WUSD School Board 10/16/25

001Yes. Hi, welcome to our October 16th, regularly scheduled monthly board meeting. I'll call it to order now at 6:05. Um, can I have a roll call, Jen? [Music] Stephanie Amar >> here. >> Malini Lopez >> present. >> Paul Kagorno >> here. >> Rich Carnation >> here. >> Bill Adams >> here. >> Student board member Rebecca Herman >> here. >> Natalie let me know that she was in heavy traffic and so she would be late. >> Okay, great. We are starting out with item 3.2 to report out of close session. We have an expulsion. So, we are going to take care of that. Let me see. So, we let me read that out. This is case number 091625. Um, do I have a motion on the findings of fact? >> I'll move to approve the findings

002of fact as presented. >> I'll second. All in favor? >> I. >> And then do I have a motion to expel the student through the end of the calendar through the end of the school year? >> I'll move for the such an expulsion. >> Second. >> All in favor? I I >> Thank you. The flag salute will be led. Well, I can't see who it's supposed to be led by. So, >> Bill. All right. Ready? Ready to begin? >> I aliance to the flag of the United States of America and to the stands. obligation under >> item 3.4 adjustments to the agenda. I believe we have an item to add. >> We do. >> Tell us about that, Jen. >> So, we would like to add the 2025 26 classified and confidential salary schedule. >>

003Okay. It was just missed when the agenda was published. >> Okay, great. >> Vote for that. That would be great. >> Would that be added to the end of five section five? >> I believe it's going to be added. Is it consent or is it to the end? Okay. So, the end. >> So, 56. Okay. So, do I have a motion to add? Sorry, can you repeat what schedule it is? >> It's the 2025 2026 classified and confidential salary schedule. >> Okay. Um, can I have a motion to add that salary schedule as item 5.6? >> I'll make a motion, please. >> I have a second. >> Second. >> All in favor? >> I I >> I Okay. Uh, report from student board members. You want to hold Oh, you're here. >> Hi. Welcome. um

004report from student board members Rebecca Herman and Natalie Valdez. Take it away. So this is our report uh on Septe September and October. Um next slide please. Our first school was Brooks Elementary. Um it was a very exciting I think this past week was really exciting for them because they had their Brooks color run which was super fun. and I got to attend and for the third grade and it was just so amazing to see all the kids running around and like just having they were having so much fun and it also it was so beautiful like the colors in the air and on the ground and they had a balloon arch. It was really great. It was put on by the PTA. Um and yeah, just an overall great experience for all the kids

005I think. Upcoming they have a third grade zunzen assembly on October 28th during the school day and a Halloween parade on October 31st which I will hopefully attend. I'm excited. Okay, coming up, um, our next school is Maddie Washburn and they had their PTA meeting on the 10th and upcoming, um, is their PTA superhero jog, which is tomorrow, which hopefully we'll be able to attend. Um, we got to hear about all of the fun ideas that they had and how they're integrating their special education program on campus as well. So, that'll be super exciting. And then um the Halloween parade that will be at David Smith's Park on October 31st from 9 to 10:30 a.m. And then following that um the fail fair fall bookf fair that will be from November 3rd to November 7th

006from 9:00 a.m. to 3:30 p.m. And there's some cute pictures from the parade. Next we have Cali. They had their Lorria night on September 19th, a family parent night out salsa dance, which was really interesting to talk to the principal about. Um, it seems like they're doing a lot of great stuff, not just with the kids, but also including the parents. They also had a family movie night on October 10th. Upcoming, they have the middle school dance tomorrow and the Day of the Dead celebrations on October 24th. They also have another family movie night on November 14th. Um, upcoming at Windsor Middle School is the boosters open meeting in the library from 4:00 to 5:00 p.m. and another wonderful coffee with the principal on October 21st at 9:45 a.m. And we again, we got to

007enjoy the first one um with Culinary's wonderful little treats and obviously talking with everyone. So yeah, and this is Windsor High School. We had our homecoming spirit week, the homecoming football game and homecoming. Very exciting weekend. And the home game, the football game versus Miramonte on September 26th, which was a win 59 to21. The club carnival on October 10th, which is just all the clubs out in the quad, and you can walk around and look at new clubs and kind of figure out where you want to get involved. As well as the club open house on October 13th through 24th, which is going on now. I think there's been a lot of great stuff coming from that and it's kind of like the club carnival but you actually get to experience a meeting. Upcoming we

008have the honest and true real life story of the princess bride on October 23rd, 24th and 25th. That's with the new core. Um their posters down there if you want to grab some tickets. Uh we also have the Sorry. Okay, I'll talk a little bit about rivalry week, but it's something we got approved this year and it's such a fun addition to add. Usually, it's where we have our fall spirit week, but instead um previously our leadership program got to attend the making connections conference at Rancho Katy High School. And so I got to connect with Dena, the ASB president at Rancho and kind of talk about new fun ways that both schools can increase spirit at the football games and at any sporting event. So, we thought it'd be a really fun idea if

009both schools participated in sort of a positive rivalry week. So, we will both be doing the same spirit weeks at both schools and then on the hall on the did the day of the Halloween game um both schools will be dressed up in Halloween costumes and then um they'll both run through the posters and we're hoping it'll just increase spirit especially having the game be on Halloween. it's super fun and get everyone there. So, yeah, that's kind of the new thing, Rivalry Week. >> Nice. >> That's cool. >> Um, next up is Big Picture Learning, which we're going to be meeting with them on October 22nd, which will be our last school to meet with. Um but leaving to learn is on September 24th where advisers and students um take the train and the ferry

010to SF and learn um public transportation and kind of how to utilize it in the North Bay and also get some physical activity. And then following that is the California high school voter education week which will take place which currently taking place September 15th to the 26th which raises civic awareness amongst um voters and motivating students to either vote or get registered to vote or pre-register to vote. So yeah. And now is Windsor Oaks Academy. Uh they had a Latino culture film discussion in San Rafale. There's some photos from that. They have a great program where they sha where they go to a farm and volunteer once a month. A few students get to participate in that. So they had that on October 10th. They had the mural walk yesterday, I think. Yeah, yesterday. And

011every month they have a fiesta Friday, which is where the students and the teachers cook together. Um and they also have upcoming is the Native Film Festival on November 17th. Um they participate regularly in blood drives and they're currently in communication with Woodray to put together a sports tournament for the two um like alternative schools hopefully with I think basketball and soccer. Yeah. >> Okay. Um, next is Bridg's Core at Windsor. And so, obviously, we have Best Buddies Club meetings every Wednesday um during lunch. And there are some fun photos from the Windsor Day parade. And then coming up, which is super exciting, we've been preparing the meetings um making posters. But next Thursday, we'll be going to Montgomery High School for the first Special Olympics of the year, which will be soccer. Um, so

012everyone's just super excited. We've been practicing every day and getting pumped, so that'll be super fun. >> When does that start? >> Um, it starts we get there at Oh, when does it start? We get there at like 9:00 a.m. So, it's between like 9 and 1:15 p.m. So, yeah, it's kind of the whole day, but yeah. And finally is the Windsor Unified School District spotlight. I'm going to let Natalie talk about this cuz she's the one who talked with them. Do you mind? So, I got to speak with Tegan McCoy about Scoliosis Awareness Club, um, which they meet every Aday Wednesday at lunch in G113, which is Mr. Hillard's classroom. And so, it was founded by Tegan after she was diagnosed with scoliosis and was anticipating her spinal fusion surgery, which her mom's back

013there, too. So, that's exciting. um and it raises awareness through making posters to put up on campus and discussing the significance of this congenital disease. And um the club's creation was driven by the goal of showing how someone can take any negative experience and make it positive from so many other people. Um they went from 11 to over 20 club members in a single semester and they're looking for so many new ways to grow. So we can't wait to see how they grow throughout the year. And also with the spotlight, if you're from any other schools, I know we've only kind of um shineed light on what the high school has been doing, but we definitely want to reach the younger school's audience. So um you know, you can reach out to us and we'll

014be reaching out to see, you know, what other students are doing on the campus. So then we're also highlighting all the schools and all your students. So yeah, thank you. Yeah, >> thank you for that thorough update and we really appreciate all the work that you've been doing going to so many different events and campuses. Um, okay. Our next item is 3.6, which is our superintendence, no wait, our well assistant superintendent report, but I think what we're getting is a site scorecard presentation. >> Yes. So, it's false advertising. It's not the superintendent, it's me. Um, and I also want to take this opportunity to bring up all of our principles. So, uh, every year that we've been doing these scorecards, we've kind of been refining them because we want to make them meaningful. Um, and

015so, uh, of course our intent was is to have some some conformity between, you know, TK all the way through 12th grade, but with all those different grade level spans and all those different languages that we have to do, um, we just can't use the same measures for every single school. So, um, some of the schools are going to be a little bit different, but what we want to point out is what we're going to be sharing today is the baseline. So, the students took um a rinstar test pretty much as soon as they came in from uh to school starting in in fall. And so, um we're going to be spending a lot more time once we have the second administration uh in the wintertime. And so, when we come and do our presentation

016in January, we'll be able to show you where they started and where we are in that midpoint. And that's when we're going to talk a lot about the strategies that we're doing, what we see that's working, what's not working, what we need to improve, what we need to change. So for today, this will be brief because we're just going to go over the baselines and kind of establish so the board gets an idea of where our students are. And I will go ahead and kick us off with Maddie Washburn. And so you'll see that uh we have to break it down between uh early literacy and that's what some of our kinder and first grade are doing. And so they're coming into us with a baseline of 32%. So 32% are scoring kind of in

