001I am definitely This It's >> going to be awesome. I know, right? April, you know, if you approve I don't know if she's she did say she does just talk please. Sorry. It doesn't take longer. long meeting, but it's a baby. I'm sorry. in charge. dinner. >> We're going to be last wrapped up for me at 4. I went over there and it's a break now. Thanks for being here. at the end of the year. Well, I do know that there's the first consideration of >> your last hand. >> We will get it. No problem. >> You're amazing. >> I know. I know. And then where are you? not put all that stuff in there. It just got >> all three kind of one of those minutes, >> but there's very little something. >> Yes.
002That's good to know. >> Oh, very structure. >> Yeah. growing. >> What town? Yeah, we got yesterday. I was so scared. >> What are we looking for? >> Like half hour later, I was like, I don't even know which ones I looked at or what. have Spanish questions. Yes. Well, mine too. Okay. This is almost Okay. Yeah. Chelsea. Did your daughter think about it? I wish you would, but that's Did you change things? mostly years. But you know students almost I think it'll be crutch, you know. But I really see the value in a second. Let me get this back up here. Answer right now. >> What? >> Just give us one more moment where the Wi-Fi isn't connecting like it's supposed to. Oh, connected. Well, town of Windsor guest. Yes. Yeah, I'm going to
003start uh with the >> paper. So, if we have uh if we if I'm missing something on my printed out one, somebody get me. All righty. Uh, I'd like to welcome everybody to our schoolboard meeting this evening. Hey, wait a minute. Do we have a three Do we have a Oh, I see three minutes up there on the clock and I was like going, is that for me or is that for Look at everyone saying yes. >> Everyone agrees. >> Even with three minutes. >> It's okay. I'm I'm I'm good. I'm good. I I got this all I need. This is going to be a quick meeting tonight. So, um let's see here. Reconvening. Um got a report out of close session. Jeremy, >> yes, you have a report out. Rich, >> I do. So,
004close session. Uh item 1.5. The district initiated proceedings related to the employment status of Do I mention the name? You could just say employee. >> Okay. Employee following concerns regarding the ability to maintain qualifications required for the position under article 11 section 3 T of the California Educate California School employee association CC collective bargaining agreement. Following discussion with the district employee and ccea the parties reached a mutual agreement upon resignation agreement and release. Upon the agreement, employee will voluntarily resign his employment with the district effective May 29th, 2026. And then the parties will fully resolve all matters related to this employment. Um the agreement was a $7,000 plus benefits through September 31st, 2026 u separation agreement. Okay. Um >> yeah, >> we already did. So this is just the report out. >> Yeah, it's a
005report. Is there any public comment on this issue? Seeing none, we'll bring it back in. Okay. And I don't believe that there's anything else that we need to report out. >> There is one more report out for interd district transfers. >> That's right. I'm sorry. Thank you. Where is that? Here we go. So, let me get this one. So, in regard to case number 2026-02, the board uh voted to approve the appeal 4 to zero with one absent. And then cases um number 2026- 03 04 05 and 06 collectively. The appeals were denied. Uh and that was also by a vote of four to zero and with one abstension. Um I'm I'm sorry, one absent, not absention. Thank you. Um, is there any and that was already voted on in there. Any comment from the
006audience? Nope. All righty. Thank you. That's So that's the conclusion of reporting out of close session. >> Yep. We're going to do that right now. Jen, can you have the roll call, please? >> Rich Carnation >> here. >> Bill Adam >> here. >> Stephanie Amar here. Paul Kagorno >> here. Rebecca Herman here. >> All righty. Now we're going to go to 3.1 flag salute by Gil Adams. Okay. Stand and join me. The flag is in the corner. Ready to begin. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> By the way, just uh FYI, uh Trusty Lopez will be here in just a few minutes. She's coming up from Rona Park and keeping
007it right there. Um, she'll be here shortly. Um, any adjustments to the agenda? >> Rich, can I actually make one recommendation? The novel adoptions because Trusty Lopez is not here yet. Would it make sense to push that further uh down because it's the second item? >> Sure, we can push it right to the very end. >> It'd be good to have all five of you present. Um, >> is that reasonable, Bo? Ultimately, it's your decision. >> Yep. So, what number is that, Jeremy? one 5.2. >> Yeah, it's 5.2. I mean, should we just make it the last item? >> Yeah. So, we'll just take that. Yeah, just pump it back to Sorry. paper. Yeah. Make it 5.9. Um, and then Windsor Creek would be 510. >> Mhm. >> Okay. Cuz Yeah. So this will go
008510 5 9 is the old 52. Okay, good idea. N All righty. Any other adjustments or anybody? All righty. Let me get back over to here. So we've got now a student board member Rebecca Herman report. I think they call this swan song. >> We're going to skip over this because it's the end of the year, so we don't have a presentation. Um, and Natalie isn't here, so I'm just going to be listening today. >> We have a presentation for you, though. >> Oh, there you go. >> A present presentation. >> Presentation. Thank you. >> Open it now. >> Of course. >> Okay. >> Oh my gosh. Cuz I'm a Bobcat now. I've graduated from Jaguar to Bobcat. >> Thank you everyone. >> Congratulations. >> Thank you. Thank you guys. >> Just remember we are
009your first cat though. >> Well, technically first I was an eagle. >> Yeah, but our cat ate your eagle. >> The um All right, moving on to 3.4 public comment on non-aggendaized items. If there's any comments from the public on any non-aggendaized items, uh please come on up. Seeing none, we will move on to 3.5. Superintendent report uh district scorecard presentation by Superintendent Decker. >> My report is commandeered by our our principles. So, they're going to come up and give our final scorecard presentations. >> All righty. All >> right. Good evening board. It is that time of year again for our final scorecard presentation. Um and then I will say for um the last time I will be doing the Mattie Washburn presentation. Um so we were able to break it down by um kindergarten
010and we broke out early literacy and you can see that that is definitely going to be an area that will um Mr. Gilbertson will be focusing on with his team next year. Um so just as a reminder um fall baseline these are how the students came to us and then you have to maintain that percentage over the year as the test becomes increasingly harder. So if the score goes down that means that um students did not maintain grade level during that time. But that also means that if the score goes up not only did we maintain those students um but we also um increased some students through some of our intervention programs. So you will see uh some some big gains with first grade and early literacy and star reading. Um we see some moderate
011gains with uh second grade early literacy and star reading. Um and then uh some really great gains in first and second grade math. >> Thank you. Good evening. Let's see. All right. So, as Brian explained, um seeing numbers that are similar um is a good thing. We're maintaining. So for our um Renstar ELA uh for all grades um holding steady at 45%. Um uh math 35 slight dip from 37 but still in that same range of kids maintaining their same um level. Um youth truth is funny. You see that big 95% there in April. Um, I attribute that to the teachers being able to break out that question one by one versus the youth truth which has 400 questions on it, right? So when they're asked and their teacher can explain a little bit more
012like, "Oh yes, my teacher does um expect me to work hard and uh keep going when things are tough." Um, professional development from teachers um held steady too about 63 and then we didn't do the um the parent one at the end of the year. Um our um subgroups our multilingual learners um again maintained 10% um in uh English language arts, our Hispanic students in ELA 32% and um in math 7%. One thing to keep in mind is that we did our FIP 12 students. So 12 students came out of that mix. So, if they were still in that, those scores would be higher. Um, but they come out of that and go into the other um database. Um, just a quick visual for you. Um, spring scores versus winter scores. And so, if you
013go um up and down the graph, that is achievement. And if you go across the graph, that is um typical growth, low growth or or high growth. So between winter and spring um you can see there's higher achievement and higher growth both for math and for language arts um continued um typical to high growth um from winter to spring. All right. Some things of interest for next year is we are um implementing a um homework policy that is just read 20 minutes and math flashcards. Okay, just for automaticity. Um additional we're um implementing an additional 30 minutes each week for PLT. We've carved out some time during the morning. Um so each week there will be an additional 30 minutes for each grade level. um lots of ongoing staff development for the new math curriculum,
014which I think you're going to hear a little bit about later. Um and then um dedicating a lot of release time for curriculum mapping and aligning of the new math curriculum. >> Shannon, could you go back one just to the growth? >> Sure can. >> I just want to make sure. I know you guys have seen these bubble maps. Yes, please. I know you guys have seen these, but uh if you go to the one before for math, >> yeah, >> I think you'll really see that you see the typical growth is in the middle. If we can get students up higher to start at Brooks, the Brooks teachers have shown they can maintain and even push them beyond where they were. So, I think our investment in Mattie Washurn with instructional aids, uh, and
015really, you know, really making Matty Washurn a focus for early intervention, it it shows that it's needed based on this data, right? We're just starting low and Brooks is getting them and they're doing some good work, but we're we've got to get these kids ready for Brooks a little bit better. And that's not a it's not a hit on teachers. That's just general, right? We have to make sure our kids are coming out high so Brooks can move them along. All right, let me get you to the right spot. All right, did you have a question? Oh, I thought someone had a question. Thank you. Of course. Good afternoon. I am going to just go through the different scorecards for each one of the uh languages and then math. And then at the end, I'm
016going to kind of highlight five different uh areas um from this year. This is our Spanish data. Almost all across we see a big increase from the baseline to um the spring semester. This is English ELA. This is math. And this is results from our youth truth culture engagement and academic challenge from our students in 3568, our staff and our families. So overall we have five highlights uh from all of this presentation. Spanish literacy growth is strong across most of grade levels with uh points moving uh up to a plus 14 gains. Uh ELA performance shows positive growth in elementary uh grades grade three, four and fifth. uh significant math gains in the upper grades in sixth, seventh and eighth. We have uh more work to do which is coming with the new adoption uh
017and strategies for next year uh with our new math curriculum in uh grades 3 to five. Student voice indicates a strong and improvement in school culture um which is due to the hard work of the past three years. Our students feel connected, challenged, and engaged. And family uh partnerships continue to strengthen uh with uh moving up to numbers as 80 uh% of parents moving from 78 to uh the 80s. So overall, our scorecard really it's uh one of uh of growth. I'm very proud of all the work that my teams have been doing. Uh growth and coherence. uh it shows the hard work of the past three years and um for next year really we are not looking into any new initiatives. We are looking into going deeper into this work using data um very
018intentionally uh and changing um keep changing those uh instructional practices in the classes being more into those classes working with those PLTs and moving those numbers even higher. Thank you. I'm I'm really proud of everything that has been happen happening and it shows. So I I'm very proud of of all the teams and all the work from everybody. Thank you. >> Oh, yay. We might be the middle, but we still get excited. Okay, there we are. Good evening everybody. Um if you look at our scorecard in the pink um so we did Renstar at the beginning for reading and math. Um and that was the assessment that we took and we did a pulse check um to gauge where the students were and the staff and our families. Um we sent out a Google form.
