WUSD School Board & Windsor Town Council 04/17/25

001when I don't watch HGTV. So, I don't ask him. I didn't say I have um they said they're going to keep another one. One day decided that you know where I saw my son back here but there was some maintenance. Uh and then I'm very nervous about I thought it was for a long stupid but he was by the time we got there he was also like We're just hoping that he's figure out what it is. But I think I think that's a bit somewhere. What was that? Oh, no. I just I usually sit there, but screens Uh yeah. Yeah. Thank you. Yeah. Should be a lot. And as I was saying, I wouldn't even know what the last was. depending on actually I just scheduled I just now today I'm Yeah, you should be

002good. The last edit made for me. Oh. totally see your questions. If you can't tell, I despise Tom Cruz. I love it. My child of the 80s. I was the only girl in my high school. We did not have a thing for him. All right. All right. I didn't mind seeing that. standing there. Why did I make It's okay. Best planning day with the legacy people today. Legacy teachers. or which was knew. Yeah. But I think even if we're [Music] not that Oh, no. You need a sweater likely so that you could do a tarnation. Yeah. You know what the United States would be? All the colors. Oh, sure. Should be a pink carnation. Sixth grade. Let's see. Where are we? Where are Oh my gosh. I guess it's time to each other. on the

003committee. Oh, yeah. Yeah. Are you Oh, that's right. That's right. I forgot both you and Kylie on the younger side because for a while we had a rule where you could There's also a student position. I was going to talk about that today. [Music] Oh wow. I know. Welcome everyone. I'll call the meeting to order. Welcome to our regularly scheduled school board meeting on April 17th, 2025 at 6:08. Can we have a roll call? Stephanie Amard here. Paul Kagorno here. Rich Garnation here. Malini Lopez present. Bill Adams is absent. Zoe Fer Manavic here. And Kylie Hernandez is absent. Rich, can we have a roll or a flag salute? Sure. Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God,

004indivisible, with liberty and justice for all. Moving to item 2.3. Do we have anything to report out of close session? We do not. Okay. And we'll move on to item 3.1, adjustments to the agenda. I know that we have a couple items that we're adding to consent. And I believe Jen is going to tell us about those. So, um, the first one is the CIF application for multi-chool membership. Um, that's on me. Jamie had sent it to me and I just didn't get it on the agenda. I'd forgotten about it. So, I'm sorry about that. I promised her I'd get it on. possible. Are we going to number that one? Uh 4.14. Yes, it will just go at the at the very end of consent. And then the other one is a field trip that

005came in a little bit too late to get on the agenda for this meeting, but if we didn't do it at this meeting, um it would be past the date at the next meeting. So, we're just going to put that 4.15. Yeah. Okay. And then do can you even though it's Well, I think we need to vote on this. Mhm. So, um, I'd like to make Oh, go ahead. Go ahead. I'd like to make a motion that we add, uh, 4.14 the CIF addition and 4.15, which is for the field trip. I'll second the consent items. All in favor? I I I. Any opposed? Any abstensions? Okay. Um, so we'll add those, but if you could add them to the agenda online when you have a chance, just so that they're there, that would be

006great. Okay. Then our first presentation is celebrating success with Jessica Borland, our early education director, and she will be presenting. Hello. Thank you for having me. Um, so I brought some of my stuff. you guys want to come up here with me um to help me celebrate the success of our programs. Um so first I'm going to introduce them. Um so we have Sasha and she is my coordinator for the preschool. Um she helps oversee uh both the Cal Cali and Maddie um campuses for our preschool. Um we have Candy and Candi's our uh Brooks um uh coordinator for the well program. So she manages um all the before and after school care program and the kids and um families. Um, and then we have Cheryl Lynn who uh has just started at our Cali

007um site for the site supervisor position and she was originally working um at uh Brooks um with Candy. So she's doing an amazing job already. Um so that's my staff. Um so uh here's our program offerings. Um you know kind of under my department and um the well program we've got our state preschool and we've got our before school care programs, our afterchool care programs. We do camps on on non-in instructional days and then we also offer um summer camps. This year's summer camps are going to be held on our Mattie Washburn campus. Um and then we'll have preschools on both Cali and Mattiey's campus this summer. Um so as far as our staffing, we've grown a ton um since uh the last time I came and talked to you guys. Um I think I

008have about 27 um well staff um operating before and after school care. And then we've got um seven preschool staff um currently on Mattiey's campus. Um and here is some pictures of the before and after school care program. Um you know, we incorporate all kinds of things. On the top right um they actually had a um uh campout themed um uh summer camp. And so they did tons of um uh you know campout type things. Um on the the top left you can see that they made a campfire with um balls of paper and um like a little fire um foam foam looking thing. Um and then on the top right they were camping out and reading books in the park. Um and then we incorporate all kinds of things. Um they're they're making um