017that green level which means they're kind of on track. And so there's a lot of area uh for us um to improve. And then moving into second grade, 28% and then for first and second grade in math was at 26%. And now I'll bring up uh Miss Viamer to talk about Brooks. >> Thank you. Hello. So uh as you can see um for our overall school English language arts, 36% of our students are sitting at that Thank you. um at are on grade level um in language arts and 31% in math. Um based on the youth truth survey, these are the three areas that we're going to concentrate on for this year. So um for students, it's um engagement and does your teacher ask you to keep trying when the work gets hard? Um the

018baseline was 57% of our students said yes. Uh for um staff uh professional development has provided me with teaching strategies to better meet my students needs and the baseline was 53% for that. And for um our parents the um or the um topic is engagement and it's um parents and family members are included in planning school activities and um our baseline is 50%. Thank you. Good evening. Uh really quick, I'm going to talk about the baseline uh akali and I'm going to break it down in different uh grade spans to in Spanish, English, and uh math. So if we do see there our early literacy in Spanish K uh through first grade it's uh we are in a 68% so we are rocking it and uh we will hit even more uh farther down then

019we do have the math in Spanish first and second with a 30% uh we need to work a little bit more into that tier one instruction But we will get there. We are going to keep working hard. We do have our ELA that at this grade level K through second because of our 9010 model dual language. We do not uh our language target is not English, it's Spanish. So we don't have data on that. Next part there is the span grade third to uh fifth. in Spanish we do have uh 45% of our students being at or uh exceeding um so this it's pretty good but we can do higher always high expectations there uh Renaar math we do have a 60% right now uh which is I'm I'm very proud of ELA 39% and

020And going to our SP grade span 6 through 8 in Spanish 38%. We need to dig uh a little bit more into that data and uh build it up in the next um session or in in January when we get there. Math seventh and eighth in English 44% higher than in the previous years. So um we are getting there as well and then ELA with a 48% um but a lot to keep working on. So then in the area of our measures that matter at our school looking at the uh youth truth survey we do want to concentrate uh in the student area third to fifth in culture and engagement. Those are um those points are the lowest in our uh survey. Uh where in the culture I feel that my classroom is a positive

021respectful space where everyone can focus and learn without distractions with a 41.4% we're going to get better on that one. Engagement. I feel motivated to meet my teachers high expectations and to stay actively involved in my learning and school community with a 548% uh 68 um engagement and academic challenge is going to be our focus. Engagement I feel connected to my school and motivated to take part in my school and learning experiences with a 63% right now. academic challenge. My classes challenge me to work hard, think critically, and um reach high academic standards with a 69.4. Right now, we want to get higher. And then regarding the staff, we want to TK8 uh across campus. We want to concentrate on professional development and support where um I feel that my school supports me in my

022work, provides meaningful feedback and offers opportunity for uh my professional growth. Uh right now we have a 69.4. We want to improve in that area as well. Uh and relationships. I feel supported by uh positive relationships in my school where colleagues and leaders show respect, care, and approachability. right now with a 79.4. And regarding family, we do want to keep working on our relationships with our families and uh on the culture on campus uh where my parents believe that uh their k their kids, their children uh school works together with families to build shared goals and a community grounded on respect, fairness, and appreciation for diversity. right there. We are we are at a 73.8 and in relationships we're at a 79. It's not bad but we can make it better. So that's Kali right

023now. Go Kali. >> Thank you. >> Thanks Lydia. Okay the middle school just so you know I will be sending in how all the clubs at the middle school. I will blow you know I can't help myself. So I will be doing that. So thank you for the offer. Um, good evening, Windsor Middle School. So, our baseline scores, uh, as you can see, 47 in ELA, 51 in math. Um, the students connected and thriving. We, um, pulled the kids last year of what what they wanted us to gauge on youth truth. We're keeping it for the second year. At 46, they enjoy coming to school most of the time. And when they're feeling upset, stressed, or having problems, there's an adult that they can connect with. 43% they took that in their science class um

024in uh September and they'll keep taking it until they get to youth truth in January. Um our staff decided to keep the teachers in my school work together to improve instructional practice and we started out at 80% as our baseline. Okay, so this number kind of blew me away a little bit. The our our community um I would recommend my school to parents seeking a school for their child. Last year we ended at 82%. I only had 53 parents take the survey. Um but I wanted to submit our baseline and I know I'll blow it out of the water. We'll be fine because it's Windsor Middle School, but we're starting at 62%. We want to be at least um the school site council. They're like, "Wait, at least 80%." And I said, "Yes, of course."

025So that's what our goal is. Thank you. >> Thanks, Dan. >> All right. Hello. Good evening. So, if we start with baseline for Renstar ELA, we're looking at 60% and Renstar math, we're looking at 25%. You'll notice that we pulled out 9th, 10th, and 11th grade. That was on purpose. Um, our 11th graders take CASP, right? And this is a good way to kind of gauge uh what those scores are going to be looking like. Um, in terms of youth truth, um, so students connected and thriving. My teachers explain things in a way that I understand. that was um our lowest, it's called percent positive at a 38%. So, we're going to focus on that this year. Um last year or maybe even the year before, we pulled our teachers in terms of um the

026youth truth question they wanted to focus on for staff. And so, we're going to maintain that with I feel empowered to play a meaningful role in decision-m at my school. That was at 57%. Um and then our site council this year, they got together, they looked at the parent youth truth results, and these were the two that they picked. So the first one, I feel empowered to play a meaningful role in decision-making at my school, 31%, and then teachers clearly communicate expectations for my child's progress at 50%. So we're looking forward to helping those numbers grow. And then I have two additional ones on my scorecard. So we've got the percent of 9th graders who earned a D or an F. Um this number we're we should be really really proud of. Um I just

027want to point out last year when we started this and freshman seminar, we were at 44% of our freshmen earned um at least one DRF. And this year we were at 24%. So, um, Freshman Seminar and AVID 9 are killing it. They're doing an amazing job and, um, I look forward to continuing to see how they're supporting our 9th graders. Um, and then lastly, that the percent of students that are, um, graduating college and career ready. Um, we're holding firm at that at that 45 uh% and, you know, we're working on how we can increase access to some of those those markers to get that number up. Um, and I'll share more about that in the winter. So, thank you. Hello everybody. So for those of you who don't know at Big Picture Learning Windsor,

028we don't do Renstar. So our numbers are based on competency evaluations that are done by student adviserss based on a body of work that the students produce. So our um our baseline this year, we're looking at communications competency. It's on a scale of one to four and three is generally considered a number where students are prepared for college. And so we're looking at a total of our students being 54% at or above a three. And when you look at grade 11, it increases to 67% and grade 12 is 80% for communication which um would be more commonly called English. And for quantitative reasoning, mathematics, we have 32% of our student body at or above a three. And it for 11th graders that is 22% and for 12th graders it is 70%. When you look at

029our college and career indicators, we're looking at the percent of our students who have an LTI, which is learning through interests or internship and students taking a course at the SRJC. So currently we have 75% of our students already out working with a mentor in the real world and our JC numbers are down a little bit. We only have 3% of our students out at the uh in dual enrollment right now. And in terms of all staff connected and thriving, we have 92% that is from the um spring youth truth survey. And this year, our um site council determined we're going to have a new goal for youth truth for the strong family, community, and school relationships category. Last year, our goal was that families agree with the mission of the school and we were

030at 99%. So, we decided we should choose something that we're going to actually make some progress on. And so, the goal that they chose or the category they chose was teachers clearly communicate expectations for my child's progress. And that is was at 68% in January. And so site council, we worked together to come up with some ways to increase that number. So that's what we're working on right now. Thank you. >> So thank you board. As we said, tonight's just about to give an idea of what the principles will be focusing on this year and establish our uh baselines and they are available if you have any questions or comments. Um, and as I said, we will have a lot more in the wintertime, uh, when we're doing our growth report where you'll be able

031to see kind of, um, how they're using those strategies and what impact they're having. >> Thank you. Go ahead. >> Yeah, I I would appreciate I think Lydia mentioned it that was comparing from year to year. If we could when we get the winter one perhaps draw a diagonal line and have all the numbers from last year so that as we see I understand some of the questions have changed and whatnot >> just to get a perspective because the the trend and comparator to me is one of the most significant things because that kind of gives an indication of where the arc is going which way. So >> showing last year's scorecard as well and kind of compare the two. Yeah, just, you know, break each one of those boxes in half and you can

032have, you know, you'd have a line already filled in and it would be the prior year. >> Okay. >> Yeah, that would be it would be helpful for me because I when I see in some like here this one doesn't have the goal and so that's good data to start with, but it it g it gives no connection to the past and how this is is arcing hopefully positively. >> Okay. Thank you. >> Thank you very much for all the information. I I agree with that and I I had a question um for Lydia and this is maybe me misunderstanding the data um but to Bill's point maybe it is good to have a comparison because what it looks like to me based on the numbers that you showed for us it looks like they're

033less proficient in Spanish over time and also less proficient in math and I'm wondering is that because the standards are much higher as they grow up in um grade level and they're just not keeping up or why does it look like what you presented it looks like they're actually less proficient over time? >> Uhhuh. Yeah. And that has been actually when I was looking at the data it kind of my eyes went to that 38% in Spanish at higher levels where it should be the the opposite the kids should be growing up. So that's some work that we have to do in in tier one instruction and intervention um which we have started with our PLT work as well but um that's one and the with the math um we are doing that P3C with

034the change uh in the strategies and bringing the um the talks uh number talks in the class and opportunities for the kids to engage um as they are using the language and it's something we need to be working. >> Do you have any um instincts off the top of your head of why the numbers are going downward instead of upward like are there any glaring patterns for example? I would say the um that tier one instruction needs to be um some of those practices needs to be they they need to be more into a student center and and hands-on uh to to make the kid uh own that uh learning and uh teachers being a a a coach guiding that work as well. Mhm. >> Um so we do have work to do. >> Mhm.

