentioned that you were able to unlock Amnesty International. My children receive security blocks all the time. There have been fake messages. We're looking at different websites. We ca n't monitor all of them, but when that happens, the teachers, the staff, even the parents say, "This is legal. The process is... If that happens, then we unlock it." It's something that gets blocked automatically. It's proactive learning, what we've had in the past. The

029things you mentioned should be... Unlocked already, if they're not unlocked, please tell me. I think it must have reminded everyone that we have several rules that we ca n't put funding at risk. There are federal regulations regarding technology. So we're always balancing all of that. Very good question. One of my questions is the potential. There are many studies on how harmful it is, but I didn't see how that's monitored. It's part of the algorithm in the AI ​​security. There are different categories in AI. We're trying to see which categories stand out, or it 's very difficult sometimes, but the margin of error is very low to distinguish educational things from pornography. That's the progress I've seen so far because it was only implemented in 2017. I have another question: how are things flagged as depression

030or harm? That would be one of the contacts for social workers that falls into the socio-emotional area. It's something about a student who was in class, and then that crosses over. We have to address it. But that would be a mild socio-emotional response. Regarding another answer, the content is discretionary. We do n't use students' family history to see if it's appropriate, but it's definitely not automatic. There have been A moment in depression and sexual abuse, I just wonder when they're looking at apps for families to use. There was an app being promoted where students could receive support from other peers; it was more like, and they were collaborating with counselors. If it hasn't been developed since then, maybe we could make it a resource— not necessarily manage them, but have them for months and think

031about a space for parental involvement. This is like an example: one of my children is in fifth grade, and the teachers in another grade see other children doing things in the classroom, and they gave us a page that talks about different ethics of different apps, and most parents don't know what the apps do and the content. That would be something important for parents to know: which are the most commonly used apps? These are the most used for middle school children. These are the apps they should be concerned about. And I was studying, watching a webinar: you do n't just give your child a phone; you don't give them the car keys and let them drive; you don't give them full access on the phone, and they play on that phone like never before. We have

032to learn. Different steps to learn. I made that analogy, which is an area where you can see what you said before. That falls under this plan. We give children an account at the public library so they have books, audiobooks, and ebooks on Chrome. We have a collaboration for high school students with the library. They are given resources for those reputable databases that the library has, and we do training in schools. We are working on collaborations with parents, and we have these classes, like in media, to understand what a reliable source is. We do need a type of curriculum, and that's the federal standards. We need to have a... I get confused with cybersecurity and cyber citizenship. There are many... Before the pandemic, they reorganized the Commons, and it's related to what's being talked about today.

033Students from kindergarten to twelve years old in Jersey were given education on technology, research methods, and were evaluating library resources. All those things are important to talk about. All those elements are in the Commons curriculum. It's media, but perhaps what we need to emphasize is that it's a statewide initiative. We also give... We have options, we have appropriate classes, and we'll see what comes up and we'll create classes that fit those things. But I also have additional resources. Some of the teachers want to go further. Google has an internet program that's like you're playing a game, and one part is protecting your personal identity and understanding what's online, and the other is information literacy. We're using it for a while because it's an organization, and they have many classes that cover many topics, but we're

034definitely going to look at that. We're going to see what teams might be involved that we haven't been incorporating into the website. We want people to know that the people in the district were involved, and to put up a picture. It would be very good for people to see what people they do. There are new people in our district, new roles. I do n't know if everyone knows how this works, to know which department. It would be very good for the public and for parents and families to understand: These are the people who are serving you. This is the team. I think it would be good. And Nancy, you raised your hand. Do you have a comment, or was it from before? I have another question that I wanted to follow up on regarding the

035comment about parent and community involvement. I think we need to share activity platforms as a district, so that one school's activities are shared with another school. If there are speakers or meetings, other parents might want to know about them and attend. And I'm thinking about fundraising, which is creating opportunities for the community to participate in the reconnection of funds for public schools. I want to be able to hold these kinds of activities so the community knows about them. That's very, very important. I don't know if you want to speak right now, but I just wanted to endorse what Bills said about the third pillar: creating the interface for participation. And I appreciate that they talk about media literacy. I want to share something. I saw an article by someone at the BNA who is creating

036the standards for universities. They were giving a presentation, and this person had one of the questions about fake news in the United States. When they asked, in proper English, " What is it that the United States can't protect against fake news?" Well, I was speechless for a moment. These questions... that's why I feel that media literacy is very important. The achievement gap is an important part, and secondly, the public education system is fundamental to democracy. Part of media education is important for this country, and teaching our students the article that refers to, I already read it, that was very good, Isabel, this is very good, I appreciate it, we're going to put it there, yes, I'm going to put that third pillar. I'm very excited. Thank you all. [Music] I would like to make the

037amendment to the public comment, does anyone want to second it? I'll second, let's move on to the public comment. To the next agenda item, yes, well, those who agree, say yes, yes. So, yes, the excitement passes, now we're going to have the public comments, the report from the representative of the... This is the moment to make public comments on things that are not on the agenda. This part of the agenda gives members of the public the opportunity to directly address members of the board on agenda items. However, what is established in the bylaws one, four, three prohibits any action being taken or any measure being taken on items that are not on the agenda. We can only receive information and we cannot speak about matters that are not scheduled on the agenda. If you would

038like to comment on an item that is not on the agenda, you may do so if it is in Online, use the digital hand function. Is anyone present online? No, no. Each person is given three minutes, and 20 minutes total for comments. The public, please state your full name and affiliation so that it is recorded in the minutes. As a reminder, the board, according to bylaw 933, will not be present during the public comment period. You are encouraged to speak civilly and treat others with respect. We will begin with Camila Santos. Go ahead. Thank you for waiting. Hello, hello everyone. My name is Camila Santos, and I am the parent of two amazing children who are in fourth and second grade. I am also a member of the education team. Thank you for bringing me

039here tonight. The PACK, which is the PACK according to the website, is a mandatory state exam to determine English language proficiency. The PACK is for students whose native language is not English, as indicated in a survey. However, today I am here to tell you that the PACK is a discriminatory assessment practice and should be removed from the state curriculum. I think it is discriminatory because it excludes children of immigrant descent. They separate them for not speaking English well. English language, and if they don't pass the PAC, they are prevented from taking selective classes in middle and high school. As a result, many students who are forced to take the PAC feel discouraged and may feel isolated, excluded, and with low self-esteem. I think the PAC is wrong because it is an obstacle with vague criteria