009some uh mud pie type things with worms and cookies um in the middle on the bottom. Um lots of artwork that we do. We have lots of outside time. Um, you know, STEM, we bring in arts. Um, and then here are some pictures of our preschool over at Matty Washburn. Um, we on the bottom right we have a monastery um corner because we've got a teacher that has uh 17 years of trained monastery um practice. Um, and so she's bringing in some monastery themes into our preschool. Um, we have lots of literacy. We t we deal with emotions. Um, tons of art. And then on the top right here's that's just a little picture of our our preschoolers. Um and uh you know they wanted to say welcome to you guys. Um and then here's

010our Cali staff. Um our Cali staff we are at um uh what is it? I think it was uh 8 19 well staff um and we're at 12 um preschool staff. Um, one of the exciting things that we have happening over at um, on Callie's campus with our preschool is that we've partnered with SRJC and their apprenticeship program. And we just got our very first um, SRJC apprentice working with us. Um, our agreement with the JC is that we're going to have that apprentice working um, until they complete their 2,000 hours to earn their preschool um, permit and they'll become a preschool teacher. And while they're working with us, they're also attending SRJC classes and working on their coursework. Um, and here's a little bit um from the Cali preschool. And I'll let Cherylyn talk

011a little bit about what the kids are doing. We've been doing a lot of activities lately. We've been trying Yeah, right here. You could use the mic. That would be great. Thank you. We've been doing a lot of activities recently, incorporating a lot of STEM, physical, and strategy, as well as art. We've been taking advantage of nature and the sunshine out there and just making sure the kids are being provided with a nourishing environment where they're able to be productive and work. And I'm really excited for the program to grow. So far, everything is going very well and I'm just very excited. Thank you. Cali also had the camping theme for their um their camp. So, on the bottom right, we've got um one of our staff reading to kids while they are um pretending

012to sleep in a tent. Um in the middle, we've got some dirt cups. They I think they planted seeds. You guys were planting seeds? Yeah, they were planting seeds to take home um as part of their their their camp. Um and then we've got some pictures from the preschool. Um you know, the preschool's doing amazing. We've got lots of families that are happy. Um you know, we do circle time. They also deal with emotions there. um lots of free play, literacy. Um they have centers where they, you know, they'll work on a skill. In the middle, they're working on um learning how to cut with scissors, um which is always fun for the kids. And then the kids love the new um play structures um out in the yard. Um and on the bottom right,

013we're we're in the um uh housing center, and they've all got their babies, learning how to take care of babies. Um and here's our Brook staff. um you know we're at uh let's see what is that um seven um Brooks staff and we've grown quite a bit and I'll show in a slide later how much um Brooks has grown. This has been my biggest um growth in programs and I'll let Candy talk a little bit about um some of the stuff the kids are doing. All right. Uh hi. And one of the things that I love about this program is that we can expand uh to do so many different things because of their age group. since they are third through fifth, they're at this wonderful age that's very interested in things and they're not

014junior highs where they're like not this is not cool. So they're very engaged. Uh so we do this year we just started doing cooking. So one of the things I love to do is I like to throw the wrong measuring cups out uh or double recipes. Uh and I'll tell them I'm like well it says this uh well we don't have that cup. What are we going to do? And since we have third, fourth, and fifth, all of them are learning fractions. So, they work together to solve that problem. And to me, that's me adding little education in there. They don't know it. That's fine on me. They're just having a good old time. Uh you can see on the uh uh we also do we do uh STEM in the sense of it could

015be anything from like uh chemical reactions to robotics. Uh they put these things together. uh sometimes they struggle and I let them um and it's okay because they work together as a team um so that we can be successful these things because they're also older we have an actually Anthony is in the back she he is also in charge of the act outdoor activities we don't have just free play we just feel like that is it's too much one that's you're inviting in behaviors you don't want uh so he also runs all the outdoor activities which means they are structured. If it's baseball, if it's uh flag football and what he's driving into those kids is uh sportsmanship and how to handle losing or having uh maybe something that didn't go right, how do we

016handle that? So, we're definitely working on a level of how do we deal with our emotions? What are ways that we can do to change our reactions to things and how can we be a good citizenship within that? Um we do arts and crafts as you can see in the top. Um and as you can see there's all kinds of chemicals things going on. Uh one of the things that I also brought this this year is there is um when we go into the classes we are now starting to do some type of mindfulness before we start our homework because once you get out of school they're like and so for us that we want them to do homework. Well if you're in that mode it's definitely difficult to get them to do homework. So

017we do some type of meditation of some sort whether it be music or watching something calm or them just resting. Uh and that allows them for like 3 to four minutes to calm regulate and then help them with uh get studied with their homework. That we also stud uh we also pull out kids that need uh help and we specifically work with those kids so we can help them build their skills so that they can be more up with their peers. We just glazed over Anony's name but you all need to know him. Fantastic. And he's sitting in the back hiding, but he So now you have to come up. Yeah. Yes. I remember I walked on Brooks's campus one time and he didn't know who I was. And he definitely was giving me the

018eye like, "I'm going to take you out if you're not on his campus." All right. I like that guy. I got my money on him. I have my money on him, too. Mr. P is definitely an important part of the program. Yes. Okay. Uh now into the fun part of some of our statistics. Um so these are uh the students that we're currently serving um uh in is as far enrollment for this year. Um so you can see that our numbers have jumped up to seven I mean sorry 478 students. Um this does include the preschool. So this is the preschool and our before and after school care program. Um and some students have moved on. Um so we've uh got about 31 kids that were ser we were serving and for various reasons they've