019Um the students took it in science. we sent it out to the teacher or the teachers took it at a meeting and then our families we sent it out in an email. So you can see where our goals on the far right and we met those goals in ELA. So these are combined for we take the Renstar I'm sorry the CASP test in sixth, seventh and eighth. So these are combined scores for the school. Um, so we reached our goals for reading and math and then in it was interesting. The kids, it was different than what Shannon said that they enjoyed coming to school and they feel upset they have um an adult they connect with. They were actually higher in the youth truth which was surprising during all those numbers. They still flushed that
020out. Um, our goal was 50%. It still feels really low low that only half the kids enjoy coming to school most of the time or that they have a trusted adult. It doesn't feel like that on campus, but that's that's what they say. Um our teachers um work together to improve instructional practice. Um 81% of them felt like they did. Um and at the last leadership meeting we were talking about we had 34 kids um ARFEP or reclassified last year and we had 37 this year. Um and I I think a lot of that is due to our teachers coming together and working together. Um so that's something we're really proud of. And our parents um 80% said they'd recommend uh our school to parents seeking a school for their child. So we're really proud
021of that number. So, Windsor scorecard, middle middle school scorecard. Thank you. Hi there. I wasn't expecting to come before the high school, but here we are. So, um this is kind of our last harrah, so I've taken the liberty of um doing this a little bit differently this time. I just want to start out by saying that I'm like in like Lydia said, but I'm incredibly proud of our staff and the work that we have done and I know we've really made a difference in the lives of students for whom a huge comprehensive school just wasn't the way for them. Um, so one of our typical scorecard things is we've looked at competencies. And so our communication competency, we met our goal with 100% of our grade 11 at or above three. As a reminder,
022students that are at a level three are ready for college. Uh, we didn't see the same growth in quantitative reasoning, which is the equivalent of math. Uh, we did have a dip mid year. We really did come back from that. Uh we didn't meet our goal, but there was definitely growth throughout the year. Um some of the board members heard a little bit of this at graduation. I did talk a little bit about competencies at graduation last week, but I think this is like really important to understand um what's happening in education now and the movement towards competency based evaluations. And so we have been using the international big picture learning credential which originated in Australia and it was piloted in the United States for several years now including at North Bay Met and Big
023Picture Learning Windsor. And the IBPLC is meant to be a learner record and it reflects the students unique abilities and ambitions. It creates more of a comprehensive picture for employers and universities. In Australia, the credential is validated by the University of Melbourne and it's accepted by Australian public universities and it's beginning to be accepted here in California. San Marcos is going to be the first CSU to accept the IBLC in lie of A3G requirements and so it's a new pathway to college and it's not an alternative. It'll be a standard route. And according to education reimagined which is a national education nonprofit who is um advocating for student centered learning in the past several years the IBPLC has been earned about by about 55 students in the United States, Barbados and Kenya and around 60
024more students are expected to earn those. Um we have five of those and from that total of 115 students North Bay Met and Big Picture Learning has awarded 10 of those. international big picture learning credentials. We're very proud of that. Um and so I'm looking at the same measures, but what I'm really doing is I'm just highlighting our strengths so you can see how we compare when you're looking at um the uh total number and for some reason I am totally blanking on that so I'm going to skip forward so I can no that's not forward so I can look at the number. All right. So, we are looking at the aggregated survey, the national the national database set. So, if we're looking at that, if you're looking at all students connected and thriving, we're
025in the 89th percentile nationally or excuse me, 86th percentile nationally for the summary measure describing the degree to which students believe that their school fosters a culture of respect and fairness and that is the top in the district. And in the relationship summary measure where the degree to which students feel they receive support and personal attention from their teachers, we're at the 98th percentile. That's nationally and that is the top in the district. If you look at more at all students connected and thriving, if you look at work-based, career connected and learning bar charts, you have the work I do for my classes gives me the opportunity to solve real world problems. We are at the top in the district and we are if you're looking at the growth in our school, we have grown
026year-over-year. Students that feel ready for the world of work because this is on a 1 to4 scale, which is a little different than the other one, but we're at 3.96, which has shown growth over the last couple of years and is much higher than typical WUSD schools. and the work that I do for my classes helps prepare me for careers that interest me. Again, 3.96 out of four and ahead of typical WUSD schools. If you look at staff connected and thriving, the culture summary measure is describing the degree to which staff believe that their school fosters a culture of shared vision, respect, and effective communication. We're in 91st percentile nationally. And if you look at SCO schools, that's the 37 high schools in Sonoma County who participated in this. We're just below the top of
027that. And then if you look at the summary measure describing the degree to which staff experience positive relationships in their school based on respect, care, and approachability, we're in the 99th percentile nationally, and we are at the top of all 37 high schools in Sonoma County. And lastly, I just want to highlight these areas. Again, this is a national comparative data set. When you look at students for engagement, relationships, culture, academic challenge, college, and career readiness, we're t we're just heads over people across the country. And if you look at staff connection, we're in those same areas for engagement, relationships, culture, school safety, and professional development and support. We're in the 90th percentiles for all of those. And so this is a program that clearly has had an effect on students. families didn't really fill
028this out because I don't think they wanted to give feedback on a school that was closing. But um we've clearly made a difference and I think in a couple of years you're going to find yourself looking for something to replace this program because it's needed in this district. But thank you. Hello. Long time no see. It's just been a couple days. I have to say after being in front of about 4,000 people right to hear this is a little bit easier. All right, so let's jump into the high school. Um, if we look at our RunStar scores, um, we inched up every single time, which again, like progress is progress, and I think that shows the the shift that we're really making and kind of that testing mentality, speaking with students about, you know, why
029are these tests important? um especially in the ninth and the tth grade uh we've found that our RESSTAR scores are really close to how our juniors score on CASP. So this is really reflective of that and so if we're making growth in Renstar then we can predict that we'll be making growth in CASP. So I think those are important scores scores to keep looking at. Um if we move on to youth truth um for our students my teachers explain things in a way that I understand. Um we had a big jump there. we went from 38% to 56%. Um, which when I was speaking with my team about this, right, we love to see that that students do feel like they're understanding how things how teachers are working through things. Um, this year we've also
030made a push with I can statements and learning targets up on the board in class. Um, you know, when a student kind of understands what the purpose is for that day, it's a lot easier to then understand what your teacher is saying. So, we think that's made a difference as well. Um if we jump down to all student or all staff connected and thriving um staff I feel empowered to play a meaningful role in decision-m in my school you'll see that that percentage went down um and I actually brought this to my leadership team and I asked them I said what are your thoughts on this why do you think that this went down and you know I used the schedule as an example because we went through quite the process with bringing in um
031different focus groups polling the staff right we really involved them in that process so I was a a little confused by this. And it was interesting. Their response was they just they want to see even more of us and have even more of those conversations and know more about what we're doing. It's not necessarily making every single decision, but it's being um felt like they're in the loop on what's going on. And so that's definitely something that we'll be focusing on next year. Um if we move on to strong family and community relationships, um both of these grew. So, um, when it comes to families kind of feeling like they're empowered to play a meaningful role, Davin's done a really great job with running site council and getting those site council notes out to the
032rest of the parents and sharing with them the discussions that are happening. U, we also have the weekly newsletter which I think has helped people feel a little bit more involved in what's going on. Um, and then as well as our teachers clearly communicate, write that one up. Um, if we jump down to the bottom two, the percentage of 9th graders who earned a D or an F. Uh remember we started at 44% in April we were at 28%. So we had a kind of a jump there but after looking at grades and where our 9th graders finished for the semester um there was only 25% of our 9th graders who had had earned at least one DRF. So we got back to kind of where we were in baseline. Um and then in terms
033of our college and career readiness, right, this is a a super exciting jump. We went from 45% to 56 about 56%. Um and there's there's some really great changes that are happening next year as well with that. So part of um what they look at when we're talking about college and career ready is access to college level courses. Um you know the CCAP course is something that we offer on our campus where a JC instructor comes to to teach that course. This year we were able to offer one. Next year we're offering four which again increases the the access for our students which then can help um increase this this number. Um they're also making a change or an addition where if a student completes 50 hours of work-based learning along with they always have
034the plus but along with a CTE pathway or um taking a college level course that will also now count towards college and career readiness. Um and the reason I was really excited about that is if we think about Sherry's students and the workability program, right? Those students um historically have not landed on this indicator. Um and now with going through her program and that qualifying as a work-based learning opportunity, right, the the job for us is to get them through their CTE courses or get them um access to that college level course. And now these students who haven't historically showed up on this marker have that opportunity, too. So that's a really exciting addition. Um and another addition that they've made is the state seal of civic engagement. And so a student um there's the