040called English language proficiency, and it cannot capture language use in real-life situations. It only evaluates test-taking abilities. Parents can lie about their children being bilingual to avoid taking this test, and the PAC does not have an accurate measure of English language proficiency. In conclusion, if we believe in equity, then the PAC exam should be removed from the state curriculum for bilingual students, or all students should take it. Thank you for your time. Thank you. Okay, next. Hi, I have my notes here. I'm a little nervous. Hi, my name is [name missing]. I am a mother of a two-year-old girl in second grade and an administrator at her level's foundation and founder of ID, which is XD, and education at her level. Tonight I am not speaking on behalf of any of these groups, but my

041comments are Important, and also my experience as a teacher. I 'm grateful that the pandemic took my children to schools in Mountain View, and we enrolled at Bishop Elementary School. I'm glad that happened; it's been a wonderful community. The teachers have been very supportive. It's a little different, and I love that my son goes to a school where not all students are the same. I love the diversity of families, and that cultural diversity is noticeable. But it's also true that many times immigrants, especially Spanish-speaking families, feel that other families aren't there participating. And as you know, many schools have low percentages of immigrants; ours is 6%, sorry. And other schools, like ours in San Miguel, have more than 50 %. In some schools, we have many parents who sign up as volunteers, and in other

042schools, in our school, there are only eight, plus three legal guardians and also volunteers from each class. And when we see that there are different experiences in our district, where inequities exist across all races, our task as a community is to recognize that these gaps exist, and we have to close these gaps. At the Equity Summit, which I attended last year, it wasn't just going to be a conversation. We need a systematic approach as this affects specific populations, and we need humility and respect for other cultures and to be careful with a colonialist mentality of what one thinks is best for them. It's complicated, and it's not fair to try this with everyone. My suggestion is to create a special group to address this. Thank you very much. If you have anything else for film,

043you can also send it by email. Thank you for coming here in person. If we don't have online participants, then we move on to the next point. Thank you. You can stay here if you want. [Laughter] Technically, you can leave if you want to go home. Okay, next point 7. Now, point 8: comments from the board and the superintendent. Let's start with Nancy. Yes, I'm here in Florida today. I want to let the audience know that I may need to leave early at various points during the meeting. My father had a clinical procedure today, and I apologize in advance because I have to give him some specific medications at certain times. The next one will be in five minutes, and if you see my camera off, it's because I briefly had to leave, but I'll

044be back soon and will send my comments on the other activities I did. [Music] I appreciate your understanding. With patience, I'll say these points I'm going to make during this meeting. There are people who still feel uncomfortable attending in person, and we respect that. I want to tell you that the foundation's board at your level has issues with after-school programs, and the representatives—not necessarily the principals or the staff—talked about after-school programs in the district. They were noticing that some schools had more than 20 after- school programs, and they gave recommendations, ideas, and questions because they conducted a survey. What was interesting was that the staff has been very helpful, and they're going to have that conversation. Also, I went to the meeting, and they're trying out new things this year. They're going to have two

045weeks where everyone in the district will do the same activity for that particular week. For example, from March 27th to 31st, they're going to have an activity to bring all the students together. And Playbooks Week from May 8th to 12th [Music]. There will be advisors, coaches, and, in general, everyone will bring ideas. And there are a couple of things like the Jumper Challenge that will go from school to school. At the school, they also gave a lot of information about the nurses on each floor; the school staff are communicating with each other. with the parents and the idea is to work together to and thanks to the help of distributing newsletters and maybe an article this year the interpreter couldn't hear the last thing they said but also Abraham other programs And lastly I asked

046Dr. the one because there is to take responsibility for the equity work that we are doing as board members and there are some districts in California that were granted voting rights to the parents of the food and I don't know if it's because of age or I thought it would be something very interesting for us because all over the city we have parents who are not eligible to vote but sent their children to our school they don't have documents some maybe we can be job to represent all of them So I asked the county if there was data on this to increase participation because it will be that people don't feel like voting for those reasons and Dr. Dual is going to find out that and is going to give us an answer So I

047asked her that and hopefully she will give us data on this When my son was in kindergarten he met his teacher and he asked him what his favorite book was He said books like the family to make segregated schools in California but it has a lot of text and the thing is that the book ends there but it doesn't address the segregation in 1979 California to promote diversity if it wasn't on purpose and I was thinking about the Summit I was at with Dr. Benson when we went to share, people asked to take pictures with him because they hadn't seen a brown, black-skinned person before, seriously. Because that also happens in Japan, in Korea, sorry, and I was thinking about that since then, like race, and we see that Berkeley has a map of the

048Bay Area and the segregation in this area is that there are many Hispanics, it has a good distribution of races, and as soon as you go south, you pass red or green and it's all there, and the thing is, nobody did that on purpose. It's not segregation, it's... I feel like a lot of our conversations about equity are really about how we fix that, how we stop people from comparing themselves, and it scares me that we're doing... [Music] And yeah, and we as a society, what are we doing? We're just putting a cure on top of it, but we're not addressing the root of the problem for someone who... These disparities... My son goes to school and other programs offered at other schools... I think this should be top of mind. It should n't be

049equity; it's segregation. And these are the things we need to keep in mind when we try to find solutions. And I also went to the conference for Summerlie. There were a lot of angry parents because the school was going to close. One of the speakers [Music] said they closed because of the budget, and the board selected it. The community, the company... excuse me [Music]. And that building is going to be sold. It costs 3 billion dollars of people's tax dollars. There are a lot of parents who said they wish the School District would offer the opportunity to stay, to let this charter school still be available without closing it, and maybe it needs curriculum changes. And they were also saying that they've had to homeschool their kids. And that breaks my heart because it's sad.