035>> And regarding the so with the math in the with the language in math as they move up uh the kids move from that Spanish to English in seventh grade and eighth and that could be something also that uh could be limited uh the the acquisition in in the math as well. Um we do have because of our dual language program uh more students that are AREP at the end of their uh higher levels >> or grades uh exiting uh the program being English learners too. So that is another area that we have to also um look into and support our English learners. So, Trusty Lopez, I'll I'll point out that in when it's early literacy, it's about can they read or can they not read, right? When we're getting up in the higher grades,

036it's about comprehension. And you'll notice that there's a pretty tight correlation between the English and the Spanish ratios because it's testing comprehension in both languages. So, the focus that they they'll be working on is comprehension skills in both languages. And so I think that's what that's where it's showing and kind of where we need to put our efforts is not about the Spanish acquisition but about the Spanish comprehension and the English comprehension, >> right? That that that affects also the math part because the kids need to be reading, they need to be understanding, comprehending also the different things. >> That's a very good point. Thank you. And then al also my uh my other question was for Miss Buckman. Um, I'm I'm very concerned about uh the math scores and how that relates to students

037being deemed ready for college >> and there doesn't seem to be a correlation from what it looks like because, you know, you have your math scores at about 25%. Right? >> Um, but how are I don't understand how are they being deemed college ready if you know our math scores are only at 25%. So I think when we're thinking about the college ready, it also depends on which college you're speaking to, right? So if we're talking about a student being A throughG ready, which means they're going to a CSU or a UC, they need to take through math 3. And so a way that we've worked to address that is we actually increased the graduation requirement from 2 years to three years. So prior a student could take math 1 and math 2 and then

038be done with math, right? And then never take it again. And so now with this graduation rate or with this graduation requirement, we're actually seeing more of our juniors taking a math than they have in the past. Um that was something I was planning on sharing out in um the winter, but historically we've had about 70 to 75% of our juniors taking math. Last year we had 91% of our juniors in a math class, and we actually saw an increase in our CASP scores, I think, because we're having them stay in math longer. And so these scores are us kind of changing that historical trend of only taking a couple years of math and really pushing them to stay in math longer. >> Right. >> So it's a bigger pool is what you're saying. >>

039Exactly. >> Yeah. Okay. Thank you for clarifying that. >> Yeah, of course. >> Anyone else? >> And we do have our board of trustees report next. So I know I know some of us might be saving some thoughts for that. I was going to do it under the board of trustees, but I guess this is just as good a time as as any. Um, I I have a a dichotomy. I have a lot of respect for our administrators and a lot of respect for our teachers, but somewhere our students aren't getting the math that they're supposed to be getting. And for me, my goal is 100%. Because every kid that leaves our district not competent in math is hosed. They won't understand how to get a good interest rate. They won't understand how to invest

040their savings. They won't understand if they're getting a half a percent raise, a quarter percent raise, no raise. They won't understand if their bills You have to be good at math to be successful in life. So that's my dichotomy. We have really bright people here in our education world and we have really bright kids and but we're not intersecting somewhere. Now, I've been on this for a while and almost to the point where I'm like, and if I was king for the day, I'd say, I don't care what you guys are doing anymore because I've heard for six or seven years, we're going to try this program. We're trying that program. We're seeing an improvement here. We're seeing improvement there. I I just flat out make you make the kids memorize their numbers because you

041know what? I had to do it. And every kid that I went to school with had to do it. And you know what? Every kid that I went to school with, we are not mathematically illiterate. none of them. I don't know if that's the answer. I don't know what the answer is. I just know that I You don't have to be too smart to figure out that there's a problem. So, I want our board to hopefully agree to set up a workshop quickly where everybody can bring their ideas. I don't care what the idea is and I don't care who it comes from. If somebody knows how to make it so our kids can thrive in math, I'm on board. Let's do it. If it's not learning how to memorize stuff, okay, then show me

042something different. I know personally that that worked for me and every other kid I went to school with, they're all my age and all are doing incred I mean, if you did a study of my high school class, fabulously successful in everything. It was funny. I just got a little side note. They were talking about the five most successful financially people in the world. I saw this a little dig. The third group were teachers and they go and the guy says, "You would wonder why teachers because they don't get paid as much." They go, "Teachers are because teachers are smart and they know how to invest their money." Anyhow, that was just I thought I'd throw that out there for you since we have a lot of teachers in the group. So anyhow, but I

043want everybody to put their little thinking caps on and when we have our little meeting, our little workshop, I'd like everybody to start thinking about what are your ideas? How can we do this for our kids? How can we improve what it is? I know we have the human capital in our district. I know we have the raw materials in our kids. We got to figure out how we can do better. And we we we can't keep coming up with a new feel-good program that we're all excited about and then two years later this the the the scores end up looking like this. Th this is it just so so while we're doing better and we're in some areas and we feel good about how we feel about certain things we're not doing better in

044the well Jeremy or somebody says the area the something that matters measures it matters matters that measure or whatever it is our kids aren't learning the math like they're supposed to. So, I'm asking everybody in the community. I'm asking the teachers, the administrators, I'm open to any suggestion. I don't care what it is, but we got to get better. And and and our scores are basically supposed to be a reflection of of what our kids know. And so, I'm asking for everybody's help so we can get better at this. And that's kind of what I was going to bring up in our thing, but since we're talking about it, you know, I don't want this to be a negative. I want this to be a positive. We're going to put effort and time and resources.

045Me, if this was a work environment, I'd say, "Hey, you you you need help with math." Nope. We don't need that elective class. That's for fun. We're going to need to get math so you can have a lot of fun the rest of your life. So anyhow, um that's kind of I'm looking for everybody's help and I hope we can have a workshop and workshops to continue to improve. >> Thanks. >> Any other comments or we save save more for the board report? >> I just want to say that number that you put up there last year that same grad level did 26%. So, I I I echo most everything that you're saying. How does it go down 10% the same kids, same group of kids? Those are just questions and I and I agree

046with you. We need answers and we need to figure out what we're doing. >> Okay, I'll go next. I'll I'll just do what I was going to do in the next item. Um, so these are my thoughts. Like I think that as a board we're really lucky to be able to look at student achievement and be able to focus on it because I think there's a lot of things that we expect schools to do and we expect teachers to do and the people who work and run schools to do. We expect you to do a perfect job keeping kids safe. Teach them how to communicate. Help them learn how to socialize. Help them learn how to be good people. like we have all of these expectations as a community and a society. And then on

047top of that, we also want them to know English and know how to read and write and know how to communicate and make arguments effectively and understand how to do math and mortgage rates and, you know, how to manage their finances when they graduate. So, it's it's just a lot that we have to do. But I think from the board perspective, I think sometimes it can feel like why are they like picking on people because it it kind of seems like and and you know I try to be sensitive and this is why I'm not allowed to have Facebook on my phone anymore. Um if you know you know. Um but you know it's it's we just want the best for our students and for our community and for our families and we're trying to

048figure out how to do that and work collaboratively to do that. Um, and it it's frustrating because what we see is what I see when I see the data is I look I think back at like the kindergarten numbers that you showed right at the beginning. 30% came in prepared. So basically the biggest predictor of whether our kids are going to do well in school and learn the standards is if they came in already knowing the standards because they're going to we kind of fall back to 30% at the levels where we fall back. So, it's like, you know, we're doing a lot of things, but we have to figure out how to do this one, too. Um, we just have to. So, that's my thought. And I think workshops good. I I really want

049to dive more into the data at the workshops because I think we're just seeing a snapshot and then you have to think about like following one class from one year to the next and then and it gets really complicated when you're just looking at one snapshot of one year without the context of oh this particular cohort they were in K through 2 grade during COVID and then this is where they are now and this is what so we need to really break down exa like who these students are and make sure that we have an eye on that and I know that we have lots of things that we're doing and I think we kind of have the structure in place but we need to make sure that we're actually all doing all the things

050that we are all kind of have agreed to do. So those are my thoughts. That's what I was going to say in the next item. Does anyone have anything else? Okay. Thank you so much. >> Okay. 37 board of trustees report. Do we have anything left? Nothing left. >> There is one thing left. >> Okay, go ahead. >> I brought up at last board meeting about safety issues with ebikes and e- scooters and I was I tasked the board with coming up with something uh policy or what is what are the rules of are they allowed to have them on campus? I showed you the uh safe routes to schools who say that an ebike and an e scooter, you have to be 16 and wear a helmet. And I know I I know that

051these bikes and scooters are coming to and from the middle school. In fact, today one of them made a very unsafe passing uh right by uh what's that on the corner there? um by the Safeway and then there's the next corner or the where the RCU bank is. It went straight through wrong side of the road on the sidewalk to the other side of the sidewalk through the through the crosswalk. I don't I don't know if I'm talking to air, but I mean we need to do something. Somebody is going to get hurt. Another incident when we're talking about safety going home behind a bus. Bus pulls over to the side, lets the kid off on old Redwood Highway where there's no sidewalks. What does the bus do? Doesn't wait for the kid to cross