035the successful completion of history courses um community service as related to civic engagement and then a couple other pieces that we need to fine-tune in terms of how a student qualifies for that. But again it's similar to the seal of biiteracy and that's another marker that um will count as a positive for us when it comes to college and career readiness. So I think we really looked at that number and said how can we how can we we bolster that and um you know in addition to those other pieces next year we'll have um intervention classes for u math 2 and math 3 and and that will kind of have a twofold effect where if you think about you know math 2 and math 3 that's going to help those students perform better on CASP
036but math 3 is also a a class that can hold up a student from being A throughG um qualified and so if they're getting that support in math 3 they're going to be more likely to pass that course and and right be successful in completing all of that. So that's an exciting addition. Um and I would say that's pretty much it. I already mentioned about the college courses going from 1 to four. Um we already have a list of of more that we'd like to add the following year. So I think that'll be a huge access point for our students. So yeah, thank you. >> And Danielle and I have talked a lot. If there's one number that that I'm focused on, it's college and career readiness. It encompasses pretty much everything that you see
037on there. So, if I can call attention for you guys to that number and to really look into, you know, what that means, it'd be great cuz that's where she and I are having a lot of conversation. >> All right. Thank you. >> All right. So, uh we will all be meeting uh for our principal retreat this Friday. Um Superintendent Decker has uh for this year created uh district goals for us based off of all of this data. And so we're excited to go over, well, I don't know if they're excited. I'm excited to go over all of those goals and do our planning for next year. Uh, any questions? Hearing none. Quick, quick. No, I was just we I can't help myself. Hey, we just had a whole series of graduations and I just
038want to thank all of you. You guys did a fabulous job. every campus, every graduation. Um, you know, you can always kind of tell how you won't do by how happy the parents are and just nothing but just happy parents from the first little dealer Brooks and just all the way through. And and that's a reflection on you guys. You know, I always like that phrase, speed of the leader, speed of the team. And uh I appreciate we all appreciate I know administration appreciates the speed of our leaders. And uh we know a few of you aren't going to be with us next year physically, but spiritually. And we know that you're really going to want to be here. And anyhow, um but we want to thank you guys. It's it's uh sometimes it's a
039thankless job, but we want to say thanks cuz uh he did a great job and uh everybody's super happy and um I mean when we get numbers like 80% want to refer us that that's that's high cotton. So anyhow, thank you all very very much. Enjoy your summer. It sounds like it won't start until at least after Friday. So anyhow, good luck to you all. Thank you. >> Thank you. All righty. Let's see. So, 3.6 uh board of trustees report. That was mine. >> Is yours? >> Yeah. And the only criticism I had is that she was trying to limit me to a few words in the speech, but I fixed that. >> I'll just say that I had my daughter graduate from high school. That was I'm still processing. So that's all I have
040to say. Thank you for saying some kind words, Rich, about her and our family. Um and the Yeah, just an amazing experience. >> It was good. And you know what's coolest? Nobody has come back and said you were wrong. There was somebody in Wisconsin that had a validictorian who had a validictorian who had a valadictorian who had a validictorian. I did find five valadictorians in one family though. Five siblings. That was crazy along my my journey of of looking. But no, you know what, Steph, the uh congratulations to you and combies again. Um again, I love sayings. The food doesn't fall far from the tree. That's one that we like to use very often. And um so uh to be a valid Victorian is pretty rare, but then to actually make one is uh is
041incredibly uh rare and uh it's pretty cool. And so I wanted to make sure we all knew about it because uh those are the kind of cool things in our community that sometimes slip under the the radar and people don't catch until later. So I thought it was important to bring that out and that her grandparents were there. Yeah, >> all four of her grandparents were there to see it. That's where I had to go squirrel a little bit cuz I'm a grandparent now and I can't think of almost anything that would make me more uh okay Lord, you can take me now than to see my grandkids reach a milestone like that. And uh cuz as parents and grandparents, all we really want to know is that our kids are going to make it
042and they're going to be okay. And if a kid can become a valid Victorian, they're pretty much on the way to being they got things going. So anyhow, so I was happy for you guys. >> Thank you. >> And then one other thing I wanted to call out because I think this was a very special class in a schoolboard related way because we had four student board members who graduated in this single class. So two of our two student board members who served last year and our two student board members who served this year. So, this class is like very drawn to service and this type of service. So, I thought that was really cool. Um, and it was great to see everyone walk across the stage, including Rebecca. So, congratulations. >> Good luck to
043you, Rebecca. >> That's all I have. >> Okay, that's it. I took all the air. Sorry. All righty. Um, moving on to staff association reports. >> Okay. All right. I don't have a um Let me get this close. Well, short people problems here. Good evening um board and district. Um oh, it's the end of the year. We made it. Um I'm excited to be here tonight. Just to share, I do not have a slide uh set up for tonight. Hi. It's been a crazy few weeks getting back from the internship and just doing my regular paid day job. So, um, sorry for that. But I do have some staff reports here. Um, as you know, our healthcare benefits, they just keep climbing. And as you also know, we've already negotiated, you know, for the next
044three years for what we're going to be doing going forward. And we're happy with our district's been fair. Um, we are definitely, um, at this point we're strongly backing state superintendent Tony Thurman's new TK through2 healthcare work group to pull schools together for the self-insured schools of California um to help lower the rates. We're really hoping if anybody here knows anybody to advocate with us um because we are completely here for this. Our people are really they're really struggling um and they're in the fall it's just it's hitting us. 12% increase in PO plans and I think it's 4.5 or 4.7 for the Kaiser. Um so it's going to be rough. It's going to be rough but we get our 2.2% uh wage increase this year. So um it will offset a little. Um I
045have been representing since I've been back. I am flooded with calls representing many people um with different types of issues. Um I'm I have a goal, you know, and that is to ensure total fairness, you know, when districts are making releases, probationary or permanent. Um I would like to I'm looking forward to and have been uh working closer with um admin district leaders to work on our discipline process. Um it's really vague language in our contract. I want to tighten that up when we open for our successor agreements in the fall. um got some great ideas and ways to make it just simplify it um because I do want to work with our district on how we are uh dealing with discipline issues um with members. So um going forward we're going to get better
046with a lot of a lot of that. Um we do these PD days as you know we got this added last year uh for classified staff. This was a big win for us to add professional development for us um to kind of align with the teachers and this year I I'm already excited to see they're on the calendar. Um I'm excited to just be a part of that and to help with any anything the district needs in the way of training members. Um eventually I'd love to see this as calendar as part of our calendar. Maybe when we negotiate in the fall we can discuss that because if it's in our calendar it's pable. We always want that. Um I I I did um I brought forward just tonight and I know it's on the
047agenda and I'm using this as my staff report, but I did see the cell phone policy. Um I do, you know, CSA has a few concerns on that and I'm hoping we can. I know you want to get this all approved tonight. Um but as a reminder, you know, Anaheim Verb 1981, um we do, you know, have the right to um bargain the effects of any new policies um that can affect classified folks. And so as I read it over, you know, there were some things in there that just felt a little loose in the way of language. And you know, I know Jeremy knows I don't love loose language, but um I I have I I printed up something that I'm hoping I know if this may pass tonight, it passes, but maybe there
048forward we can come up with an amendment of some sort because there's some things that leave liability exposure on classified staff. I do believe that um classified staff are going to be feeling these cell phones like in their hands and it does make us a little nervous. There's going to be a culture shock with all this. There are parents probably not even paying attention. This is going on right now. And when school starts, I'm a frontline person that's going to answer the phone calls to those parents who are upset about the cell phones um possibly taken from the children. Um and I just want to protect my members. And I I have something I just want to share with you. I'll just hand it here and then you can pass it all the way through.
049Um it's just considerations for us. Um, I'm hoping we can chat with the district uh regarding some of the some of the language in the policy. Um, and maybe we can fix it, figure it out here. I see it's on the agenda. Um, maybe we can talk that through later. Um, but let me just start here. Yeah. Um, so yeah, I just um I have had a lot of calls. A lot of our members are paying attention to the cell phone policy. So, um, this is not just coming from me. This is from my members. Um, they feel they're going to be heavily impacted when this rolls out. So, we just don't want unintended consequences or any missteps here. We want to I know we're on a crunch time to get this done. So, and
050I'm with you in in working through it. Um, I want to say one really positive thing. I I today I got to represent a member who was a little fearful that she was maybe possibly walking into a discipline. Um, and it was with the well program and Jessica, it was great. You we sat down and it really wasn't Jessica was like this was just going to be a check-in and um we were able to just talk through things informally. It was actually how I want I would love every kind of meeting to go. But one thing I learned in there um that I thought was really cool cuz the wellclassified staff are a lot of times forgotten. They have odd um hours so they kind of work outside that the normal scope of the day.