050Because I feel like we should be serving all the children, offering them what they need. One of the parents said that the previous school where their child was... I think there are... Some children get discouraged, and it was an interesting suggestion. I understand that she studies and researches this about a growth mindset and giving children the opportunity to have this kind of mindset. I also have some ideas, but I'll share them at the next assembly because it's already very late. Thank you. Some things to highlight: in these last two weeks, I 've been talking with the other district with whom Cupertino shares a school, also to talk about how we can help each other to better serve the children. In May, we're going to have to, maybe at the end of this school year, work

051together as [Music] on how to best work together with the superintendent. I'm motivated to encourage collaboration as well. Yesterday was International Women's Day. I spoke a little with the doctor and asked her about the general idea I have with the School District and the high school to encourage our girls and students, how to support them in other ways, and show them the importance. Yesterday was Women's Day, and many things came up, and the event included workshops where everyone was welcomed. A very interesting lesson was given by one of the speakers, who presented on her studies about inequality, racial profiling, the internet, and technology companies. Very interesting things happened yesterday. Last week, many things related to women's rights occurred. Every day, the Eighth Amendment is being questioned. There have been many deaths, suicides, and depressions, which

052are higher in girls than in boys. Perhaps this is related to the anti-woman atmosphere we've been experiencing lately. In recent weeks, as a reminder of Women's History Month, these talks were held. Also, in recent weeks, there was a meeting in the city where representatives advocated for assistance for homeless families. They are going to conduct a study and look at ways to provide shelters within the city to help these families. We are also receiving support from the County. That's mostly my report. A couple of quick things: First of all, Narcan has been in the mainstream media. Perhaps you saw the article in the Mercury News. We had someone here train us on how to administer Narcan to ensure we have a good response method in place for emergencies. I know there's skepticism about this, but the

053more I learn about it, the better. very safe and [Music] is a Good Samaritan who helps and knows how to supply the drug and thanks to the Santa Clara County Education Office which has been a good leader in this in Lakewood I was and I wanted to see how things operated at this school. Something I want to say is this is going to be obvious to the educators who are listening. On a rainy day, the children went out to recess because it wasn't raining and it started to rain when they were at recess. They made it work for the benefit of the children. And during lunch, it 's very difficult, but the way the adults work with the children— at least one teacher I saw gave the children lunch from the cafeteria—that's professionalism. The main

054thing I want to say about the reason I was there is to facilitate. We're doing a cultural response teacher program that we 've talked about, and that's a key element for our anti- racism program. Nothing is more important. There is no more important function that this School District has. And what I saw today, because I was watching, is that the administrators working with a trainer and seeing identify the The English students who are behind, and seeing two students in particular and talking about how they can have support, the classroom teacher can support these girls, and that is the basis of our work. I am very excited about that. That is my report. Now we move on to item number 8, comments from the education association of your level. If there is a member online, no

055comments from the California School Employees Association. If there is any member who would like to speak, please raise your hand. Now we move on. We have done the comments part. We move on to number eleven. Thank you for your patience. Today we have the presentation of Bishop School, and for that we are going to listen. Hello, Principal, and Robe Feliciano, the assistant principal. Good evening, board members, community members. Thank you for being here on this rainy evening. I promise you that I am the principal of Bishop School, and I have Robe Pelican, who is our assistant principal. I have some quotes from some students and what they say about Bishop. One says, "My teacher is very good, and we can celebrate our work. A lot of work with our Freedom Meter." My teacher makes me

056feel happy because sometimes we have a party for a raffle. She helps me learn math, writing, social studies, and We have a raffle ticket which means you are paying attention and that you did a good job. - Third grader. - Third grader. - Third grader. - Third grader. - Third grader. - Third grader. - Third grader. - Third grader. - Third grader. - Kindergarten child. - Kindergarten child. - Kindergarten child. - Fifth grader. - Kindergarten child. - Kindergarten child. - Kindergarten child. These are some quotes from our children, but I want to talk so that some of you may not know what is happening at our school. We serve 458 students, which is 75 more than we served last year. We have English learners, which is 37%, and 188 students, 83%, speak Spanish. Most of

057our English learners speak Spanish. I think this year is probably the largest number we have, at least in the time I have been at Bishop. We have 59 nine-year-old students who have just arrived in the country for 12 months or less. Having said that, we are looking at the organization of our school community. We have 19 General Education classrooms. But we have additional programs that are happening at Bishop. I'm not necessarily going to read each one of them, but I just want to draw attention to some programs that are related to special education. Beyond the intervention that's below, we serve seventy students who receive these types of students, and twenty-seven of them are English Learner students. I always want to talk about the data and how our children are doing. In fact, we are just

058leaders in our school. We believe in the seven habits, and we start with the end in mind. We want our children to be competent in all areas, in all subjects, including the social-emotional aspect. We are educating the whole child. We review. This is a picture of our cooperation from our first term to the second term. I would say that, by the way our term ended, we finished the term. This isn't exactly the case. If you look at the data from the second term, there it has changed because we just got the new data. I thought I just had to tell you. And what I want to focus on is the kindergarten class because we have seen gains, not as many as we see here, due to the fact that, because at the point where... We

059gathered information from kindergarten on students who are competent, and it increased to 44 percent, which is 30 students. Looking at math, and drawing attention to the fourth-grade students, in the first quarter, the mastery rate was 36%, approximately 22 students. In the second quarter, we are seeing that 48 percent of fourth graders were competent. There is a question from the board regarding third through fifth graders. It seems that the number of competent students is decreasing. That's difficult because what happened with the data was that they were in different places, and as we continue evaluating, we expect to move to a certain rate. They are not necessarily competent because the framework keeps changing, and when we evaluate them from the third to the second quarter, that framework is still changing. So, that's why they do n't come

060out as not competent. I just want to draw your attention to the goals and a quick review. There are many things that are happening that we want to share with you. One of our tools as a district and as a school is our multilevel support system. We are focusing a lot on participation this year, family participation, and our workshop. We're talking about teaching writing, and we couldn't have done this if we hadn't focused on equity, on seeing what each child needs and what we're giving all students. The needs of certain students are different from those of others. I'm going to hand it over to Robi; she's going to talk about the multilevel support system and how we've been able to address this. Good evening, everyone. It's a pleasure to tell you a little more about