052the street. Doesn't get out, put a stop sign up, let the kid walk across street. Takes off. And then the kid starts to go across and then stops when my wife says stop because there's cars coming the other way. We have got a we've got a problem and I don't want anyone to get hurt. We need to look at ebike safety. In my opinion, the ebikes should not be allowed at the middle school. Period. High school, they can be 16, they could have them fine. Um, but anything lower than high school, ebikes, any e scooter should not be allowed. Not be allowed on campus. Period. Um, it's a law. And and a lot of you are like, "But I know the cops must be looking the other way. Windsor police looking the other way because

053I see them every single day. Kids riding those through the streets. It's not legal." Why they're not tagging them, I don't know. I have to take that up with Windsor police. But but as far as safety for our schools, I asked us to come up with something and I will ask you every meeting until we get something done. I don't want to see any kids getting hurt. It's only a matter of time. I've had three close calls in in two months. So, that's all I want to say on that. And and well, I do want to ask, has anything been done at the district level? >> Yes, we reviewed all of the same policies that you're discussing. And then we also um explored looking at the safe routes to school because they have many of

054all of those same processes that you're looking at. They also have public meetings. And so we were looking at in terms of how because I I reviewed the last minutes from their meeting and they talked about safe routes to school to all of our schools and that's what that's what they their meetings typically are. So we've been talking about in terms of having a dedicated presence at those meetings. Um and so that we'd have a a a um connection with the people in the town because ultimately yes we can ban them from the schools and they could park them at the park. And so really it is about enforcement from all of the adults that supervise these children. So that would be Windsor PD, you know, Windsor Unified School District, um, public safety, all of

055them together. So we, so it seems like that that organization already exists in the town. We just need to utilize it and that's what we've been discussing. >> No, and that's good and that's a good good first step. But I also think I'm just wondering, do the parents know what the laws are? That's that's what I'm really wondering. if we couldn't put something out at, you know, at at Brooks, at the at Cali, at the uh middle school, if we couldn't put something out to the because I think the parents just don't know, just don't know what the laws are and what the rules are. So, I mean, that's a great step too with the safe routes to school, but I think that that could also help. If if if you are going to do

056that, send it out. you might want to send it out soon. So that way parents who might be thinking about getting little Billy or Susie a little bike with a battery in it >> that they aren't going to be able to use that they don't go, "Man, I just spent two grand on a bike so I didn't have to drive my kid to school and now we can't use them." So just just as one of those people that might have thought of doing something like that, um you know, bicycle sales going down. But anyhow, the the one thing, Brian, if you could check on I'm I'm sure that those rules apply to if the kids riding it on the street, but I wonder if there if that rule applies to if they're on the sidewalk.

057I I don't know, but anyhow, that if you could >> They're not supposed to be on the sidewalk >> and not on the sidewalk either. >> Yeah. They're supposed to be following all the same um rules as a motor. Way back when, uh, the middle school used to require bike permits um, and the only way that you could bring your bike, I think Jen, you might remember this, is that you had to have a helmet and you had to have a bike lock and you had to demonstrate that you were safe. And that's another thing that we've also considered in terms of if you're going to bring your your not just your your ebike, but any bicycle, cuz they're all dangerous when going, you know, at those speeds, um, that you have to demonstrate. And

058then if we see you in the community and you're not being safe, you know, then we we have that way of saying, "Well, you no longer have your bike permit." Same thing we do with the the driving permits at the or the parking permits at the high school. >> Paul, I want to add too for the bus incident. I know that was a one-off incident, but that we Pete and I fully did an investigation. Parents were brought in, student bus driver changes were made. So, we can talk offline about that, but yeah, that was >> No, and I appreciate that. It was scary. >> Yeah. I'm I'm glad there was a one-off. And I just wanted to bring it up because I I just think every day I'm just I worry between the hours of

059when they're getting to school, when they're going back, and you know, I don't even want to get in my car and drive during those times. And it's it's it's scary out there. So, no. And I'm glad to hear it was just a one-off situation. Thank you. >> Okay. I have an announcement. Okay. Go ahead. >> Have an announcement? No. Um so I I have two two items I want to say um or two items that I want to um share about. So the first one is in the spirit of celebrating good news. Um I just want to say that I'm I'm very proud that there's a reclassification celebration that's coming up on October the 28th at the Windsor High School. And this is celebrating uh students who have achieved a high level of English proficiency.

060And I'm also especially proud of the fact that seven students uh in that group are students that were in the extensive needs program. Um so this is a huge overwhelming success, you know, 107 students being celebrated on October the 28th at 5:30 at the Windsor High School. Um so great work there. Uh but having said that, I I do want to shift gears a little bit because I I just want to say that our board I feel has been, you know, very respectful and in a very polite way has, you know, addressed this challenge that the school district is currently facing of our district umwide scorecards. But I I do want to say that it is very um disappointing to know that somewhere around 40 to 50% across the board in our schools are students

061who feel like they're receiving the support that they need or that they feel welcome at the school. And I just I want to say I find that to be far too low. It it's really not enough. And we really need to do better. And I look forward you know to participating in a board workshop um you know with support of the community to discuss you know what are our strategies going forward. I I find this to be simply unacceptable just uh for the fact that we all you know uh create policies here at the board and also the teachers work very hard the principles work very hard to push our students to show up right they want really good attendance. Uh, but what is it that the students are coming to if only half of

062them feel that they're being supported at school? To me, I just find that simply unacceptable. And I just want to be very blunt about that. So, we really all need to just do much better. Um, so I I just want to say I I think that these um district-wide numbers on our site scorecards are just uh dismal. They're they're just not acceptable. So, I'm I'm sorry to end on a not great note uh with that, you know, but I we just need to do better. actually um sorry I I got distracted with the math but actually uh on the one of the things I have to report is uh as a board member I'm on the town council not town council but the town's uh committee on the solid waste the the garbage uh committee

063coming up and just want to encourage all of you to uh if you're town and you live in the town of winter and you get your your service to the town please do the survey get on the town's been blasting it out through all the bills and different things and uh please fill out the survey. Um just FYI the right now the town's contract for the last 30 years when I first was on GPAC a million years ago up to now the garbage and the waste hauling has been done as part of the town's RFP. And so, uh, there's different laws and different, uh, regulations and things that are changing and what have you. Anyhow, right now, the value, so to speak, of that service that the district has been getting is somewhere in that

064$6 to $800,000 range that may be going away. meaning that it might not be getting allocated through the various bills throughout the town and it might be just coming straight to the school district that the school district has to absorb. Um that's that's a big financial hit. Um so anyhow um obviously I'm going to try and do what we can as the member of the board on that committee to kind of help keep everybody informed of what's going on. But it, you know, everyone in our district is going to need to uh be able to um start by taking the survey and and then going to have to be involved with the the process in the town of how our our solid waste is taken care of. And uh just super quick because some people

065and I don't have the answer to who did this yet, but our waste costs in in the town of Windsor and every other municipality in the county. We we start off at a big chunk of money because everything has to go down to the Meechum plant by law. somebody I haven't got I requested the documents but I don't know who signed off on that lawsuit way back when. Anyhow, so that agreement is for 20 more years till 2045 and then there's another thing that goes on top of that where we have certain things that we are required to do by the state as far as recycling and different things that certain percentages have to be done. So, our bill, like I want to say 80% of it, it's already the soup is cooked. We're already

066paying um as an example, this is not exact numbers. So, if my one little favorite person who watches from home is listening, but in general, we're paying about 60% more per ton for our solid waste in our county than we do than they do in the county right next door because of that agreement. So, we're 60% behind our neighboring counties just because of that agreement. Um, and again, I haven't researched that agreement yet to find out if there was some good uh it's something that made sense at the time. But anyhow, I just want to let you guys know there are some big changes coming. I don't know how it's going to shake out at the end, but uh you guys' help and uh by filling out the survey, being involved, keeping an eye on

067what's going on is as a town person is going to be very very helpful to our campuses. And I'll keep you guys more informed as I as more things progress. It actually is going to happen pretty quick though. So things are are moving quickly. I know that there's going to be a meeting coming up I think next week that's open it open to everybody for questions and answers. So just be aware, be looking for things and and be involved. Thank you. >> Thanks everyone. Okay, we'll move on now to public comment on non-aggenda items. Item 3.8. You can approach the podium. Comments should be limited to three minutes. Please start off by stating your name. Good evening board members and Windsor Unified School staff. My name is Kevin Scandlin and currently a 28-year resident of

068the town of Windsor Windsor Creek residential and elementary school neighborhood. I've been in the government realm for over 40 years and an educator for 27 years. I was a volunteer for 16 years at Windsor High School. Let's review the last 14 months. The uh district emboldened itself to announce publicly that they are business partners with Gallagher Builders for one of the largest apartment complexes to be built in Windsor. Remember the history? Coal mining companies did the same thing. Their workers work their tails off to make a profit for the company in exchange to purchase items from the company store and reduce rent for housing. But in reality, the workers were putting their wages right back into the uh company's profits. The district um blew the opportunity to have probably about $50 million in a um

069bond right now uh through last year's situation. Yeah. which is unfortunate because we know that you guys and we all need the money. Then the whole uh P PK and TK program and associated buildings were almost lost. That was a close one but saved by the Linton ban of Pomo Indians and their infusion of Cass uh cash. Um community involvement is what uh the concept that the district needs to learn from and the Pomo Indians have done a great job in reinforcing that. The Coil Acres debacle was fun to hear. uh weird outcome though. We'd like to have more information, but that's not going to come out. So, because of the Santa Rosa City School failure, uh 700 students left that district in June to um get throughout the county. The PKTK recovery baso Indians,