051we kind of forget about them sometimes when it comes to the uh classified member of the month. Um you know, the principal, they're kind of that the kickstand of the school over there at Maddie. And um but one of the things I thought was really cool, I just want to shout this out. Um I found out that the well program classified workers, they were able to recover 87 attendance days by supporting kiddos after school on their missed work. And I just thought that was huge because they those those workers were working with those students after school to get caught up and um and just claim back the time. So way to go. Well, classified staff if you're watching. Um anyway, thank you. Do you have any questions, comments? >> Oh, thank thank you for providing
052this. And when we have it on the agenda part, we can go in a little bit more some of the things that you've mentioned. >> Yeah. have been discussed, but we can go. But thanks for putting together. >> Yeah. And I don't know if it passed all the way through. I would I'm not trying to keep anything from everyone. So, I made enough copies for everybody here so it can keep going if you didn't get it down here. So, >> yeah. But we'll >> Okay. Well, thanks, too. Thanks, >> Susanna Feffer, WDEA President. um the penultimate report of mine. Um just said, you know, it was nice to to attend a Windsor High School graduation. Um this was actually the first one I ever attended. Um and it was long. I um I remember being
053in high school and our teachers saying, "Uh, no, we will not be going to graduation and the only way you can get us there is to force us to be there." and how we forced some teachers to be there. We made it happen. But um it's it's really for the families and it's for the students. Um and it is the whole reason why you all are here is our students. And as uh the representative for one of our labor groups, um you know, the last the last few weeks of June, they say that if you um are a union president, do not leave town because that's when everything weird happens. And now that school ends, you know, the beginning of June, the weird stuff has already started happening. So, there's um a lot going on
054that um Jeremy's going to have to be dealing with with the new president. Um I will be available to him to answer questions, but um you know, just pay attention to those close session discussions and you know, whether all staff is connected and thriving because that seems to be the topic amongst ourselves. And I will see you in two weeks. Thank you. Right. 3.8. Approval of minutes. Thanks, Steph. Three. Uh, approval of minutes from the May 13th special board meeting and the May 18th regular board meeting. Can I have a motion to approve those? >> I'll move to approve both sets of minutes as submitted. >> All righty. And a second, please. >> I'll second. >> Okay. Thank you. Um any discussion from anybody in the audience? All righty. All those in favor? >> I
055Any oppose? All righty. Jen 401 I mean and one the most important one. >> All righty. Moving on to consent items. Paul. >> All right. Do we have any adjustments to the consent items? Anyone want anything pulled or n? Okay. Seeing do I have to go out for public comment? Any public comment on any of these items? >> Yeah, the the only one is just the one I've always done is just never have understood why never mind coaching stipens. But I just want to actually make a comment. Did you guys I one time proposed a long long time ago that the coaches the stipens that if the coach if the coaches if they won like the league championship or the section championship that they would get like a little little spiff or something on the
056legs and actually they have a rule against that. I didn't know that a terrible rule but it's pretty much all up and down the state and the NCS and everybody else but just in case anybody at home was wondering. So other than that, >> okay. Um, can I get a motion to accept consent items 4.1 through 4.9? >> So moved. >> I'll second the motion. >> All in favor? >> I >> oppos. All righty. Moving on to 5.1. consideration of adoption of new elementary mathematics curriculum and that is going to be by Annette. >> A good evening. Sorry I missed you all on Saturday at the graduation. My dog got into a scuffle Friday night and I was wounded. We all were wounded. though I was in the vet bu the vet uh all Saturday
057while you were enjoying celebrating kids. Um all right, I'm here this evening to share with you um a uh multi-year process we've been in to try to um strengthen and respond to the um the stagnant math achievement. It's going on across the state but significant in our district. Um our work started uh about two years ago when we um across three sites we sent administrators and teacher representatives to participate in California ed partners prek to3 coherence collaboration where we began digging into the new um mathematics framework that was published in 2023. So our work started just a year after that framework was adopted. Um the new framework is designed to improve student outcomes through equitable uh student first approach emphasizing deep understanding of mathematic concepts over memorization. Uh it focuses on teaching through big ideas,
058inquirybased learning and real world application. It supports multilingual learners and ensures that all students have access to advanced math pathways. Some of the key components in the new framework are here. There are significant instructional shifts that we're asking of teachers and that's why the work is more than just adopting a curriculum. It's about digging into the framework as well as the standards uh the common core state standards and the standards for math practices. And I'll describe those in just a moment. But here are the ideas that are uh were published two years ago and guided math publishers, math curriculum publishers to ensure their curriculum was written in a way that we would be able to provide more access to more students. Some students get it out of the gate. Some students take deeper experiences. And
059the new curriculum that we're going to propose this evening is meant to give more access to more students. So, it can get confusing. This is something you can look back to if you're interested, but I'm just going to focus on the bottom line where it explains that we have standards for mathematical practice. And these are about making sense of mathematics for students and the ways that we engage students. Next we have the common core state standards. These are the skills we actually want students to understand and master. And then beyond that now we have the California math framework which provides us with a clear vision for all learners. And it has a focus on researchbased instructional guidance. We have traditional math practices that we learned when we were in school. The things that worked for
060us. I often have to remind myself and my colleagues that we were we were successful in the way things were taught. Some of our peers were not. And this is about opening the door for more learners to have access to mathematics. Um and so it's very exciting to have our um our P3C group that you've seen now two years in a row. um develop a mission our vision for math classrooms across the district. And that is where all students build deep conceptual understanding, develop strong number fluency, and engage in rich mathematical thinking through collaborative discourse, problem solving, and purposeful teacher facilitation. And I share all this because I have invited a couple of teachers here to talk to you about their experience piloting the new math curriculum that we will propose for adoption. But first,
061here's the timeline of how things went. So, for two years, we've been participating in P3C. Last November, the state of uh the Department of Education published a list of recommended curriculum. In January, we took a team, we took our math improvement team to Sonoma County Office of Education to participate in a curriculum fair where we were able to look at and explore curriculum and participate in workshops by the different vendors. We divided and conquered. We spread out and we came back together at the end of that day. And through the lens that we've developed working with the um statewide collaborative with California ed partners, we selected two curriculum to pilot this spring with the understanding that if they were not um going to meet our needs, we would continue piloting into the fall. We didn't
062want to put a limit on making a selection of a curriculum that we would be committing to for many many years. So the team selected these two curriculum for piloting. Amplify Desmos math. We do have a curriculum we've adopted in science by Amplify and um we had some teachers already exploring the materials at one of our school sites. So this was an easy one to select. The other one was one that none of us had heard of. It comes, it's a Innovat. They solely focus on mathematics curriculum. Unlike Amplify that does science and reading and a lot of other different curriculum, Innovat is strictly focused on mathematics. It's also a company that serves internationally. This curriculum is used in Europe and Latin America. And it is based on a book building thinking classroom not based
063on but is um incorporates strategies that are in a published book for building thinking classrooms in mathematics. Here's a list of teachers across three sites that participated in the pilot. Two of them are here today. So on the first day we introduced the math framework and the vision for mathematics in Windsor unified to the whole group and then we were trained on the amplify curriculum and piloted it for the month of March. See there March through April pilot window number one. April 16th, we came back together. We debriefed the um experience and we walked our team through a series of activities. The first being a pros and con chalk talk where they under the headings of these six areas, they gave feedback on um pros and cons in these different areas. Oops, sorry. And then
064we had them meet in grade level teams. So they would be speaking with people across the district, colleagues teaching at other schools in their same grade levels to talk about what worked well, what challenges they experienced and how did the students respond to the curriculum. And then we came back to whole group. This process was facilitated by our coordinator Robin Fletcher who has an enthusiasm that is unending and uh teachers were fed and uh provided with incentives like chocolate and fun stuff um and they enjoyed sharing across the district. It was a very wonderful experience. Historically, Cali has adopted um has adopted curriculum and it is not um usually the same across the district, but this time we tried and succeeded in engaging in finding curriculum that would meet the needs of the dual language
065model as well as our monolingual schools. So, release day two, we debriefed Amplify Pilot and we received training on thinking math. and then release day three after they piloted thinking math. We debriefed Thinking Math. We did a sidebyside comparison. Teachers had lunch and then we came back together to do some planning for what does a successful implementation look like. So, here's a slide of notes that we took as we were working with the teachers. Um we did a couple of votes uh just kind of pled uh to see where teachers were and then we had them work together in sites to determine which curriculum best met the needs at their school site. And um through some conversations uh there was a consensus around thinking math as the curriculum that would uh be able to um
066stretch across the district provide bilingual curriculum and address the needs um and the the framework in terms of how we engage students in mathematics. So why the common curriculum teachers felt like there was a cohesive student experience. Students that move schools at times students will move schools from Cali and move to one of the other schools. This can be an experience where they are going into a classroom with the same math curriculum, same language and vocabulary around the content. Staff can align and collaborate across the district if we have a common curriculum. there's access for families who have students at multiple sites and we can look at common data together across the sites um and uh strengthen collaboration between Cali teachers Brooks and Mattie Washburn. Uh before I go through the why thinking math, I'm
067going to invite a couple teachers up to talk to you about their experience and why they would like to see thinking math in the classroom. Jen Williams is a fourth grade teacher at Brooks Elementary and Karen Winters is a special day class teacher meeting the needs of students with IEPs um at Maddie Washburn. >> Let's let Jen go. You can stand with your Do you want to share a little bit about your experience and just >> Thank you. >> Um I >> I'm sorry. This This reminds me of college. >> I thought I was smarter than everybody else. I would always buy the used books and I was hoping the person that had it before me was really smart and they would already have marked all the highlighted stuff, the good stuff. >> Is this