061Bishop and some more specific information. Excuse me for looking at my notes; I just want to do my best. I'm very excited to share this information with you. First of all, I'm pleased to explain what the multilevel support systems are. We love acronyms, and what this is is a framework. We see different levels of focus. At different levels of support, we focus, as already mentioned, on the whole child. This has to do with academic growth, but also with the social aspect and the behaviors that are affecting the child. And that's integrated into the whole child. Bishop has been important for how we operate. The support system can change; it can become more intensive, and the part Important aspects of the system and the levels they receive, while we see how they are progressing, we are

062giving the children what they need. We look at the levels and see how we evaluate their progress. Keep in mind what has been said and done in the process of starting the MTS process. The MTS process can be seen in different ways that you have seen on our campus. We have a designated intervention block, and it is not only an intervention block, it is an enrichment block. It is for students to reflect on the work they do. With this, we have a focus during the term on phonics to meet the needs of our population, and we have teachers on special assignment. We have intervention, and we have 67 students who needed level two and level three support. These groups are created separately from data meetings and other staff because we believe it is part of

063our program. The interventions are also represented in classroom work in the teacher groups, those who have level two instruction, and the teachers know the students well. With that in mind, professional development is an important component of our start process, and for this year we have focused on mathematics teaching culturally Receptive and committed to advocating for the students' voices so they have the skills to become independent learners, so they can demonstrate those skills as long-term learners. We have a new population of newcomers who have different languages. We are developing our English development curriculum to meet those needs and utilize the strengths of our teachers. You see, our students are rotating with different teachers so their needs are met. Now for the fun part: more data. On this particular slide, we want to see some intervention data

064about our MPS process. On your screen, you can see the cycles in reading and math. I want to share this with you because we see that 75% of the goals were achieved, and this represents 37 individual students in a Level One and Level Two approach. I want to emphasize that this is a diagnostic; it does n't mean the students are... there may be other factors. But ultimately, we want to celebrate this work with you because these are students who have... academic progress. Our English students... it must be highlighted that in our approach, they have made progress. 84% show progress in their math goals as we move forward. I definitely want to talk more about the English language learners. Or, to quote it a little, it's home to many newcomers. They represent a significant number of

065our " newcomers," which, according to our definition, is a newcomer who has been in the United States for less than 12 years. And I'm also going to talk about assessment. We have 28 newcomers. Within that group, we can remove students due to their progress with small group instruction. 25% of our students are newcomers, and that's 59 students. Our English language students, as mentioned, number 237. And that's a population that changes when we have new students coming in. So it keeps changing. We value their time as well as their understanding. For example, one student commented, "Thank you for teaching me that. I really needed it." If you come to visit, you can see the newcomers. They meet and eat together. We did n't really ask them to form those groups, and they found their community in

066our newcomer group as well as the support of our staff. On this slide, I can explain a little more what was mentioned. We have different habits—seven habits for successful people. Habit number two is to begin with the end in mind. We know that many of our students want to reach the mastery level expected of their grade, and that's how our teachers work. We know that English students need more support in reading. Regarding reading, I want to focus on our progress between quarter one and quarter two for our youngest kindergarten students. Specifically, during this time period, our students increased from 17% to 22% between quarter one and quarter two, which is very exciting. Another group I'd like to highlight is our fourth-grade English students. These students showed 17% mastery in the first quarter and 28% in

067quarter two. That's six students in the first quarter and ten students in the second quarter. We are committed to supporting English students in developing their skills and achieving reclassification, demonstrating their English proficiency. We can share some numbers: from 2019 to 2020, we reclassified only ten students. Moving forward to 2020, we reclassified 22. Most recently, last year we reclassified 34. And finally, we are very excited to celebrate the Growth and achieving English proficiency due to the work of our teachers. Recently in our ELPAC assessment, we were able to test 237 students. We did it in eight days with few interruptions because we wanted to be sure that our staff was doing well. At levels two and three for English learners, we finally have different layers of support within our team to achieve all this progress, and

068progress must be celebrated. First of all, we have a wonderful model with the Leadership model. We believe that each of us can be committed and make a difference to the students. This is done with our para- educators, bilingual teachers, and all the people who meet to discuss the data and ensure that students are receiving the services they require. At Bishop, we also focus on our students from low-income backgrounds. Our goal is for them to have enrichment opportunities after school. For example, we have choir, coding, and cooking classes focusing on real-life math and recipes because this provides enrichment and teaching that they can remember. During these events, parents can join childcare providers. The children are cared for so that parents can... and with that in mind, I'd like to give the floor to the headmistress so

069she can continue talking about... Very well, moving on to our second goal, which is family involvement, it's a key area this year. Briefly, I'm going to... To give you a summary of what this looks like this year, we were able to identify—I'll put it in two different cubes— we identified family education and family involvement. We separated them to be more strategic. How can we focus on families? And we chose, as I mentioned, to put a lot of effort into family education, which I've heard a lot about tonight. And our parent-teacher association has more opportunities to participate in our Parent Education for Families program. We have different parts that can help our families navigate parenting. We collaborate with the social workers, who have done a very good job. They have a lot of knowledge and are

070a good resource. We have them five days a week, and it's been very good. They've collaborated with us to facilitate some of these educational events. We held six weeks for families, and it was open to everyone, not just kindergarteners. We focused on them because they were just starting out in the school system, but it was open to everyone. We transitioned after those six weeks to another format, which we called a Strong Start. The topics are about parents getting to know themselves as parents because we once analyzed how... See, what we want is for our own families, for parents to understand themselves. We discussed the transition to different topics, like establishing routines, how to do that, and then in November we switched to monthly coffee breaks where parents could be with each other, guiding the conversation,

071and addressing their needs and questions. This is still happening. Last week, we tried doing it on Zoom. We had a lot of feedback saying that the children weren't there, that they didn't feel like they could be in the same place talking about their children while their children were close. So we offered childcare, and for the parent coffee breaks, we offered dinner. That really helped us. And the new thing we added is that the teachers organized two educational opportunities, and it didn't have to be something, a tool that parents could use at home: How are we going to support our children in math? How am I going to support my children in reading? That's how we're trying to be strategic. And a lot of people attended this year. The teachers had... they could do it during

072school hours. The parents could go to... In the classroom, while they were teaching, they could do it after school or at night. We gave them space for development, and that was an approach that we might continue because it was very good. And that creates community. This year, our family participation in our parent-teacher conference events has had many people attend. We've had multicultural events; now we have hundreds of parents attending. I have a parent here tonight; she can tell you that many people attended those events. It's definitely a change, especially after COVID, and people want to be with the community, and that has been very good. One of the things we launched this year is the Parent Passport to help guide and make it more fun for parents to go to parent education. They get a

073stamp, and if they have six stamps in May, they are invited to a dinner at Bishop. And those families who have participated all this time will be invited. We are trying to be more fun and bring more people in, but it has definitely been a learning process because this is the first year, and sometimes it takes time to get things done. We are finally seeing the results of This leads us to our final goal, which we've been focusing on this year: the writers' workshop. It's a framework to deepen our knowledge as teachers of how to teach writing. Our English language learners often struggle with reading and writing, making it difficult for them to become proficient. They tend to become proficient more quickly in reading, but writing is the most challenging area for them to reclassify.