070the district for student monies certainly has become a boost to the district. But where do these students go after school and the weekends? The benefits of uh being good stewards to the community is we in the community surrounding the Windsor Creek Elementary site have notified police and fire to minimize the trespassing, burglary, and arson incidents, which uh yes, have saved the district uh probably a few million dollars in potential lawsuits that no doubt could come from anyone of the multitude of incidents our neighbors decided to report. mitigating what we perceive as deliberate indifference for that location. Galla Gallagher has now seized the property at Armont over in Zulo and Condi the Quir Creek Apartments which will only take about 6 to 8 months to do depending on what the weather says to build a fourstory

071106 apartments using the project as a blueprint for the Windsor Creek Elementary site. The construction equipment at the Core Creek upon uh apartments upon its completion will be available for the Windsor Creek Elementary site from a mere fence post distance away. Interestingly, Galer's uh business partners or not business partners but employees placed the construction office trailer closer to the main entrance to the to the site uh allowing an easy transition for Corora Creek Apartments to um assist with the Windsor Creek demise. >> Kevin, three minutes. >> Thanks. >> Just if you could give your closing thoughts. >> Yeah, >> correct. That'd be great. Thank you. I appreciate that. Many other school districts have done the right thing and sold their alleged surplus property to their cities and counties or co-opted the property to be turned

072into sports complexes and meetings. Putting students first and the community first will be helpful and we appreciate your time and consideration. Thank you. >> Thank you. And I'll just remind the audience that the board is not able to comment on public on this portion of the agenda. All right. Okay, go ahead. >> Hello, my name is Maggie Kosher and this is proud Cali grad and this is my 10th year as a teacher at Cal Kamea. Um, we uh we often refer to the Cali community as a family and now uh with a child of my own attending Cali, I feel that even more. As teachers, we not only represent ourselves but the needs of our families and the community as a whole. Right now, what we need is a fair contract that values our health.

073So, I'll use myself as as an example. my own family of four is all on my healthcare plan. Um so and side note, thank you Rich Card Nation. I did learn math from my teacher Marshall um Selena at Cali. So I did a little math uh this afternoon and I found out that I would be getting a pay cut. Um I currently work 80% to be with my children more but looking to work 100% next year and looking to a pay cut. So uh about $3,000 a year. Why is that? Um because so in the last four years my healthcare premium has increased 197%. That's obviously the fault of the greedy healthcare industry and not our district. But the weight of the increase should not be borne entirely on the shoulders of the school counselors

074and the teachers. Um so four years ago we voted for a cap in district paid contributions to healthcare. Um, and this was until then we had a percentage of the premium paid by the district. This was with the understanding that when health care costs went up as we knew they would, we could negotiate to share the burden. However, since then, all of the increases to healthcare have been getting uh paid by teachers since then. And now we're hearing from our negotiators that management does not appear to have any intention of meaningfully increasing their contributions to healthcare. So that's why I'm here. board trustees, we are counting on you. Uh, show us that you value our work in Windsor schools enough to guarantee fair pay and quality benefits. Please call district management and let them know

075it's time to come to the bargaining table with a meaningful offer. Thank you. Hello uh Superintendent Tucker and Board of Trustees. My name is Katherine Murbali and I am currently a fifth grade teacher at Brooks Elementary. I teach math. Um and I am also the WDEA executive board secretary. When I moved to Sonoma County 8 years ago, Windsor was one of the most desirable school districts to work for. One reason was at that time their lofty health care benefits package. My husband's company is a small independent business. So it is up to me to carry the healthcare plan for our family of four. In 8 years time, our Windsor benefit package has decreased significantly which has led to an increase in the teachers out-ofpocket monthly expense. This last month, I have decreased my retirement contributions

076as a 20 plus year teacher um in order to supplement what I'm going to be paying out of pocket for my healthcare. As a 20 plus year educator, I should not have to do this. I ask you to please give us an acceptable answer to our requests as we are depending on you, our board, to ensure that the district office reviews their spending practices so that teachers don't have to re-evaluate our own. Thank you. Good evening all. Um, first of all, I want to tell you this is my 20th year as an educator. I have never ever ever come up and spoke from the perspective of something happening with a union. Um because I've always said I really value the relationship between the district and the board and the teachers because it is a family

077and families work together and families love each other and with love we find solutions. And I still believe that because with love comes trust. And and I feel as an educator, especially in Windsor, I'm not just trusting you for my family's livelihood, but also for my children's education. I have a freshman um at Windsor High School and I'll also have a two-year-old in the upcoming uh preschool program coming hopefully in January. And I'm going to continue to extend that trust and I love every moment with the students in the classroom and I continue to give every single bit of my time. I even give extra time and I get grants for our arts programs. We just just the other day we got another $4,100 um donated to us for our Cali art program for our

078sixth through eighth graders. But where I'm starting to feel nervous is okay. Every year though, I have to trust that it's going to get better for my family financially. And I'm feeling as a teacher not just for this district. I'm not only blaming our district, I'm blaming our economy as well, but I feel that the idea of, well, teachers, I felt a little bit taken aback hearing, well, teachers are the best, they're the best, they're the smartest, they're the best. Well, yes, we're smart. But sometimes, no matter what we do, we can feel powerless because sometimes with the economy, we keep saying, "It's going to get better. It's going to get better." But then it doesn't. I've never been able to own my own home. I've never been able to pay off every bit of

079my student loans, my master's degree. I've never been able to put aside a sizable opportunity for savings. Not because I'm bad at math, but because I've never made enough money to live in the area I live in, where I love my family and I love the school. If we have better benefits and a little bit more money, we might be able to do that because we love this place and we want to be able to have our families be here. and we're still committed to being proud Windsor educators. Thank you. >> Thank you. Any additional public comment? Seeing none, I'll move to staff association reports. >> All right. WDA first. Susanna Feffer, WDEA president. Um, in about two weeks time, it will have been a year since WDEA um, opened negotiations and here we are

080um, still not negotiating. Um it took 4 months for the district to come to the table after we open negotiations and really we should be done with negotiations but it feels like we are back at square one. Um I know that it feels like we're very far apart. Um, but I have to believe for the future of our students and the future of our teachers and their families that we will we will find a place somewhere in between that we can live with. We aren't there yet, but we have to get there. That's it. It's nice to see you, Trusty Adams. >> Thank you. Hello there, board district. Good evening. Good to see you. Um, I brought I brought a I don't want to say slideshow. My husband would say I sound like I'm coming

081from the 70s. I brought my Google presentation uh tonight and would like to share with what CSA is up to. So, we just wrapped up our salary negotiations and for us it was a win. I know it sounds like we're living in a different world uh from our teachers which some ways we we do live in a different world but for our members um this was a big big deal for us and we were pretty happy with our outcome. Of course we we wanted more but you know we did our best as I spoke at the last meeting. Um we're also processing someus. Uh we're working with the district on compromise on um some things. Our labor rep has been writing those out. when Jeremy gets back, we'll we'll work on that. We've been attending

082our EERC employee employer relations committee meetings and staying in good communication with our district. Uh we're working on adding new language to our constitution and bylaws regarding online voting options. It's amazing we haven't had that up until now uh to be able to vote online for um everything been old school for far too long. So, I've been working on that uh with our members. Oh. Oh, yes. Oh, and most all my photos are AI generated. So, enjoy. Um, so we did secure our wages uh for 2526. We uh received 3% effective July 2025. So, it'll be retroactive. uh we buffered the front end of our um wages to be increased this year because we know we were going to feel um those benefits hit us at the end of October. So um and then in

08326 and 27 we'll receive a 2.2 and in 2728 a 1%. Uh we will reopen if the cola exceeds 3.4%. We'll see if that even happens but we are happy with the results. Um we have a total compensation increase of 7.22% 22% including step and schedule adjustments that we negotiated. I I got to say we had 85 members show up to vote at our special meeting for this and it was unanimous and it was amazing. I don't think I've ever seen 85 people come to vote at one of our meetings. So, um we had Jeremy there and we had Austin and they were there to answer any questions and um it was just a very it was just really good vibes there. So, we're pretty happy. So, um, oh, I don't have my picture on

084my little AI photo of Maddie Cleaver, which she would be so sad. U, it was fun. Um, oh, there it is. Um, so that's Maddie Clever in AI. She's been appointed as our CSEA vice president. Uh, she's going to cover my 100 days while I step out on my internship with CSEA at the end of January. Um, interning to be a possibly be a labor rep someday. I've got goals. She's going to be amazing. She's um if you don't know her, you should know her. She's smart. She's connected. She's going to do a great job while I'm out. So, um I'm excited for her to learn some things. She does have a lot to learn. I know she's a little nervous, but I know she's she's going to get it, and I hope she stays

085in and as an engaged and involved uh union member. Um we have been we've been meeting with in our employee employer relationships committee with our district leads. Uh we've discussed things like uh PD days and debriefing our professional development. Uh we had training days made possible um by district leaders who came to help train a lot of our members. Uh this was wonderful to be able to have this time built in to our schedule so that we could become quality workers. Um we did have a little oopsies with some things but we missed some secondary members. That's the secondary uh schools. um middle school, high school, but we're working on a tenative agreement uh to build something in for them. Um hopefully this year, we'll see what we can do. If not, we're going to

086catch them all. We're going to get them all next year. Um we've talked about job calendars, just staying consistent when positions are vacant. Hours are always negotiable. Um and we talked a little on that. And then communication and chain of command. just making sure that my members understand there is a chain of command that when there's troubles, you don't just immediately call your superintendent. You um you might want to call your union rep. You might want to speak with your supervisor and then you go from there. So um educating the me our members is is constant. So um but we discuss these things in our meetings. Um, I had I had an opportunity um and I want to continue having opportunities to meet with community members who continue to show up at schoolboard meetings. Um,