068one his version is filled in? So he was like, "Oh, this reminds me of Yeah. >> Yes. >> Um I have probably like five reasons why I think math was um a good alignment for us to go with. Uh first of all, they're nerdy by nature." That was one of their first things they said. Oh, sorry, my bad. Muted. Um so they're nerdy by nature. They're math people. And so for math people to write math curriculum, that just makes sense, right? It's not a ma It's not a curriculum company. It's a math company. So, I love Nerdy by Nature. Um, I took a class in math intervention and they talked about how other countries are thriving in math. So, why not use a math curriculum that was made in another country that was started in
069Spanish? Like, if we need to do something different, then we need to do something different. And so, this is different enough um that it gets us gets us excited. um two things that they do that I think are amazing at the very top of why thinking math is concrete to pictorial to abstract. So basically students have their hands on the math which is the concrete then they make pictures of it and can diagram it and then the abstract is like the math sentence or the math equation. So that's naturally how students and people learn math and so that's like the base of everything they do. Another thing that other countries do well is using the number line to make sense of numbers. And thinking math uses the number line for everything. And the concepts I
070taught at the beginning of the year, I showed with thinking math with a number line. And students are like, "Oh, why didn't you do it before like that? That makes sense." So, it just makes it more visual and understanding how numbers are increasing even with decimals. Um, so I also love Thinking Math because they have planned in natural review days. So there's four teaching days and then there's no teaching on the fifth day. So that's a natural time for me as a teacher to go, "Oh, I see you're struggling with this. You guys are working on that. I'm pulling these students." And so it's not like a we got to keep moving through curriculum to get through the end of the year. There's natural days to stop and like breathe and go, okay, who's not
071understanding this? Like what curriculum does that? I've never seen that. So that's exciting. Um, also I feel like as a teacher you're walking a tight rope because you need students to know their facts and the automat automaticity and fluency is super important but then the California state saying no they need to be deep thinkers. Well, you can't be a deep thinker if you don't know your numbers. So the two have to mar like they have to be together and this curriculum puts them together very well where the problems on the page you see they look more like um pro like puzzles like what are we doing here instead of a whole list of problems. So students who are like, "What is going on? I hate math." They're like, "Oh, this is not bad. There's only
072like three or four questions on this. I can conquer that." But then they have this whole piece of fluency that once they finish that, they have to log into the computer and it's like matching where they go. So it really is a good marriage of knowing your fluency, but also making your mind think. Um, also I had this one student that I just couldn't grab all year. I tried tried tried and on the first day we did this he's like oh now I like math like why haven't you done something like this so a student who just off the rails not my favorite person when he was absent it was a good day like it got him that's huge like to me but it also the students who wanted more in math they're like oh
073they were starting to see things that like I didn't have to teach them they're like I get this and so it was really fun to see both ranges of students come together on this. Um, and that's that's that. Hi. Um, so I wrote a little bit. I'm going to read it cuz I'll miss something if I don't. Um, as a sped teacher, I'm excited about this curriculum. The last time I was up here and speaking, I explained how hard it is to get curriculum for sped. um our kids um to be honest, math has always been peacemeal for first bed. Um I've taken a little bit of bridges and a little bit of some other stuff that is you know that I found plus stuff I get off the internet to teach math. So I
074feel that this particular curriculum is something I can grab all of it and I don't really have to peacemail meal if I don't want to. Um, one reason I wanted to be a part of this math pilot team was I wanted to make sure that my voice was heard for the teachers and the students that I serve and that we serve as as um, sped teachers. So, I have a few points. Um, this curriculum allows students to focus skills aligned with what the gened general education requirements are at a level that they can do. um the repetitiveness that they have and the repetition that they have like what she was explaining at the end allows us to go a little slower with our kids so that we can make sure that they're getting what it
075is that we're teaching. We're able to take the pieces of what is there and um be able to differentiate it and make it work for each of those kids. I have 12 kids in my class and each one of them learn differently. So I have to as a teacher say how can I get this kid to learn? How can I get this kid to learn? And with this curriculum I was able to go, oh I can take this and I can take this and I can take this and we can combine it. um to um to further support differentiated learners, the practice computer lessons are excellent for one-on-one instruction for small groups. Um, I found that because of the um, slides that they have, because of the videos that they have, I was able to
076engage 12 kindergarten special needs kids with them just all staring at me. I'm like, what are you going to give me next? For them to be part of the actual lesson was really awesome. And to see the smiles on their faces when they got it was really awesome as well. um due to the manipulatives that they have for us to use as well as the videos um the engagement level for my kiddos was 100%. Um one thing I found that was truly awesome was to see how how involved my kids were. I found myself with this curriculum speaking instead of speaking at them, I was speaking with them because what this curriculum does is asks you, what is it that you think about this? So, there's two things. We teach it, what do what do
077you think? What are your thoughts? Draw me a picture of what you think it's going to be or what your thoughts are. And that was what was really awesome for my kiddos because I have kids that are non-verbal, but they were able to take that pencil and they were able to draw me a picture and explain to me what it was that they got from this particular thing. So, um I love it. I hope you guys do too. All right. Um so, you can see a list Whoops. You can see a list um of why teachers uh said this would be the right curriculum. Um pedagogically there were sound strategies connected to standards for mathematics practice. Um it originated in Spanish. It wasn't translated into Spanish which many curriculum are. So this one originated in
078Spanish and then it was written in English. It wasn't a translation. student strong engagement. We heard that across the board from all the teachers as they were debriefing. Kinder teachers especially were very excited because it was developmentally appropriate and their students were fully engaged. Um and while there was um some prep work that went with it, teachers expressed that there was a payoff for that prep work. I have a quick video from the curriculum developers. Is there a way for us to turn that on? >> Yes. Let's try. It's 2 minutes. I'm going to make a joke. >> Sorry. It's very positive one. >> Okay. Did you make me a joke? I was just going to say I had a joke that if we put a video, it might just have Pete's voice echoing. Right.
079>> You had to be there. >> Okay. We can skip it, Brian. Um, >> can skip it. That's fine. >> Thank you. All right. So, um, you know, it's not just about selecting a curriculum, but it's about successful implementation. And here is a list of the things that we are grappling with to ensure. Um, I just had an hour and a half meeting today with our coordinator and the um the coach for thinking math and the um success agent for thinking math talking about what uh sort of a phased implementation onboarding ongoing professional development for our teachers to ensure they feel successful and confident implementing this. Um, as teachers, we've all had very different experiences when new curriculum is adopted, and I've made it my mission to make sure this feels different for our teachers.
080Um, we have uh professional development day planned for August 7th. We have a half day planned in October. We have webinars that will meet with grade level specific teachers to support them. and we're planning for um doing deeper professional development around the assessment suite in the curriculum. So, um it's really important to me that we build teachers confidence. It's something new. It's something new to learn. It's there's going to be a learning curve, but we have um we have deep engagement across our sites with administrators who've been participating in the P3C. Um and we will get Sean Gilbertson on board. He's enthusiastic no matter what we throw at him. So, um I'm meeting with him as well to talk about math success at Mattie Washburn. So, math improvement team, we'd like to uh this year,
081this third year expand. We have what we call a traveling team. We want to expand it to include teachers from every grade level across all three schools going from five teachers to 12 teachers. We'll be meeting monthly to align and spread new understanding of the math framework and standards for math practice in connection with this new curriculum. We'll pay teachers for their extra time and um like they did this year they'll um do some development professional development with their colleagues. Teachers um expressed really loving hearing and learning from their colleagues in April. So we'd like to do that again. And then just a special thanks to Robin Fletcher for facilitating the math adoption team, planning for the three days, the um working with the curriculum publishers. Um this would not have been uh the success
082it was without her participation. We love a vote. >> Do you have any questions for me? >> I I don't have a question, but I do have a comment. >> Sure. the I I got I had the privilege of meeting with uh it was someone from the publisher >> Bernat. Yes. >> Bernat Powell. Bernat. Yes. Yeah. >> And I was very impressed that he was able to answer my tough questions as I've been giving the board and you a lot of tough questions about math. And the couple of things really stood out to me. He didn't flinch when I said when that one slide that you said that had um fluency. And I said, "Well, wait a minute. Aren't we going for automaticity? And then he, you know, then he and I like that you
083presented both because both are important. Um, and I like the fact that you recognize that you need automaticity to do higher level thinking. So the whole premise of this this program is to build both. And what's interesting, I just happen to to flip to this page >> about long division. Now when I taught long division, this is fourth grade. When I when I taught long division, there was just less and less of problems to do. But what I liked about this one because I I remember there was a trick about dividing something by four that if you look at the last two digit, it's a multi-digit. This had four digits. If you look at the last two digits and they're divisible by four, then the whole number is divisible by four, meaning there's no no
084remainder. And so I don't know if that's what they're getting at here, but then they have dividing by four ending in an odd number. So what happens there? And then then they ask them then, this is what I like. They ask them, well, what what do uh the two division problems that you did, discuss those with your with your classmates and what do they have in common? So maybe those if it ends in an odd number, maybe it always has a remainder. I mean, I don't know. Maybe they could look at that. But it gets him to think. And I kind of I do like that because I I was like, "No, we got to drill and kill. Drill and kill more, but slow down." Because if because what I learned is if you miss
085the, you know, one or two, why make them suffer missing, you know, a page of 10 or 15 of them. So, I like this approach of less is more. So, I really like that. And I was really impressed with him. He he answered a lot more tough questions and uh and I I defer to you and to the team that that worked on it and I I think you did a really I'm excited about this also. I was excited that it's successful in Europe and they're kicking our you know in in math. Okay. So if I want to defer to to a publisher that this all they do is math. They do it in Europe. They do it in uh you said in South America. >> South America. Yeah, >> I'm in. Let's try it.