074This is to deepen our understanding of how to teach writing. After we continue this, we'll see the effects. This year, we had professional development with an external facilitator who came to our school twice. They came and gave demonstration classes. The teachers were able to participate in small groups, as we want the children to be in small groups. Sometimes, teachers who work in small groups have a strong impact. We can learn from them in half a day. They also gave demonstration classes, and we can see that. We also had Zoom meetings throughout the year, so we alternated to be a bit more flexible. We hope to continue next year, but we're going to transition to encouraging our teachers to vary their instruction. These are their teachings. The children here are very excited about writing. They publish

075their writing, and it has been very exciting to see this because they are beginning to embrace this writing process, and different in different genres as well. And that is what we have been doing with writing. And to summarize, it takes a whole village to do this work, including our teachers, support staff, students—everyone. We wouldn't have been able to do it without the help of all of them. And a big, special thanks to Jeff because he has taught us on these journeys, and even some of our district staff members, social workers, to help families. Even district staff, when they come to our office, take these thank-you cards that you see on this Christmas tree. And I want to say thank you. And that was the presentation for now. To mention the audience: if there is any

076member of the audience who would like to speak, we have the card here. If any member of the online audience would like to speak on this point, please raise your hand digitally. Now, hi. My name is [Name]. I am a second-grade teacher. Excuse me, I am a mother of a second- grade boy, and Rock wants to hire more male staff, and my son's first-grade teacher is [Name]. Having a male gender representation in the classroom as a role model is extremely important, and it's the first time I've seen more men in this field. We've collected data, and what stood out about Big Shop is the way the teachers provide many of these opportunities. For example, the kindergarten teachers started a community lab to help children with fractions. We have an incredible kindergarten teacher who teaches classes

077like instrument making, and you don't see that in other schools. I want to highlight what's unique and special about Big Shop. We have a very rich community of many Spanish speakers, and it 's difficult to engage them. This relates to equity work, and we have a great responsibility to attract these families. We've talked about how to engage them more, but I don't think it's just this school; we see this in other schools as well. The Spanish-speaking community and working on this aspect of equity would be important, and perhaps doing more radical things, maybe making our school a campus that focuses on more opportunities and modeling these opportunities across the campus in the lives of the children. That they can see, well, our population is very different, but that's something that really enriches us. And as

078Camila was saying, there are other things, no, there isn't more inclusivity here, so I would like us all to work together on this. Thank you, thank you. Now it's time for comments from you board members. I have a couple of comments. First of all, I would love to go to Bishop to visit, and I really appreciate the interaction, the library, how active that space is now, and the bookseller, the person who works there. And I saw the parents offering to volunteer for a math project in one of the rooms, and it was a very engaging session where everyone participated a lot, and it inspired me, it motivated me a lot, and we were able to interact with the teacher who works with the newcomer groups. And during the testing, the school was closed, and you

079said it was everyone's job, and I don't know if the other people or the teachers on special assignments also collaborated. I hope the district can fund this support for schools that have a high student population of newcomers to do this intervention work and create budgets for next year. I would like to see that. I don't know. Bishop alone has the largest number of students learning English, and before that started, I also felt that I didn't want to interrupt the interventions, and yet there is this required exam. We have different opinions about the value of this exam, except that we all agree that it is mandatory. Eight days, yes, eight days, 237 students or so. That's due to the organization, and I want to publicly congratulate Rob for this and also the leadership in involving the

080entire community. So I would prefer not to lose this exam. Some other schools do a fantastic job, Lakewood too, but keep this in mind. I'm very happy about this, and this idea of ​​passports for parents—I love that idea. In many of our community meetings, the topic of the kindergarten situation has come up. It seems that the cafeteria isn't open until 10, and the children go out to recess earlier because then there are many little ones running around. The federal and state governments spend a lot of money to have good nutrition for the youngest children so that their brains develop better, and I hope the district corrects this cafeteria time conflict because I think it's very... This is important, and it's been happening since the beginning of this school year. I understand there are contracts and

081other things, right? But it's one of those things we can't just throw in the towel and turn a blind eye to. That was my comment. But thank you for everything. Any other comments? They set the bar very high in trying to involve parents, to think carefully about after- school programs, and for the community, it's especially difficult. Parents have multiple jobs and other things to do. I'm curious to know some of this data. Many of the fifth-grade students who graduated did n't meet the standards, and what about the children who have low grades? Do you have any ideas or how do you respond to that? I'm sure there are many factors involved. It's not necessarily the content itself when they move on to third grade, and when they move on to fourth and fifth grade, the

082content definitely becomes more difficult. And that phrase you've heard about learning to read and learning to read—that also applies to older children. Second and third graders, if one is a little behind in reading, that was partly due to COVID. That doesn't excuse it, and it does. And access during that time, not just what happened in Kobe. Because many families went through difficult times, and the level of involvement after COVID is also good to know. It's a district focus, and you see these results in some areas. I appreciate that comment because there's an opportunity to not see representatives, and it's exciting that more people are attending events. Some of these numbers are very difficult, right? A reminder that everyone's intentions are good, right? But sometimes they don't turn out as they want. These numbers aren't good,

083and we all have to find a way to make it work. That's right. Thank you, Nancy. Do you have any comments? No, well, thank you. I love the atmosphere of that school. I love being there, and I also love the classrooms of the students who are new to the school or to the newcomers. [Music] I was thinking that most of the numbers show a large population of students learning English. How long does it usually take for a child to reclassify? That's a good question. It's one of those questions that's difficult to monitor or track because families come and go, and when some of our children arrive, they don't come from another country to fourth grade. For us to track that, it's very difficult. Or some children come from another country to second grade and we're