087I had an opportunity to meet with our friend Kevin Scan. He came here tonight to speak. Um, and who is he? Well, he's a community member. He's been a a community um involved Windsor community member for almost 30 years. And I had a chance to meet up with him. I see him out and I wanted to hear what is he doing? What's he doing here? Um he comes here to talk about the uh development at Windsor Creek and I know that that development can can be something for our members and for um for teachers as well, a place to live in the town that they work. Um, I asked him though why he uses his three minutes at nearly every board meeting and he said he's here to educate. But I got to say, um,

088after listening to Kevin, I did my own Nancy Drew soothing on things he shared with me and I really couldn't find many facts. And I believe that education does require facts. It's not perceptions and it shouldn't be coming here with personal judgment. Um, when you come to this podium, I think you have a true responsibility. Um, without having all facts, you're not really educating. You're performing. You're standing on a soap box. And because the board can't respond, it's not really a conversation. It's just noise. The Correek Project is about helping classified and certificated employees live where they work. That's building roots. It's not bending rules. I want this for my members. I'm going to be someone who will continue to say this is this is good for us. I would like us to come here

089in a peaceful manner as a community to work together to not fight with each other. I want more for us. Um, and I I know again Kevin has his opinions and everyone has a right to that and I have mine and I definitely thought through a lot of the things he said, but I definitely think that if we could work together peacefully, we're going to build some great things here in Windsor. So that was that was that with my meeting with Kevin and I plan on doing that more with other community members who come here and maybe fight against things that cross into my CSA lane. So, uh, we did have our town hall last night. I know up there it says until next time and and please we'd love you to come and join

090us but we did have our um town hall last night actually. Um we didn't have many members show uh but I'm always open to just reaching out to everyone on a personal level where it's not just a meeting. It's a place a formal meeting. It's a place where we can just share without a recording and a place for people to share whatever and that I'm having a personal moment with all all of my members. I'm all about that. So um thank you so much. If you have any questions or comments, I'm open to that. >> Otherwise, yes. >> When is the next town hall, Sheila? >> The next town hall is the third. It's the third Wednesday. I I'll send it to you. It's the third Wednesday of November. I just can't remember the date,

091but I will send you date um >> at Brooks or somewhere else. >> It'll be at Brooks Library. We always have it there. >> Thank you. And yeah, and we'll be there and we'd love to have you come because um even just having Austin and Jeremy come to our wages vote, it's it's our members are are feeling seen and I think it that's just been that's like a very important thing for us. So um please come. I'd love to see you there. Thank you. >> Thanks, Sheila. All right, we move to item 310, approval of the minutes from September 18th, 2025. Do I have a motion? >> I'll make a motion we approve. >> Do I have a second? >> Second. >> Thank you. All in favor? >> Yeah. >> All in favor? >> I

092Okay. Then item 311, staff recognitions. if anyone wants to stay for it. >> Sorry I didn't call it out early enough, but >> I don't have any staff. >> Oh, we don't have any. Okay, never mind. Never mind. False alarm. >> Um, okay. Moving on to the consent action items. Item 4.1 I will take because we have a recusal. Um, this is um consideration of approval of the PAO. Um, do I have a motion? Move approval of item 4.1. >> Do I have a second? I'll second. Any discussion? >> Okay. All in favor? >> I And I'm recusing myself. Chin. >> Thank you. >> Okay. And then I'll let uh Rich take the rest of the consent action items. >> Thank you. Hold on one second here. So, I'd like to make a motion that

093we approve consent items 4.2 through 4.8. Jen, I just want to make sure that 4.8 is the last one cuz when I looked up this online, it said that it hadn't been finished or there was something waiting. >> Yeah, it was cheap, but it's fine. >> It is. Okay. Yeah. So, 4.2 through 4.8. Just want I can second. That'd be great. >> Second. >> Oh, go ahead. It's her It's her birthday. >> Yeah. >> Thank you. >> Okay. >> All right. >> And then all in Do we have any discussion on these items? >> Yeah. Just have need to get a like a flag or something. >> Yeah. >> Um yeah, only on 4.4. Uh you know, above the poll there was the $5 million scandal alluded to it. Um It was a very generous

094gra offer from our neighbors. Um and I think it goes to show where relations are built. Um other government bodies that sit at this dis I don't think would anticipate getting that sort of inter relationship with our our tribal neighbors down the road. And so um I greatly appreciate that and the integration and you know we have indigenous education programs and other things that are now core parts of our educational system and I think um it's just an example of what happens when there's collaboration and so I wanted to >> pass along that that that uh I know a number of folks who are on other school boards and almost to a person. They communicated with me when they saw me and say, "What was that all about?" and I said virtually unsolicited, you know,

095the >> So anyway, just wanted to share that and and pass along to the >> Yeah, I'm glad you brought that up and I I think we should acknowledge that donation which was huge and say thank you to the Linton Band of Pomo Indians for contributing to our preschool program and really saving the day um and enabling us to offer preKTK to our community. So, we are very very grateful for that. >> That's it. >> Thank you. Both excellent comments and I'm pretty sure the tribe is aware of how grateful we all are. Um, and how awesome that's going to be for all the kids that are going to be coming through. It's going to be just fantastic. So, anyhow, uh, we got a motion and a second. All those in favor? I >> I

096>> Any oppose? All righty. Thank you. >> Okay. Item 5.1. We have a our Williams quarterly report by Brian Williams. No relation. >> So, we will have to do a hearing for this. >> Okay. Do I need to open the hearing now? Okay, I will open the hearing. It is 7:26. And while we're doing our minute of time to see if anyone wants to do public comment, we had no no uh findings on on this quarterly report. Um it is the Marjorie Mahia Preschool. And so we were discussing do we call it Marjorie Mahia? Do we call it the Marjgery Mahia preschool? Do we call it Mahia Preschool? So that's what we're going to start making sure because that that's public knowledge and we're going to be doing a nice ribbon cutting and sign and

097a naming ceremony for her uh to recognize her. So, Marjorie Mahia preschool. >> Awesome. >> Okay, I'll go ahead and close the hearing. It's been a minute. We haven't had any public comment. Um, I will need I believe a roll call for this, but first I need a motion and a second. Make a motion to approve resolution 20268 for our Williams quarterly report. >> I'll second. >> Okay. Resolution. Roll call vote, please. >> Stephanie Amard, >> yes. >> Paul Kagorno, >> yes. >> Rich Carnation, >> yes. >> Malini Lopez, >> yes. >> Rebecca Herman, >> yes. >> Natalie Valdez, >> yes. >> Bill Adams, >> yes. [Music] >> Our next item is 5.2. We are looking at the uh request for approval of a novel adoption. It's GI by Neil Schustman. This item is going

098to be presented by Annette Zukone, >> our director of curriculum. >> Good evening. Nice to see you. Um so you have uh today I'm not going to ask for your approval tonight. Tonight is about providing you with the information. So at um our next board meeting um you will have had time to review the proposal. In the proposal there are some links provided by the teacher who made the proposal just to give you some uh references and go out and do a little bit of research on your own. Um, if you want to bring questions back, she will be here next month to answer questions and ask for your approval. >> Okay. Okay. Oh, go ahead. >> I when you said that name, that book, I love that book. I have the whole series. Um,

099and they're very worn and so I think we should approve it. >> Sorry. I don't know if I'll say that. It's a great book. >> We've got the vote, Rebecca. >> We've got one. Um uh the name of the teacher is on the proposal. It's for the build core and um you can see in the proposal that she did uh there's very thorough um information um including standards alignment and how she will be um using this in her class. The proposal was uh reviewed and approved by the teaching and learning advisory committee. So they put eyes on it as practitioners looking for standards alignment and um strong instructional practices. So you've got some backing from your teacher committee. >> Great. >> Oh, go ahead. >> U you know sometimes we get these and they come

100with big flags of controversy about them. I'm just kind of cur curious, Rebecca, what was it for you that resonated from this book or the series? Mhm. >> Um, well, I think it's really well written, which is great for like it's really well written, but it has a really great subject matter as well. It's like dystopian meets like kind of has some romance and I just think it's the type of book that will appeal to a lot of different students and um I think that it's like we were talking about reading comprehension earlier and I think it's very hard to comprehend something that you don't care about and I think that book will help students will get students interested so that they can practice um that skill. Do uh I'm sorry. I I read through

101this so that way you let the teacher know that um I'm I'm concerned. So I don't know what this book has to do with the build core. Um but when I did a cursory little lookie look on this thing, um I didn't read the book. Didn't get a chance yet. But the content warnings on this book, death, violence, mass killings, physical abuse, emotional abuse, child death, suicide, sexual harassment of a minor. That's just the first line that comes up. I'm I'm a no and I'm not going to change. Doesn't matter what comes up. Maybe the problem. I mean, our next item 5.4, we're going to be talking about board policies and things and and and in our board policy that we're going to be talking about is what? Security plans, active shooter drills, cyber security,

102installation of interior door locks. Why do we have to talk about the thing those things today that we never talked about those things when I was a kid growing up? It doesn't seem that long ago. I know growing up I never read any books. I wasn't asked or made to read any books. It wasn't part of the curriculum that had anything about mass shootings, mass anything. Yes, we had some history lessons about some really evil people that did things. We can do better than this. I I don't know how this is uplifting or making any of our kids lives better. >> And and uh I don't care if a mass murder was written beautifully. I could care less how it was written. Why do we need to keep polluting our young people's minds with these