086Let's go. >> Thank you. >> Oh, the um I kind of feel like you tricked us a little bit cuz you started off with something about chocolate and it got distributed to the whole district and I'm thinking like we're part of the district >> the chocolate >> and I thought you were going to be like Jen and you were going to bring us goodies. >> Okay, next time. And you did. The book is a goodie. This is the goodie that keeps on giving. >> Thank you, Jen. >> So, well, >> oh, go ahead. No, you're still going. >> Yeah. No, it was all is all good. So, thank you. >> Do we do we have to do public comment? We're just going to make a motion. >> Um, no, we uh we have to make
087a motion then we have to go public. >> Okay. I was just going to make a motion to approve this curriculum. >> And I'll second the motion. Is there anybody in the audience that would like to come up and say anything or bring gifts? >> Susanna Feffer, Windsor High School math teacher. Um, I just finished my 34th year teaching math. And one of, um, the biggest things that I've learned teaching math is that when you pick a program, the program is designed to be complete. And when we hop in and out or the teacher in room two is doing only some pieces of it and the teacher in room 7 is doing other pieces of it. We are not providing equity to our students. So there are two components of this that is going to
088make it successful. It's a wellthoughtout program that covers what we need it to cover and it addresses various learning styles and the most important one about hooking children into a lesson at the beginning every single lesson and then following up at the end. Um, some of us old-timers know that as Maline Hunter. Some of you have no idea who I'm talking about. Um, but Maline Hunter still reigns supreme, right? Yeah. um she was a a brilliant pedagogist. But um the other and the other piece is that all of our children are receiving the same thing at about the same time in the same manner. It is really what best first instruction is about. Um we don't need to try a gazillion things when we know one thing will work and when that one thing doesn't
089work, that's when we start trying the other things. But best first instruction, let's be consistent and let's bring it through the grades all the way through grade 12. >> Thank you. Is there any others? All righty. Very good. Thank you. We have a motion and a second. All those in favor? >> I. >> Any opposed? All righty. Very good. Let's make it happen. Thanks, guys. All right. >> Oh, you Oh, sorry. >> All righty. So, um an audible possibly. >> Thank you. >> So, we we moved 5.2 to 5.9 if you want. Whatever you want to do. Now, let's So, >> yeah. So, we're going to go and put 59 back to 52 if there's anybody that has a challenge with that. So, we're just going to put their agenda back to how it was
090originally. Any questions or comments? All righty. So, do we have to make a motion to do that? >> You should. >> Okay. I'll make a motion that we move 59 back to 5.2. Can I have a second? >> I'll second. >> All those in favor? >> I I Okay. 5.2. Consideration of novel adoptions for Windsor High School English Department. This item will be introduced by Annette Zakonei. All right. Um Windsor High School English Department submitted um submitted I want to say nine um novel adoption proposals. Uh the list was longer, but when we passed the um using um Common Sense Media as a vetting resource for novels for our school district, several of their um novels already fit into that criteria, so I could reduce the list tonight. So here are the titles that they
091have um that they have uh submitted. I just wanted to let you know that they also other than Common Sense Media, there's another site that teachers will use to learn about books, grade level appropriateness, content themes, uh controversial things. Um and so teachingbooks.net is another widely used educational resource that supports evaluation of uh and the instructional use of u literature. Um, and so each of these they uh they leaned on this site for the grade level range. And so I have those printed um on the slides for you. I want to make a note though that while the top there it says the grade uh the grade span that teaching books has noted is 7th through 12th. You're considering these books for 9th through 12th. These are a Windsor High School adoption proposal, not the
092middle school. So, the first book is A Dream Called Home by Raina Grande with uh it's a non-fiction biography and the cultural experiences um knowing that what we're trying to do is diversify our literature offerings for our students so that we can reach and connect with u more of our students backgrounds, uh cultural backgrounds. This one is one that um touches on immigrant and refugee women and girls and Latinos from the US Canada. Steal like an artist is a non-fiction book. Again, that grade level is uh from teaching books for schools website, not um it doesn't represent our adoption for the district. Ours is 9th through 12th for this evening. The next one is V vampires of El Norte by Isabelle Kanyas. It's a horror science fiction fantasy and the cultural experience is Latino. Reign
093of gold by Victor Via Seenor and this is a biography with the cultural experience Latino. I Rebera Menchu um is a uh biography non-fiction cultural experiences women and girls American Indian and Latino Latin America how the Garcia girls lost their accent uh historical fiction Latino cultural experience and Celito by Javier Zamora it's a biography non-fiction Latino cultural experience and immigrant refugee and then Gods of Jade and Shadow, Science Fiction, Fantasy, Latino Cultural Experience. We want to say thank you for your consideration and um allow you to have a conversation. I know that um Superintendent Decker provided you um with a a list that let you know which ones um had previously been recommended by a board member for consideration. I just wanted to make a note that Rain of Gold in Spanish is Yuvia de
094Oro and it's a book that I read in ninth grade at Windsor High School. It was a signed reading. So I think maybe it's been approved previously. At least it was 25 years ago. Um and it's a great book. So I guess we can approve it again today if the board so chooses. But it has been taught in the past in our district. >> Thank you. So, I I want to thank Trusty Lopez for the list, and we've been working on this for a number of months. Um, you know, I noticed when we didn't see him on Common Sense Media, if teachingbooks.net is a good substitute, perhaps we consider adding that to our policy that if that that gave us enough information to get them through on this. Um, I don't I went through and
095looked at theirs. It seems like a little less comprehensive than common sense media, but if it was sufficient to get these seven or eight texts across, perhaps we consider as a group amending our policy to add that uh in addition to common sense media. Um but I'll support this measure. >> Thanks, Bill. Um the >> Great. >> So what's that? Oh, I'm sorry. The um I appreciate it. So there's like seven books and as all of you feel all of our pain this last week ask you this last two weeks have been just the last six weeks have been crazy busy and this last week there was not any time to squeeze in two seconds for another thought and so I didn't get a chance to read the books and go through them. So super
096and superintender probably realized all that and so he put together a nice little chat gpt little whatever. And so I was cruising through it and some of the potential content considerations were um you know some of the normal things but it said you know contain sexual content and some different things like that. Right? The reason I'm bringing this up is because even an old guy can continue to learn. So, I called my good friend Malin Ali and I asked her, I said, "Hey, you recommended these books and you I didn't read them, but there's some things in there that they're concerned about, right?" And so, I don't want to You can correct me if I say it incorrectly, but she goes, "Rich, there's not sexual descriptions and things in it. It's just alluding to a
097content and I'm like that is different and and I think it's important and the and that's why I'm bringing it up is because I've learned something a little bit new today. Thank you. and my issues more are really super descriptive things that I don't think add value to the the discussion but you know you can't talk about a sensitive subject without at least alluding to it right and that the person wherever their maturity level is they can take whatever they want to glean from it and if they want to learn more they can learn more and I'm sorry is that >> I think >> you can keep going Rich okay >> you're getting played off >> at my age when you start hearing heart music, you start to wonder, am I beeping? >> It's all
098good. Anyhow, um, >> I just want to thank Malini one for continuing to keep this uh issue of making sure that a lot of the our students have things that are significantly important to them that they have to they have uh the ability to have access to. That's really really good. and then also for clarifying the difference between a theme or some content versus a graphic part of it and stuff and so for that I appreciate that and lastly because I haven't read them sometimes we all as trustees have to depend on each other uh for our areas of expertise and our and our different things and and in this area I I trust you. >> Thank you. and and so so I'm I'm good with approving these books. >> Thank you. That means so
099much. So I unless Paul has to say, I just want to say that I remember I was here on my birthday um back in October. So I consider this one to be a delayed birthday present because I feel that I've worked so hard, you know, to uh have more diverse offerings in our curriculum uh alongside other people. So, um Jeremy and Annette and um John Richards who works at the Windsor High School and I have had many conversations about our curriculum. Um and I just want to say everyone has worked so hard, you know, to get to this point and I I just feel so so happy and I'm thrilled, you know, with these selections. Even some of the books I didn't select are, I think, wonderful because I know the authors, I just haven't
100read those particular books. Uh so for example uh Raina Grande I haven't read the book um that was recommended but I have read her other book um that she wrote before that one. Uh so wonderful wonderful author. Um I also want to say that I was not as lucky as Stephanie because I didn't get to read Raina Gold when I was in high school but I read it in freshman year of college. And I want to say that reign of gold along with the other book um Bertamchu which is about the Guatemalan civil war um and it was about the massacre of indigenous uh Mayan people during the Guatemalan civil war. Um those two books together you know intellectually broke me wide open and I was never the same person again after I read those
101two books. And in fact, I credit those two books for sparking intellectual curiosity, for me becoming a published writer. I've been published in global and national magazines, and I was just never the same after I wrote I I read those uh two books. And I really hope I think that part of what has been driving me is that I hope that young high school students will read these books and they will one day say to themselves, I want to be a writer or I want to be a leader. You know, one of the um one of the uh you know, not not to be punny, but one of the gold mines of Raina Gold is that it completely shatters any gender uh roles that you have ever heard in the media about Mexican women. completely
102shatters them, breaks them open, and it makes you believe that Mexican women before the Mexican Revolution and after the Mexican Revolution, they have always been really powerful leaders. And I did not know that as a college freshman until I read this particular book. And I thought, wow, you know, women have been uh historically powerful and relevant always. They always have um in Mexico. Uh so you know I I just can't say uh enough good things about all of these books. Um some of the mo most recent ones are Solito and um Reena Grande's books that were written more recently. So I like that we have also diversity in um you know historical frameworks as well as culture. Um so this is such a beautiful selection. I'm just so happy like I feel that this is
103a birthday present. So thank you. >> Happy birthday. That's all I have to say. All good. Rebecca, are you you in? Um, I'd like to make a motion that we approve this uh list. I'll second. >> All those in favor? Oh, I'm sorry. Time out. Time out. Anybody in the audience that would like to speak on this issue? All righty. Sorry. All those in favor? >> I. >> All righty. Motion carries. Thank you. >> Good job. >> Thank you. >> All right. Moving on to 5.3. Thanks, Annette. Um, consideration of discussion of the first reading of the CSBA May policy updates. Superintendent Assistant Superintendent Brian Williams. >> So, this is just a first reading and if they these uh policy updates went to our board policy subcommittee. Um, so if the full board has any
104feedback, you can send it to our subcommittee or send it to me. Um, and we can take off any of them um for the next uh board meeting. Otherwise, they'll just go under consent to be adopted um as they are written. Just a reminder that most of them are just new laws, new ed code, new policies um later on. There is one that we did modify and that's why we're passing it as a separate item. >> Okay. Thank you. Is there any questions or >> This is just for information with the >> correct. There is no vote. >> Yeah. Uh, anybody from in the audience have any comments? All righty. Thank you, Brian. >> I'm next, too. >> Yeah. Not hoging the show. All righty. 5.5 public hearing on the 2427 local control accountability plan.