084trying to analyze data is a challenge. But what we do realize is that the speed has been faster with reclassification. We reclassify ten during that time each year. We're at the average of reclassified students per year. It's a little more difficult. I would n't be surprised if you didn't know these numbers, but you know how many families, let's say, come and go. It's big. Yes, we have a lot of diversity on our campus, and yes, you never know when they're going to leave. We have some families who have unstable housing situations, and we don't know if they're going to leave or not, and sometimes they just leave without saying goodbye. It's a little complicated to monitor that and how you use it. Yes, we love that too, especially on rainy days. We have our Leadership

085meetings once a month right now. Our choir is after school. We have the theater from three to five, which starts next week, and we use that space. We also use it for district events and to organize these kinds of things. But those are the important things. We do graduation celebrations, like movie nights. Yes, a lot of people attend that event. It's like going to a... Yes, but organizing and cleaning up after your events... It's not fun. Let me tell you, we actually have to use blowers to clean the place, and we accept volunteers. Thank you for giving us these figures for MTS. That multi-level support system. One of the things we've been talking about is what we gained or learned during the pandemic, what we should do to increase those numbers. So it was important

086for us to know that. Thank you. Okay, let's proceed. Thank you for putting such a good effort into everything. We're going to take a 3-minute break. It's 9:15. We'll be back at 9:18. Okay. These are the most important assumptions about income based on the projections. That 80%, which is approximately $5 million, remains at 2.00 based on the rate. Our IP is projected at 2.2 million. Our parcel taxes are projected at 1.1 million, which is part of the COVID management package as well, and the facility improvements as well. And our emotional support, based on these projections, the special education is projected. All income is projected at level 21 and is projected to total $237 per $88, which is approximately 4.4 million, and with the latest estimate From the county office, we collect four point million dollars,

087and finally, our income is projected at six million dollars. This is the general fund budget. Property taxes are four million dollars, which is 60 percent of our budget. Our state revenue is 1.7 percent of the budget, six million dollars. Our state revenue is 3.5 percent of the budget, three point three million dollars, which is 7 percent. Our local revenue is seven point six percent, and our local revenue totals 538 million dollars. These are the projected spending assumptions for 2022-2023. It has been decreased for teachers and staff hiring, which includes 100, and has increased for para-educators, both degreed and non-degreed employees, and also increases to recognize this within the 2022-2023 budget. It is projected at 90, 19.1 percent. It is projected at 2023, 7 percent, and based on welfare, six percent of 2022, and Kaiser has

088increased 15.6 percent in 2022. All of these are the spending categories. Salaries and benefits is the largest part, which is approximately 85 percent of our budget. 4 percent Of our budget, books, supplies, services, and other 11% of our budget, including support for preschool nutrition, transportation, savings for future technology and professional development, and contracts to support students socio-emotionally, amount to $ 131.9 million. This is the multi-year restricted and unrestricted expenditure, which is an increase from 2021-2022. It is projected to be $139 million, which is higher than in 2022. The increase in 2021-2022 is due to salary increases and increased contributions from maintenance projects. The second budget is expected to increase in expenditure. This is the multi-year and year-end balances. An increase is projected in part due to one-time funds, and a decrease in support for child

089development and nutrition is projected. A $ 2.2 million increase since the last interim budget is recognized and incorporated into the budget. These are our unrestricted fund reserves for 2022-2023. They are projected to be slightly larger than in 2022, but as expenditures They have increased 0.8 million in reserve balances, they have decreased, so to briefly summarize our balance is 31.4 million, it is 0.2 million for unrestricted reserves, 45.6 million. Multi-level projections for years have positive balances. Thank you for your attention. If there are members of the public who would like to discuss this matter, please... Raise your hand on Zoom right now. Very good, thank you for that. Any comments or questions? We need to make a motion. I propose approving the second provisional fiscal solvency report for 2022-2023. I second the board. If you are

090in favor, say yes. Yes, we have. We already made a motion. Any comments or questions? Thank you. I have a question. In the package, there are $180,000 in interest on $46 million. That fund does n't have interest. Is that what $180,000 is? Is our money in a bank account? Yes. My questions... I already asked them when they gave us the package. Thank you, thank you for the work you do. And now we vote on the approval of the second provisional fiscal solvency report for 2022-2023. Yes, everyone. If everyone has a motion, everyone says yes. Yes, with that, the motion passes. Thank you. The president says yes. We move on to item twelve: approval of the declaration condemning intolerance against Asians. And we have... this is a declaration that we wrote. This is the declaration that

091I wrote with the rest of the team before the event on March 16th. It's something I 'm asking everyone to... Boards of directors that do this, because it's not us, the city council and the district. I'm asking that other boards of directors do it at their events. We have students at your level. There are other schools in Cupertino too. For cities at this level, we should do it. Anyone can adopt it. I'm going to check if it can be done, and Santa Clara, the Santa Clara district, also has it. That makes a lot of sense because especially in neighborhoods with Asian populations. I'm asking people to sign as individuals and as a board of directors. And that's on the agenda for today. So, board members, we can have an exciting moment. Let's start with comments.

092Are there any members of the public who would like to speak on this matter? Please raise your hand right now using the raise-of-hand tool. We don't have any. So, we have a motion for the... I propose to approve the declaration condemning intolerance against Asians. Second, are there any questions, comments, anything you'd like to discuss? I think that's fine. Thank you. I'm very excited, and I appreciate you bringing this to the board. We've already talked about this. I'm glad we all support this. I have a comment on the package. I 'm grateful. That the district is a specific identity that has changed, I do n't understand. It's being said that in Sony we have a majority minority of the Asian population of the country, and it would be very good if they had mentioned it in

093Congress. Thank you for bringing up this important issue. It's very important that we have it, it's very important that we take action. I want to support this. This is important for the community to have a statement, but that we have events especially for the community, and people are looking for interventions. I think the event... I thank the facilitators at that event. [Music] I feel that people are going to feel welcome and it's going to be an inclusive environment. Everyone who is in favor, say yes! Yes! The emotion has passed. The president votes yes. And with that, we move on to the next matter, which is the approval of the resolution regarding National Women's History Month. For this, I worked, and they have spoken about the problems of women in this Women's History Month, and in