103things? I just don't get it. Um, we can do better than this. I don't care if there's some really cool things in it. There's some things in it that we don't need to be putting in our kids' minds. They're going to be inundated with a bunch of terrible things pretty soon if if and they can they have access to it now. I understand that, but we don't have to feed it to them. And uh so I I'm I'm not going to vote to approve it. I don't know what could be said next month that's going to change my mind. Is it possible? I guess everything's possible. But I think we need to start having a higher level of the things that we're exposing our kids to. and we keep hearing about these terrible things that

104happen across our country in schools. Maybe we need to start thinking, you know, let's stop bringing it into our school in a book. So, that's kind of where I'm at on that one. And I hope >> I want to Oh, go ahead. Go ahead. >> I was just going to added Thanks, Rich. I always appreciate that you speak your mind and Yeah, >> you know, provide your perspective. I I just wanted to give just a different slightly different perspective on that topic of like the very difficult horrible things that we kind of see in the world. And you know, I it um a couple weeks ago, I don't know where that noise is. Sorry, I got distracted. Um there's like mood music going on. Oh, it's your phone. Okay, no worries. No worries. Um, no,

105it just happened at a really funny time. Um, but the the thing that I wanted to say is a few weeks ago something happened um where somebody was murdered when they were giving a speech and I think you know people know about this event that happened. Um, and it was filmed. And then on the same day, pretty much every kid who has a smartphone in this country watched that person die. That that's just what happened. The video was shared widely. It was very shocking. Um, and a lot of adults shared it, too. But I So I guess it's like our kids have something at their fingertips that shows them everything that's happening everywhere. kind of the most shocking things that you could imagine that could be happening. Um, and so I I wonder also if

106there's a case to be made that this could be like that they are dealing with really difficult things coming from the outside and and is this just making it more relatable that we're talking about things that are actually happening that they're actually seeing and grappling with. I don't know. Just a thought. >> I I always appreciate your perspective because you're very you're probably one of the most wellbalanced thinkers that I I know in my lifetime when you were just talking about this. It just kind of popped in my brain. I just want to throw this out there. I've heard the phrase in the world but not of the world. Yes, the kids have access to the phone and they can see that that was an unfortunate thing that happened. I felt very bad for those

107two little kids that are never going to know their dad. And yes, a kid can choose to look at that or other things that are available to them and and and that is the reality of life, but are we promoting them looking at it? That's the difference and whether we approve this stuff like this. So, and that that's my thing is that look, if we wanted this in the library, that's a kid's choice because I'm I'm about choice, too, right? That's their choice to go to the library. That's their choice to look on their phones. That's whatever. If this is a reading assignment, that's not their choice anymore. Now, this is something they got to put in their mind. They've got to figure out how to manage it or not and what to do with

108it. That's the difference. We're not choices anymore. we're now mandating that they bring things into their mind that otherwise they might not want to uh ever happen in there. So, and so that's my the difference is that yeah, the world's got a lot of ugly things in it and a lot of people see it and go to it, right? Like a moth to the light, so to speak, but we know what happens to the moth, right? So, anyhow, that that's just it. But Stephanie, I I you know, I just want everyone to know I love Stephanie to death. She is she is a the most balanced she'd be a great judge. She is listens to both sides and and makes really good decisions. And I appreciate your perspective on that. But but that is the

109difference for me is that one is a choice and one is not. When we approve this, we took that kid's choice away and we we mandated. And that that's my thought on it. So anyhow, thank you for letting me talk. Were you gonna say something? Because I wanted to say something. Yeah. Were you gonna say something, Paul? >> I I tend to agree with Rich on this one. U our kids are exposed to enough things that they choose to to look at and are exposed to in the real world. I too would be a firm no on this. So, if it comes back, I won't change my mind either. Um yeah, I'm going to just be brief. Um but normally I when these books, you know, come before us to decide whether they should be

110part of the curriculum or not, I tend to side with teachers, you know, just because I I feel that protecting the creativity of teachers and the creativity for them designing their own curriculum is really really critical. So it's always my highest priority. But I think in in this situation, I I honestly feel very disappointed in this choice. Um, not just because of all of the things that have already been said tonight, you know, by Rich and and Paul and and others, but uh just by the fact that since I've been here, which is now been about roughly 5 years on the board, I have been just waiting um to see a book that actually represents our student population. And I'm still waiting and we have not yet had a very good novel that represents the

111u Mexican, Chico, Latino experience. We've not had one. And I was thinking also when I looked at the notes for this book, I also looked at the reviews online and I I was also horrified about, you know, all of the notes of violence uh that are in the reviews. But I I just I feel super disappointed because I don't have a better way to say this except that it's a situation I think of read the room. You know, we have a student population that's 50% Latino. Um and I've never seen one now having my daughter also go through Windsor High School uh four years. She just recently graduated. Never had one book that represented her experience. Never. And and I just find that to be astounding in a school district that is diver as diverse

112as ours is that you know we just don't have books that reflect you know their experiences. Uh you know maybe some of the beauty the resilience that comes with being you know Mexican, Chuco and Latino. Uh you know where where is that? And then that's what my my question is. And then the last thing that I'll say is that I was also imagining you know what if I was a student and I had to go to my class and this book was assigned you know how would I feel and I I would feel very depressed to read something like this in this moment in time where we have so much happening in the world. I I would not look forward to this book. So I I'm going to side with uh you know some of

113my colleagues here you know Rich and and Paul. >> Okay. Well, I am I have some reading to do and I'm so busy that I realize the only time I read books now is when they're on our agenda for approval. So, I'll be reading this book this month. Um, I think that since we are doing a first reading, we're good. Um, and no further comments then. >> Okay. >> Thank you so much. >> Thank you, Annette. >> Okay. Moving to 5.3. This is the approval of the or consideration of approval of the confidential staff alignment with CSEA um TA I don't know what the TA stands for on my agenda but >> the tenative agreement that was >> agreement >> that was approved last month. So this is effectively a request uh for the board

114to approve uh the confidential salary alignment with the TA that was um approved last month. So um it would make a lot more sense if I had remembered to submit 5.6 uh because it would follow this and so you would see the salary schedules. Um but effectively as presented last month we have a 3% salary increase retroactive to July 1 for this year and then we have the 2.2 plus the cost of a salary adjustment in 20 uh 627 and then the 1% um in the following year. So the only difference being that the confidential staff would like to take it all to salary as opposed to the adjustment on the scale which is uh a portion of the 26 27 alignment or assignment of salary increase. >> Okay. Go ahead. >> Would it be

115helpful if we accelerated now that we've accepted to amend the agenda bring 5.6 and post the schedule up? Is that what you intended to do when we added 5.6 or >> It would be I mean it would make this item make more sense. effectively do that. >> Yeah, >> I think we can move that without I mean we already added it so it's just a matter of 5.4. >> 5.6 is is simply an approval of the salary schedules uh that were attached to the um to the TA which last month. So again, it's going to be for for CSEA, it is a 3% increase retroactive to July 1, which will be applied um starting this month, which will be great because we can offset some of the additional costs that will be acred from the

116uh health insurance hitting our our staff next month. And then as I said, the salary adjustment for next year plus a 2.2 and then the 1% following. But I'm really just the the only salary schedules that I've posted on 5.6 six are the confidential which is a reflection of the 3% and the classified which is also a reflection of 3% and I'll bring next well although I have them there for view I'll bring next year's salary adjusted schedule um for full approval next year >> okay let me make sure administratively I've got this >> sure >> so are we voting on 5.3 and 5.6 >> yes uh they both need approval um to move forward >> okay and then 5.6 six. We don't have any documentation. >> Um, Jen, we >> can we can we

117get it emailed to us? >> I I emailed >> Oh, that was the email. >> Yes, I emailed all that to you and it it should have had three attachments, >> but it hasn't been posted, right? >> No, it was not posted. We brought it >> verbally >> because she approved it to the agenda and I will reflect it in a minute. >> Okay, perfect. Okay. So, we can do 5.3 first and then we'll do 5.3. >> So, I had a question because I thought maybe we could look at those charts if we could put them up uh from 5.6. We we had and the reason I wanted to ask is we had comments from the WDEA. Yes, sir. >> Really focused on benefits. I think what if any benefit adjustments are included in the

118CSEA tenative agreement? >> CSEA opted to put everything onto salary. Um, so there is no benefit adjustment. So, uh, I I think a lot of their calculus was, um, money goes to retirement. Um, and they opted to take everything in money in order to offset the, uh, increase costs as opposed to applying the cost to benefits, which never end up in retirement. Um, and they did a a poll regarding how many folks that are in CSEA take all of the or use our benefits and it wasn't a significant portion enough to offset the the benefit of taking everything to uh base salary. So, they went with salary instead of benefit. So, there's no adjustment to benefit. >> Okay. Thank you for explaining that. >> You're welcome. Did I say it right? >> Any >> We

119do. We do. Okay. So, why don't we do five? >> Oh, yeah. Um, any other discussion from the board? Um, do we have any public comment on this item 5.3? Seeing none, do we have a motion? >> I'll make a motion we approve 5.3. >> I'll second. All in favor? >> I >> Okay. And then we'll do 5.6 now. I think since you're here and it just makes sense to do it together. >> I'm just trying to pull up our item. >> Could just be a motion to approve it, right? >> Yeah. >> The attachments. It's a motion to approve the salary adjustment for CSEA and the confidential staff for 2526. >> Okay. Um Um Okay, we're on 5.6. Do we have any discussion from the board on that item? >> Any public comment? Okay.