105>> You'll need to open the hearing and then stare at me for a minute. I would like to open the hearing so I can stare at Brian. >> And I just want to make a note that there's a 5.4 and a 5.5 that are LCAP hearings. So just want to make sure we get both of those. >> Oh wow. >> Okay. >> That feels like it's been about a minute. All right. I'd like to close that hearing and do we need to open 54. >> Um, do we need to vote on it? >> I don't think we vote, do we? >> So, yes, you're voting next time. This is just the public hearing for for feedback on the LCAP and then all of the any of the feedback um will be incorporated into changes and
106then we'll come back uh at the end of the month to vote. >> Yep. But you're also welcome to have make any recommendations, ask any questions as well. It's not just public. It's you as well. >> Right. And so then, >> right, so taking a half step backwards to 54. >> Oh, did you do five? >> The very very It was at the That was 55. It was at the very bottom of the page and Stephanie caught it. Got it. So that's why see Stanford uh public hearing for the 2024 2027 local control accountability annual review by Brian >> and so you'll have to open another hearing >> and I'm opening this hearing. I'm going to pee this time. This has got to be the hardest thing in public office for me. Letting a minute
107just go by. You and my 10-year-old would do so well together. Silence doesn't work for her at all. >> That felt like a minute. So, I'd like to close that that meeting uh that hearing. Is there any comments from the audience? Oh, is that Bill? >> Yeah, I I just was pleased and thank you, Brian. I'm pleased how under goal one, we continue to integrate the various test score and uh I got to make sure I get it right. the growth and achievement measures both for their own standalone silos but also for things like the college and career and the dashboard that they that they overlap now in so many different ways and I appreciate how the LCAP's doing that. So, thank you. >> Thank you. >> Okay, moving on to 5.6 public hearing for
108the review of the 2627 adopted budget. This will be presented by Austin All right. Good evening. Now, I'm not supposed to say this uh because I'm supposed to be objective, but I will subjectively say that this is one of the best governor's budgets I have had in my career so far. So, that's exciting. I'll walk you through it. Um, so this is part one, adopted budget. I kind of give this disclaimer every adopted budget. I have the least amount of information when building a budget in this budget than I do all of the others. So, at first interim, I know what enrollment's coming in at. I know what our staffing is at. I can see what attendance is kind of trending at. At um at second interim, I already have a a certified attendance period.
109Like everything is more I have more information. This one is the least amount of information that I have, but it's our first look at the governor's budget. So, I spend quite a bit of time on the governor's budget. So, this is kind of an overview of how education's funded in California. If you remember from my second interim report, I mentioned that the governor wasn't was basically withholding the 39% that's supposed to go to education. He wasn't going to fund that full amount. um he was going to withhold roughly 4 million uh in terms of Windsor dollars. So 4 million that would have came to us if you remember that um much. So just kind of a a review of that of that's how education's funded. It goes into one pot and then the governor and
110the legislature and the senate and the assembly they all kind of divvy it out from there. These are the big three taxes. Um, one thing that's important to note about these big three, you can see the personal income tax in the blue, the corporation tax, the sales and use. The governor is on a threeyear budget window that's actually different from schools. So the governor's budget window is the prior year, the current year, and next year. And he's always kind of operating on these three windows as opposed to us. It's current year, and then the two future years. One thing that's interesting to note, if you look on the right, it talks about how revenues came in stronger, about 16.5 billion over that budget window. Sometimes we'll see in the news the governor's budget has a
111deficit of 60 billion. Well, that's over the course of 3 years. So this year we saw an increase of about 16.5 billion. Um, and personal income tax alone accounted for most of that from January. What's difficult about personal income tax is we always say it's driven by the stock market. So if you go to the next slide, here's our stock market. All three of the major indexes, the S&P 500, which is the 500 largest companies in um our stock market. The Dow Jones and the NASDAQ all had records this year. The S&P 500, the 500 largest companies had 23 record high closes so far this year. What's driving this mostly is technology and AI. Um they're calling it a little bit of the AI bubble just because it, you know, we're not totally seeing a
112good one is Claude Anthropic is owned. They just announced that they were going to go out for a public offering and the valuation on that company is extremely high from a finance guy if you were to look at the earnings. With that being said, I'm a huge Claude fan. So, I can understand why people are excited about that. um public offering. With that being said though, one thing that's risky to watch is just how we've had years that are good like this one. We've also I know Jeremy and I have both experienced years that are maybe not so good and we see negative colas and all the things. So that's one thing to just kind of keep in mind uh when we have these good years is how do we be strategic about it over
113the long term. So these are the headlines for Windsor. Um, going from left to right, there's a the governor fully funded cola. He had more than enough money to do that. So, the cola for this year was 2.87% and that's pretty at this point that's pretty standard. That's the statutory cola. All the data points that indicate cola are in. One thing that's uh and that the 2.87 is incorporated into this budget. The ongoing 1.6 6 million for special education could I would say is the largest investment in this budget if it were to be approved. It's not included in this budget because I'm hesitant to improve something that massive because as you could imagine 1.6 million going to special education would free up the general fund because special education is so overspent. It frees up
114the general fund and so that would be $1.6 million ongoing funding that would free up out of unrestricted. So, it's pretty um it would be amazing if that passed. Uh it's not built into this one because we're going to keep it conservative until it goes through, but be crossing our fingers until that happens. He proposed a block grant, a large discretionary block grant. Honestly, I've kind of learned with these block grants, they change names. So, for now, I'm just going to call it the discretionary block grant, but it's the student support and discretionary block grant that was in his most recent um budget this year. That would be about roughly 4.3 million. And like any block grant, he gives it to us up front and then we choose to spend it down. He's proposing roughly
1152030 2031, so four or five years, which is pretty typical for block grants. And then the final thing, which um again, I'm going to be subjective instead of objective. I think it's great that he's um he's saying that, you know, everyone's going to be eligible for 14 weeks of paid pregnancy disability leave, and that's for all educational agencies. Um, one thing to note is not every educational agency offers disability leave. Um, and so he would be making this a requirement starting for the 2627 school year. And not only that, from the school district side, he's also funding it. So he's going to he made an ongoing uh 1.44% augmentation to the LCFF. The augmentation and the COLA sometimes get misconstrued a little bit. So the COLA is a cost of living adjustment. that's a percentage
116and the augmentation is a percentage that's applied the same exact way cola is but it's for an ongoing cost that um is applied. So we've seen that now twice in the last 7 8 years. Um and this is a good example of when it would be used for an ongoing um cost that he's doing. So again special education that's the historic increase. I'll kind of go through how special education is funded. So special education is not actually funded based off the amount of students with special education needs that you have. So you don't get funded based off the amount of high need students you have. You're actually funded off ADA as a whole. Um the reason for this is cuz back long time ago they used to fund it based off of needs. And what
117did you see? You saw a lot of students being identified with needs because people wanted money. Um, so with that being said, it's now funded based off of ADA, just standard ADA like the rest of our budget's funded off of. That money comes into our local special education uh local plan area, the SULPA. Uh, it's kind of like the SCO or the Sonoma County Office of Education for special education and then they allocate it to us. Uh, he's proposing to increase it by 46% over what it is right now. So you can see this current year is $917 and his proposal again proposal is 1340. Um and that's kind of what institutes that 1.6 million. All right. So that leads us to the adopted budget. So this is what we built the budget on. Um
118you guys are pretty accustomed to seeing this. That third year is brand new. Um enrollment stays high for the most part. all three years. You don't see a huge drop off. We have a smaller class this year in our 12th graders that will graduate out and then be backfilled. So, the high school will actually have um I think that that high school class is roughly 370 around there and they'll most likely be backfilled with class around 470. So, about 100 kids more at that high school at Windsor High School. The one change I did make um and I'm only going to do it for this presentation, but our unduplicated percentage, we had mentioned that um it doesn't take effect because it's a three-year average. So, we're at 56%. So, for this one, I just wanted
119to point out that I put what that three-year average is. So, this next year we're at 54.7%. We don't quite get to there because of that three-year average. Um but we will be there next year and you start to see the impacts of that on unrestricted next year. And then one thing that I always uh will look at is the consumer price index compared to the cost of living adjustment. Those are always interesting ones to compare. And right now um the cost of goods is higher than the cost of living adjustments that they're giving us, which always makes it difficult for everyone. All right. So this is the uh multi-year projection for just unrestricted. Uh just like all of our budgets, we have two budgets. We have an unrestricted and then we have a restricted.
120Restricted is grants only. Unrestricted is um I don't want to say money we can use for anything, but money we can use for anything legally uh within the education code uh requirements. So I'm not going to read the numbers to you. Uh but you can see that excess line is um obviously revenues minus expenses. And then that fund balance, we are above our 5% and our 3% um in all three years, which is good. So we'd be certifying this budget as positive. Not tonight at the actual June 22nd meeting. This is just a hearing tonight. This is combined. Um Bill likes to always on this slide bring up the fact of how much Windsor has grown. Um, so you can imagine if that one-time grant of $4.3 million goes through, we reached over the 80
121million mark and that's without Cali with FTHO Cali and there were and food service were over 100 million. Um, which is pretty cool. That little town of Windsor is over $100 million school district budget and this is combined. So you see reserve for economic uncertainty up top. Um this is our fund balance because when the state does very well I'm actually required to go over the fund balance. Um it's a excess fund balance is what it's called. So this is I have this slide in here every time. Um but this is also a requirement this year. And then for Cali, so at the last meeting, uh it was I was asked uh would we be able to break out Cali because we've always showed Cali together and I said yes, I can figure that out.
122I can break that out. Um so I did for this one. And you can see I I think I mentioned Cali for the most part is very balanced. Um and what's nice about Cali and what makes part of the reason that makes them very balanced is their enrollment. You know, they can they accept a certain amount of students every year. So, it makes it very easy to project and to staff for. Um, so, you know, their budget's going to be very um it's not going to get out of control. That might bite me saying that now in the future, but and then the road ahead. So, this is a brand new slide. Um, so we're at budget adoption now. Uh, the state at some point in the next week or so will adopt the budget.