094the... we have spoken about this issue and the difficulties that women have had, not only the mental health problems of our girls, now more have emerged. There are other members at these events from other... From other boards we've been visiting, it's happening in other areas where people have resolutions, but of course, with resolutions, we don't just want to make a statement. We also want to add actions to that. And I've been talking with Mac about some presentations about offering statutes. We need to offer enough articles for girls, and the reason for the lack of representation came from another board, the County Board, where girls are asking to follow the intentions behind the law, to meet the needs of our community and our goals. And we're working on that. And I've also been talking—I spoke briefly

095with the superintendent— but also with the high school to see if there's anything else we can do. We can start this month working with other events to highlight the importance of girls. There are many things happening that diminish the importance of women in society, and I think it's greatly affecting our young people in the way they see women and that they are an important part of the population and of equal rights. We want a perspective of equity. It's very important that we pass a resolution on this. With this, the resolution itself explains a lot about why it's important and what we want to say. We're working on it. In this, but the initial part, we extracted the points we wanted to highlight, and we had and wanted to review the CDC numbers. With that, I'm

096going to move on to public comments and then a motion. I mean, there's a comment on this particular matter. Please raise your hand electronically. Right now, there's no one. If there's no one, then, Board, can we have a motion? I propose to approve resolution R2322 regarding National Women's History Month. Anyone else? Me? Second. Yes, second. Thank you. Any discussion on this? I feel... We are seeking equity in after-school care, where the burden of childcare falls. I think that's something we should be looking for. I'd like to follow up on what Elin said because... because he was a specific agenda. I think we should really be discussing resolutions in general. What are the guiding principles, not only with the community but also in actions? What concrete actions are we going to take? Alerting regarding the declaration?

097And another point, I'd like to have more conversation about this. Yes, I think there are some people who were interested in that. It's good to move that resolution because also the comment of... Nancy, I'm happy to. I would love to have a discussion regarding equity for the plan for next year. That's something the board would like to be, but Kiss, maybe the district can organize that. Recommend things they can make appropriate. The resolutions are very wordy, but they are something that isn't very comfortable because they use this very formal language. But now that I'm used to the language, I see it as a way for you to see the perspective of this board. We are establishing this as a resolution. This is a perspective, and this is one aspect of the equity perspective that we're

098going to have the opportunity to talk about. It's not that everyone is going to talk about it later, but I'm comfortable with it, and we can support it. We can start. We've been talking about other actions. We can add. It's not just about making the resolution. What I like is that I was very proud to have a resolution on this, and there was at least one. It's a way that we can do something regarding the previous one. If we can bring this into our equity perspective and see that it matters to us and to the children in our community, and add a few small things here and there, maybe it won't cost us much, but it will add a layer of support for the community. But perhaps we can collaborate with other people to have

099more events, but what we say there is very important is after-school care. We want to support women because it will empower them to do other things. We want to support them. With that, I can mention something else. I do n't recall that, as a district, we've ever had an all-female board. I'm very excited that this is happening now in our community. I just wanted to let you know how exciting it is that we have the opportunity to work with outstanding women in the community. Thank you. Please, everyone who is in favor, vote yes. Yes to Nancy. Yes to the presentation. So we passed the resolution, and now the next item is item twelve, which is the discussion and vote of the delegate assembly. That's right, from 2023, the last board we discussed. Well, only Nancy

100can put her ideas in. If everyone agrees with the idea we discussed last time, to do it the same way the boards have done for the last three months, and so as not to hurt anyone's feelings, there are 11 people. We have an open, non-conspicuous place. We have potential for written candidates. I am very grateful that the board put our names and we can review the candidates but we all agree that we're going to vote that way I think at some point we need a motion and second it we can make the motion I think at the end because the agenda says discussion we have to discuss it we can make the votes maybe Jesus can tell us when we make the motion we can review the ballot quickly it's in the online document that

101the candidates who are officially on the ballot she has been on the board for several years Teresa Bond she has been more than 20 years of service and she is very great Hey she has many leadership positions she has held she was treasurer for seven years she has been a delegate for many years she knows a lot she is very articulate and she is a valuable person Balin is a trustee of Isaac and Union is participating in the candidacy she is very organized she is the only Asian American in the assembly of delegates and as you can know, he reported that last year only five percent of the trustees are Asian we normally have many Asians there is a lot of activity and support Asian trustees, but having her is a good idea. Chris Norwood

102is from Milpitas. It's his third year being elected. He's on the electoral board. He's the outreach coordinator for the foundation. He's very articulate, and I think he won Trustee of the Year in 2019. He's very critical of... if... tell me why you're doing this. He would be very good, and I think he presented three different things and is very articulate. He's from the Cambre district. It's a different perspective. All the schools except one are charter schools because the enrollment numbers couldn't operate. She's very sensitive about the CF formula. She's thinking about school districts. She's the only representative Indian representative. She's in the association. She's very connected with the government. Now she's giving me ideas about opportunities to integrate with the ideas. And then there's me, who would appreciate it if you voted for me. And

103then our written candidates. We have Nancy. I would really appreciate it if you voted for her. I don't know, we don't want to talk about ourselves. And the other written candidate is the president of the Latino Boards Association. And they're not going to need... And that It's a good organization, and the other candidate is Catherine. She's very new; I think she's been in Montevideo Los Altos. She's been on the delegate assembly for the last 20 boards. She's been working for 12 years, and someone else was there before her—I don't know, I can't remember if it was another high school district. I do n't know if she's as well-known in the organizations as the others, but she's a great person. And George Sanchez has been doing this for a long time; he's an incumbent. He's the

104person who filled out this form, submitted everything, did everything, and the administration didn't submit it. Everyone had to have someone do the process for them to submit it because there were a lot of people applying. George did everything right. He's on the planning committee for next year. He doesn't have to be a delegate because he can't be on that committee, and I think having someone on that committee is very good for us in the county. These are the people we can also vote for. I do n't want to have an argument, but I just want to say that whoever we vote for, it's going to be a good time. There's no one who, let's say, isn't lazy. They don't say anything, they never show up. There's no one like that. They all attend. Someone at