120Do I have a motion? >> I'll make a motion we approve 5.6. >> I'll second it. >> All in favor? I >> I >> Okay, >> Thank you, Pete. >> Next, we have item 5.4. These are the policy changes. Um, and remind us, um, Brian, what period this is for. >> So, this just came out in September. So, we are so on track. >> So on top of things. >> Yes. And so the recommendation is is that the board take the next month uh to review the changes and uh anything that would just take that we would adopt you know completely or just make minor you know changes that can come back to us next month for adoption and anything that would take further review we assigned to the board subcom policy subcommittee uh to

121do a deeper dive. Brian, I'm sorry to ask you this question on the fly. My my computer got replaced yesterday and upgraded and my IT guy assured me that what I saw yesterday was exactly what I was going to see today. Not true. I had to redo everything and so I was running a little bit behind. Normally I would have called you and asked this question and if you don't know the answer right now, that's that's okay. But do we have a in that labyrinth of board policies? Do we have a board policy about teachers, staff, trustees, whatever, having concealed weapon permits and if they're allowed to have them at school or not? I believe the answer is no. >> They are not. >> Okay. That that's what I thought. >> And let me say

122that for everyone watching at home. You are not allowed to bring a weapon to school. >> Yeah. Kids, adults, or otherwise. Correct. JP tomorrow should be the only one with a gun at school. >> JP. >> Got him. Yes. What's it? Okay. Yeah. Thank you. That that's what I thought. I just wanted to make sure cuz I've had a couple people ask me with the things that have been happening recently. They're like, "Hey, we want to make sure we can protect ourselves." And I'm like, I don't think you can do that unless you're a police officer. So, um, and your your board policy, Rich, overrides law. So even if they have a concealed carry weapon, our board policy overrides that permit, if that makes sense. >> Yeah. No, they they can't. >> Yep. >> Yeah,

123that's I'm sorry. I thought you were I thought I was hearing you the other way around that our board policy can overrule. >> Correct. Including parents. >> No, no, I mean that we could overrule and that they could have it is what I meant. >> We cannot. No, >> got it. Okay, that's what I I thought. Thanks for the clarification. Thank you. Okay. So, we are going to This is a first reading. Great. Correct. >> Okay. >> Um any other discussion from the board on the policy updates? >> No. >> Any public comment? Okay. I'll move to the next item. Um this is one of our last items of the evening. This is 5.5. >> Wait, what? Consideration of approval of resolution 2026-09 allowing a temporary oh a temporary recycling center to operate at Windsor

124Creek. Tell us about this recycling center. >> Yeah, so this recycling center um we're go back in history a little bit. You might remember that this was uh I had to rejogg my brain when he originally reached out to me because we had brought a resolution back in October of 2023 to have a recycling center opened up at Windsor Creek. Um it's a group from the North Bay United Cerebral Policy Group. Um they wanted to open up a local recycling center. Uh so the town of Windsor, this group, myself, we met down, we discussed it. Um there's certain laws regarding having recycling centers within our our city boundaries, town boundaries, but in full honesty, they don't really impact us that much. We're not really responsible for it. Um, this just happened to be that we

125had different properties available. We have a joint use agreement with the town to where, you know, they asked me if I'd be willing to meet and see if we could get something worked out. So, we met um he uh reached back out and said, "Hey, I'm just now about to get this permit through. Are you still looking at having a recycling center on Windsor Creek?" And I let him know, you know, that we are actively negotiating that property and that I would need to give him 24 hours notice. And he said, "Not a problem." He goes, "I'm expecting to get a call from you one day to go pick up my stuff and move it that day." Um, and I said, "Well, in that case, what days do you do you need it?" And he

126said, "Tuesday and Saturday." And I said, "Well, I could really use some people there on Saturdays." So, um, I bring this to you guys. Just know that that group is aware that this is a 24-hour notice and that at any time they could go pick up their equipment. It's not permanent equipment. It's mobile. So, it's a mobile unit that goes drives there, they recycle, drives away. >> Okay. >> I got I got some some good information on this stuff. >> Go ahead, Rush. >> Being part of that subcommittee. So, it turns out that Oh my golly. There are more baloney laws when it comes to garbage and recycling and all this other kind of stuff. So, I'm I'm going to do my best to keep Bill awake and and not not go long. But the

127state gives the cerebral pausy folks >> they get paid. They got a grant. That's why they're able to take in the recyclables. Yeah. and pay out two people that bring it in there. Right now, y'all don't know this, but when you put your recycling in your little container at home and then the waste guys take it away, they don't get paid for that. They actually it's a loss for them. So if everybody took their recyclables that they take to their house and they put in their little bins, if they brought it down in the Windsor Creek or wherever else it is, they get money for it. So when you guys re, you know, you buy a bottle of Coke and there's a little recycling thing on it and they you pay an extra nickel, the

128store says it, charges you for it, and the state of California gets it. They get all that money. And then when you recycle, just the little bit that gets recycled, that gets paid out. And everything that's left over, the state just keeps. So, and the and the waste haulers, they don't get it either. That's one of the laws. So, one of the things I'm thinking is this would be a really really fantastic fundraiser for all of our school sites is, hey, look, I'm always trying to figure out how to make more money for our district, right? So if they put it in our little containers at home and it we don't get anything for it. I mean the people us homeowners don't get anything for it and the waste haulers they actually have to pay

129extra to get rid of it right. If we started thinking about each one of our school campuses where all the parents are driving dropping their kids off and stuff every day. If we could figure out some way to do it to where we could recycle the stuff, work with cerebral policy folks to where there could be a win-win situation on that recycling the school district with the cerebral policy folks and there's actually I think one or two other organizations as well that get the grants. we could capitalize on that arrangement to help defer costs that right now we would we're most likely going to have to come out of pocket to pay. There could be an offset there. I we haven't gone through it all, but um I'm trying to find the pony here and

130and I think that this is one of them. So, I think we need to start looking at each one of our campuses as as a potential way to use recycling. One, we can use we can get the kids involved where the kids can be bringing it to school and hey, we're recycling and all that stuff. All I know is recycling works. I've been doing it my whole life. I was the kid that went down Marbel Road looking for a bottle cuz if I could find a used Coke bottle that equaled a big hunk candy bar. They was an equal exchange for the recycling. You think I'm kidding? But uh two bottles equals the Snickers. So, anyhow, there's a lot of little kids out there that could help us uh recycle. But again, the more I'm

131learning about this thing, the more I'm like, "Oh my golly, this is such a convoluted ball of yarn, this waste system." But this is something I think as a district, we could encourage. Plus, if we as our district start recycling certain things, we could actually get the revenue from the things we're recycling our ourselves. We lower Man, there's a moth flying around here. um we can lower the amount of material that we actually are generating as well. So there there's some things that we can do that uh will help us on the expense side. There are things we can do on generating revenue and and then helping uh everything as well. So anyhow, sorry to have to bring up the more I learn about this stuff, the more it's just crazy. But I see a

132revenue stream. >> I like it. I will say these folks have been amazing to work with. They're the nicest people. Great. Do we have any other comments from the board on this item? Go for it. I agree with you. Recycling's awesome. and also um my ASV vice president and one of my great friends who's the president of CFC has worked to also integrate um worked with someone with the town about integrating all and like replacing all the recycling bins on campus and I know that's been a really really positive impact at the high school and so I'm sure um anyways like students could participate in >> what's her name Maddie Troll. >> It is Maddie. Okay. >> Yeah. She's the one that designed where everything goes now. >> Yeah. So, that's been awesome. And so,

133I'm sure she would also love to I feel like students would love to be a part of anything with recycling. >> It's great. >> Good. >> Yeah. >> Great. Perfect. There's so much >> actually that is one of the things that they brought up in that meeting is that how they make this work is a lot of inloo labor. So, if we can get our students to say, "Hey, look, not only we keeping our our schools clean, not only helping out at your house, but it's a way to help support the school." So, all those things that we've been putting in containers and sorting out >> to have the waste hauler take away and then have to pay for it, now we should develop a different thing where we just take a different step and

134that becomes revenue instead. So I know how you love revenue and I >> got our friends in the audience that they were hearing listening too. So anyhow, good opportunities. >> Yes, definitely. Do we have any public comment on this item? >> Do I have a motion? >> Um, I'll make a motion that we approve this item. >> I'll second. >> Okay. And then roll call vote, please. Oh, >> I don't feel >> Oh, I don't know. >> Bill second. >> I don't >> Did you second that? >> Natalie was strongly considering, but she she's going to hold a second offer. >> She's going to wait. >> Oh, Peter, you're going to second then. Perfect. >> Okay. And then we'll need a roll call vote and the students can go first because >> But just real

135quick, Austin, where at Windsor Creek are they going to be setting up? Just so people at home listening, they know where to go. >> Where the bus loop is. >> The bus loop. Uh, not the resendo way whenever. >> Right behind the bowling alley. >> Yep. Right behind the bowling. Okay. >> Thanks. >> Good to know. >> Stephanie Amard. Oh, no. Sorry. The students are going to do it. Rebecca, >> yes. >> Natalie, >> yes. >> Stephanie, >> yes. >> Paul, >> yes. >> Rich, >> yes. >> Melanie, >> yes. Bill, >> yes. >> Great. All right. Item 6.1. This shouldn't take long. future board agenda items. I just wanted to circle back and remind us that we asked for a workshop on the test scores. Um I think we also want to look at

136ebike policy as part of our subcommittee so we can um keep that on our policy subcommittee agenda. Um anything else? No. Okay. Then um we are at adjournment. Thank you for sticking with us, friends. Um, do I have a motion to adjurnn? >> I'll make the motion. Oh, and I will second in honor of your birthday. Thank you. I get to go celebrate now with my family. Thank you. >> Bye, everyone. >> There you go. >> Thank you. >> Birthday.