123will know what's been approved, what hasn't been. Um, and then we will come back in September uh for un audited actuals for last year. And then December is the first time that we look back on this budget and make our revisions. We'll know what staffing is. We'll know what what enrollment is. We'll know how attendance is tracking. And I've always felt, and I know Jeremy's felt it cuz he's come to me with it before, from June to December is a long 6 months of not really seeing updates to the budget. um you're because you see the actuals for the prior year, but you don't get an update on the budget. Um but we'll be tracking enrollment and staffing because we know that those are the two driving factors. Is there any questions from any of
124you? And then this is a hearing. >> I'd like to open the public hearing. Is there anybody in the audience that would like to say anything? >> I'm here. I would just >> All I need you to do is just tell us your name. >> Sorry. >> Oh, that's okay. >> Uh I'm just Dono. I'm a parent. I had a son graduate Saturday. I have a um son who is here and I >> he's about to come in. There you go. >> Yeah. So, I wanted to say um sort of related to this. I asked Austin to >> Can Can you look and make sure that it's not >> sorry um I asked Austin to provide me um with the financials through the second audited and the multi-year um he was very kind um very
125quickly um sent that to me. It was very interesting to read through um how the district is doing the pulling from the reserves. Very interesting um to look at. Um unfortunately the one today the attachment in the budget in the board deck doesn't open. Um so I wasn't able to look at that or I wasn't able to open it. So um perhaps you could be kind enough to send that to me again so I could look at it before the next board meeting. Um but it's um very interesting um information. I appreciate you sharing. >> It's not opening for me either. >> Okay. Yeah. So, that would be great. >> Interesting. I wonder why it it did before. >> Yeah. >> Thank you. So, anybody that's at home listening, we will make sure that uh
126can we make sure that that gets posted on the website? >> Yeah. And when we checked it, Rich, when we sat down, it opened. >> Yeah. I know. That's why I was going to say cuz somewhere between our meeting and then we had a glitch or something. >> So, it's very odd. Here's what it says. >> Deleted is no longer available. >> It's not a policy. >> I don't know. >> I think you know who I am. Those four I want to talk about those 14 weeks and the funding for those 14 weeks. Um it it it is a huge step in California um to um elevate the teaching profession to more of a profession than what um has traditionally been considered the second income or the vacation money um for a family. Um, we
127have so many um, young teachers in our district that are foregoing or having smaller families than they wanted to. But I think what the most important thing is is that that money isn't going to necessarily be for replacing the teacher salary and paying it. It is to pay the differential for the sub, which is actually not very much money. And we get to do whatever we want with the rest. We get to do whatever we want with the rest and that's exciting. >> Any other comments? All right, bring it back to the board. Any discussion with the board? Thank you, Austin. >> Yeah. So, all righty. Moving on. >> What's that? >> I'd like to close this public hearing. And now we're going to move on to 5.7 consideration of resolution 2026-30 adoption of the
128weather safety and adoption uh exhibit SP1248. Brian, let me see this. Sorry, Pete and Heather actually did all the work on this one. Um so as part of the California School Board Association's recommended updates, uh this was included and then um Pete and Heather actually put together did some research to create the exhibit. Um and so what we're asking tonight um is to consider a the resolution uh to pass um this exhibit which is based off of Yosua's law for extreme weather safety compliance template. I make a motion that we approve this resolution. >> I'll second. >> Is there any discussion? >> Any discussion from anyone in the audience? >> Seeing none, Jyn, could you call? >> Rich Carnation, >> yes. >> Bill Adams, >> yes. >> Stephanie Amard, >> yes. >> Melan Ali Lopez,
129>> yes. >> Paul Kagorno, >> yes. >> Rebecca Herman, >> yes. >> All righty. Thank you, Brian. All righty. Can you pass please? All righty. That was 57. Moving to 5.8. Consideration of approval of board policy 5131.8 mobile communication device. This will be presented by Superintendent Decker. And there's not much to present. Uh we presented um kind of all the different aspects last time. there weren't changes that you asked to be made. I I hadn't I hadn't gotten this from Sheila beforehand, so I haven't had a chance to really discuss them. I did try to read through while we were sitting here. I think that we can work together, Sheila. I think the I don't know if the board policy would necessarily change. I think it's really how we implement the policy that might change.
130So ultimately you guys can you can ask for us to wait if you'd like but I I don't anticipate that we would really modify what you would be approving so much as it's working with our partners. So but again I'm open to whatever we want to do. >> Just two two things real quick as you pull over here. I just one thing somebody made a comment I'll remember about parental whatever. Right. I I I'll be honest with you. I'm blown away. We've had meeting after meeting after meeting advertise all over and I thought there would be some a higher level of feedback and there's been really very very little uh surprisingly little. Um I I did like I said I had my grandson send me a thing and said you know ask questions why. So
131Sheila, I'm not you might not have been there cuz when you had your other duties going on, but some of the things that you brought up in your questions, those things were talked about. And one of the things that we mentioned was that we're just going to we've put together what we think is our best to go forward knowing that we're going to there's going to be things that we didn't think of that other people didn't think of. Um that we might have to make some modifications or refine the understanding of certain things along the way. And that I think that's all our expectations is that uh Jeremy might be coming back to us and saying hey this is going on we didn't think about this or this is going on we didn't this is
132becoming an issue we need to modify something or change of focus or do some things and so all I know is we've had presentation over presentation that says if you implement this policy students focus and their test scores improve greatly. So, I sold out. I'm I'm going with that right there. So, but anyhow, um >> I was just going to add to that point that I think we at least I can speak for myself that we were defining the same thing. We were thinking about how can we make this like a practical solution that's not going to just create a bunch of work or like where we adopt this specific thing and then have to do all these things. So I think we were really trying to be mindful of like what can we actually
133implement and not commit a ton of staff resources just to managing this day over day. So that's really I think where we tried to land and definitely keep us posted if this does get approved tonight on once it's being implemented if you notice anything that we need to be aware of. >> Yeah. So I I think we have a deadline of July 1 by state law to enact a policy. I would suggest that we do so tonight. One of the places we're enacting a policy for the first instance and every board policy of any substance has an administrative regulation that goes along with it. And I think some of these issues you've raised and thank you for this this um I think we can integrate those. For example, I look at, you know, a waiver
134of liability for the district. To my mind, for my day job as a lawyer, that would include every employee who's acting in the scope of his or her assignment, but >> specifically, you know, spelling that out, I don't know what other similar policies that have an enforcement component say in the administrative regulation. And so I'd ask perhaps that, you know, we work on this in the next few weeks and certainly before school starts to maybe clarify that and use that administrative regulation tool to to to build the operational piece of some of the things that you talk about, the practical implications at the school sites. So thank you. >> And I think we have a lot to learn. Honestly, I think there's going to be a ton of things we don't think of and and
135so we're going to need to probably revisit this. And so I'd love to just I'd love to start and and figure out what we don't know. And then I think maybe what you brought up, Sheila, will probably become topics of conversation and we could talk at EERC as well throughout and know that we're committed to being good partners and if something does come up that's not working well, I think let's talk it through and if and if we need to, let's bring it back here to modify the policy. Um I'm just Yeah, I I'd like to make a motion that we approve 5.8. understand there's going to be some work down the road on this. I think so. >> Yeah, >> I'll second. >> All righty. I'd like to open it up to public comment.
136>> Sure. I just want to say that with regard to policies um you know and and I say this with all due respect to families who are watching and and everyone here um sometimes you know we just don't have what I've learned as someone who answers the phone to some upset families is uh they don't know there's a policy. Now, I I realize you've stated there have been people showing up for these meetings, but those are our engaged parents, right? And so, we have a lot of disengaged parents. And so, they tend to sometimes be the ones that are they're calling, they're upset. You know, I was reading the little grid about, you know, the office will be making the phone calls home. You know, I still, of course, I believe we can talk about
137all of this through our EERC. I I just I have a very big gut feeling that this is going to be landing a lot in our realm and and to be honest with you CSA people don't want to be responsible for thousands of dollars of technology. So if there's a plan and I and we can talk that through where this technology sits because this will be a culture shock. Phones are addictions. We know what addiction looks like and um I'm expecting I'm expecting it to be rough but we're going to stay we're going to keep talking. So, and I appreciate you um being open with that as well. Thank you. >> Thank you, Sheila. Anybody else in the audience? Okay. Um a motion was made and I made the motion. Stephanie second it. Um all
138those in favor? >> I I >> I. >> Any oppose? >> All right. Motion carries. All righty. Now we're going to be moving on to 5.9. I'm sorry. >> Yeah. 5.9 updates, discussions regarding Windsor Creek. I will recuse myself and see myself out. >> And honestly, there's not going to be a conversation. There's nothing. So, you don't necessarily have to recuse yourself. There's nothing to to report out. >> So, moving on to six routine information. Is there any information anybody wants to give us this routine? >> Got a big meeting in two weeks. We'll see you in two weeks. >> Got a meeting in two weeks for the >> bill. You made a recommendation earlier and I'm not recalling what it was, but you wanted us to bring something. I just know that I wanted
139to check back in at this point. >> Um >> Oh, it was on the uh uh what's the name of the book? >> Oh, the Yeah, the book to modify that. >> Yeah. Maybe look at that. >> Okay. Could you email us, Jeremy, the name of it? So, we just do a little research. >> Yes. And I've only done a small amount of research as well. It it doesn't have a lot of the synopsis that common sense has, but it definitely >> was that was the criteria that was used to kind of push it in so that we could do kind of a policy light, right? Because we had a third party thing. >> Um, >> I think it was a synopsis of the other one, right, >> that kind of helped >> so people
140could do it. But anyhow, >> um, are we at adjournment? I had a motion to make about adjourning if we might >> about Yeah. Uh, Mr. President, I we we had a death in our family. >> Yes, we did. >> Last Wednesday, Maryanne Parish, one of our instructional assistants in second grade at Mattie Washburn, um, which is the community knows about, was in the newspaper, um, was killed in an auto accident. I'd ask that we adjourn in her memory. >> Absolutely. All right. And with that, we'll we'll adjourn for the evening. >> Thank you. >> Hey, Paul. That'll be like a double patty of machadoos. It's live. >> Yeah. Yeah, I know you. >> Here you go.