105lunch thought... Because we have so many candidates, all these people say, "Could you be a candidate for the assembly?" But that's not happening. There are always more good people, but there are also people who have been appointed for a full term. Some decide not to participate, others do other kinds of work. But there are people who participate as candidates for supervisor. I think the other thing might be that now the assembly of delegates has a mechanism for policies, and now they want to be involved. It's good because they weren't included in the decisions, but people like that make these plans, and the assembly of delegates says, "No, we're not going to do that," and it has to receive their approval. And now they have the four pillars, which for me were family and children, with

106other people. I feel like people, and we can say, "Yes, yes, it has to be more about paying attention to mental health, to children, because of this and that." So this is the first year that there's an opportunity to truly contribute. And also, I think that with the pandemic, many board members have become more involved. They're doing more advocacy, promotion, and support. They feel more comfortable doing it. It's a long-term commitment, twice a year, two or three days a week. Two days a year, twice a year, one in the spring, all in person; it can't be done remotely. And the other unique thing about this upcoming cycle is that we have someone from our county who will be in a leadership position. That's right, in this next delegate cycle, but it's much more exciting when

107you know it's the president. Yes, it makes you more enthusiastic about being more involved in this organization and having someone who changes the paradigm. It's a possibility. And that has happened in the last year or two. I appreciate that, I do n't know her style, but something I appreciate is that everyone is very good. But if there are people you think are great but haven't seen very involved, that would also be something good to keep in mind. Everyone is very good, right? There are people you think are very good, but maybe... What I'm asking is, what do you mean by involvement? Getting involved in delegate assemblies, or do you mean being involved in terms of attendance and the community? When Rick was talking about them, she said that this person is very good, but in

108recent years they have n't really been doing much; they aren't talking. They were adding value. That's what I mean. If they show up but don't do or say anything, there haven't really been delegates more interested in other activities. I ca n't speak from my perspective. Some of the members have done a lot in the past, but they don't necessarily get involved in attending meetings or being part of other activities. That's what I want to know because I really don't care. I prefer to choose someone who is more active. I would say it's difficult for me because I like all these people, right? They are all very good, but I would love to make room on our board for Pacheco Charlie. I do n't want to rule out Ronald. I would personally vote for myself, but

109I really feel that we need diversity, or more diversity. Many members of the board are conservatives, sorry, and they are already active members at the state level, and I feel that I want to support those who aren't. It's a difficult decision. Is there someone who stands out? I know that Jorge is really in charge of the curriculum for ethnic studies, and I know that Michelle is very involved in, I mean, criminal justice. Yes, and she has been on a board. She was very The community is involved, everyone. Honestly, Daniel, Teresa, and they all have children, adults, and one of them has a child in high school with special needs, Brisa. They're dealing with power outages, and I would say that if they understand that there is someone who stands out more than the others and

110that they are aligned with our district values, and going forward, my only comment is that when I was reading these responses, there was a question about which ones—I don't remember exactly, but I really liked her answer. Who is Teresa? I loved her answer to that question. Jorge is one of the first people who started ethnic studies and is part of equity as well, and part South Korean, and his mom, I think she's from Central America, from the indigenous community. I don't know, he's not African American. Yes, but he is. And he's a middle school teacher. He's very ambitious and very dedicated, very passionate about what he does. Any other comments? The interpreter can't hear Daniel; we ca n't hear him now. Nancy is much, much better. Daniel hasn't been as active at the county level

111with meetings as much as he used to be in terms of attending meetings and things like that. So we wrote our responses, our votes, and we said hello to Jesus. Yes, who did she write to? Did she see the text to Jesus? Okay. [Music] [Music] [ Laughter] [Music] So they have to nominate someone and call all the delegates for comments. And the other thing is, if they haven't applied to be a delegate or expressed interest, they're not going to nominate them. So if someone here doesn't win, yes, but she's already done a lot of service and doesn't want to anymore. [Music] Okay, we have the first five, Teresa and Marvel, number 6. We have to vote again. Who's in the first five? There's Chris, Bridget, George, and Rosally, Bridget George. And there's a tie between

112Teresa and each of them has three. [Music] Secret. The question before us is, we want to think about geography, who represents us. We're waiting for your vote. Nancy, Teresa, for Brushley. Now, right now, there's a tie. Or not? Nancy is the person who's going to break the tie. She's going to pass. Sony represents two important areas, school districts that have low incomes as well as high incomes. It's a population that deserves representation. Teresa, who are the cats, and especially what I was already commenting during the meeting about the specific difficulties they are facing due to climate change, having storms and power outages, and those are the things that concern them with the East School District, but all the trustees are from the east side and San Jose. Yunifer hasn't seen the birth of a representative,

113so Nancy, who did you vote for? I'm waiting. Sorry, is it still sending the message? It has n't sent yet. I 'm confident. That sounds good. Okay, thank you. So the first six, Jorge, George, I'll pass. I want the motion to approve our six candidates to be passed, Chris, Bridget, Jor George Barsali, secondly, if those of you who want to approve this say yes, yes, everyone says yes. The excitement passes, and now we move on to the matters of giving consent. Those are subject to review, and some of those items can be removed or addressed separately. Is there anyone in the audience who would like to speak about these matters? Raise your hand digitally. Now, we would like to withdraw item E, not to discuss it, but to leave it for another day. Okay, item

114B leaves it for another day. Does anyone want to move to accept the agenda items, item number 13, except for item PCB? Secondly, okay, does anyone want to discuss this? No. Then we move on to voting to approve them without item E. Everyone, yes, yes. And then they say yes. We move on to the next item, which is 14, informational matters: eligible products and services. And you're going to talk to us about this. Thank you, Isabel. Yes, before you, it's just an informational matter. We have received two bids for Category One: Internet Access and two connectivity components. The district is in eligibility based on Title I and Title III student eligibility. We are trying to leverage the fund, and we will bring this up at a future meeting. Regarding the processes we need to take,

115and this is just for informational purposes and an opportunity to leverage these funds, well, thank you all. We'll move on to item 15. The next meeting will be on Thursday, March 23, 2023, at 6:00 PM. It will be a regular meeting. And with that, the session ends at 10:20. Thank you for your hard work. Thank you all.