019um dropped our program. Um here is our numbers by grade level. Um and uh you can see the majority of our students are in kinder. Um and TK kinder are a big population that definitely needs um uh care. You know families are looking for before and after school care programs as they're looking for placements for their TK and kinder kids. Jessica, if I remember correctly, I think we had four class. We had about a hundred students being served before our program came online. Is that roughly right? It was less than that. Yes, it was less than that. That was what we had hoped to get. That was Yes. And we often didn't. So, I think it was actually 24 less than that probably. Yeah. I I know that um I had many families come to

020me and say how long they had been on a wait list for ECC before we came on board. um and uh that you know they they were on there for years. Sometimes their second child would get into ECC first law and their first child didn't because they had been on the wait list for that long. Um so here's our enrollment numbers compared to last year. Um you can see that Cali has the biggest growth. Um but the majority of those kiddos are the preschoolers and you we went from um you know having one preschool classroom to having two preschool classrooms on um Cali's campus. So, that's a big portion of what those are. Um, and then Brooks, like as far as Just Well, Brooks has been our biggest growth and we're anticipating um another large

021grow growth um next year because Brooks's campus has only been operating, this is its second year of operation. Um and so many of the kids uh that that rolled over from last year um from second grade moving into third grade um stayed with well um but this this upcoming year will be the final year where we have all our kids that could have been starting um in well originally. Um and then here is our enrollment um uh so far for the for next year. Um so these are our enrollment requests for next year. Um, and then thank you. I'm so glad that we could be up here. Do you guys have any questions or anything for us? I don't have any questions. You're doing an amazing job. Thank you so much. Like, yeah, as a

022parent who had trouble enrolling my kids way back when, cuz now they're old, um, it just means so much that we have this. Thank you. Thank you. Thank you guys. Okay. Um, next up is our report from our student board member. Go ahead, Zoe. Okay. So, starting with Brooks Elementary, some recent events were a martial arts presentation, a Charles Schultz presentation, a walk and roll to school day, and an egg drop. And some upcoming events are the PTA meeting on April 22nd. A fifth grade awards assembly April 25th and a national administrative professional day April 27th. For Maddie Washburn, some recent events were the student Jaggy Leadership Conference, the second grade wax museum field trip and pajama day. And some upcoming events are the spring book fair, the student jaggy leadership conference, Jaggy Pride assemblies,

023an open house, and their first annual multicultural day. County Calca. Some recent events were career day, national assistant principal week, and teacher of the year awards. And some upcoming events are walk and roll every Wednesday, an ELAC meeting April 24th, free dress day April 25th, and coffee with admin April 25th. Windsor Middle School, some recent events were a greenout spirit day for St. Patrick's Day on April 14th, a sixth grade science camp on March 26th, color run on April 14th, and Renstar testing all this week. And some upcoming events are a Giants baseball fundraiser and there will be select games in April and May. For big picture learning, some recent events were a leaving to learn field trip at the Marine Mammal Center on April 2nd, a big picture learning interest night on April 2nd

024and an SRJC enrollment help night on April 2nd. And some upcoming events are the students continuing their LTI's. And then for Windsor High School, some recent events were a academic awards ceremony April 4th, a movie night April 10th, an Easter egg hunt hosted by Kuanis and the Key Club on April 12th, and then senior project presentations on April 15th. And some upcoming events are a corsage and boot workshop on April 19th, prom spirit week April 22nd, April 25th, a prompo contest April 25th, and the students who win get free prom tickets. Prom rally April 25th, which is open to everyone in the public, and then prom on April 26th. Thank you, Zoe. Um, anyone have any questions about that? Nope. Okay. Um, assistant superintendent report. Ryan Hello. Good evening, board. Uh, at the last board

025meeting, uh, Trusty Lopez asked that we prepare a presentation on how we are serving our Latinx, uh, students and their families. Um, so we prepared the presentation, but, uh, I'm actually going to have the person who prepared it give it. So, I'd like to invite up Robin. Thank you. Good evening. It's a pleasure to be here. I'm so excited to to have been given this opportunity. Um I am the coordinator for multilingual learner services as well as the migrant ed program and um newcomer services. And there was so much to put into this presentation. 5 minutes is not nearly enough. So I would like to propose on behalf of some of our teachers as well that we make this a regular occurrence. We want to come back more. We want to talk about more. We

026want to bring students and student work. So, thank you for for bringing this on and and yes, we'll come back. So, here's a little snapshot of who our Latinx students and families, well, students are um in the district. You can see on the left um of the screen. Uh it's broken down by school, the percentage of students that reported uh being Hispanic or Latino into our ARIES um data collection. And our district is is more or less, you know, 50% um for each school site. Cali is is more at like 75% 76% um and districtwide we're at 56% which is the same amount as um the California statistic. So like the statewide statistic is exactly 56%. I thought that was interesting. Um on the right hand side uh it's the number of students. So broken

027down by school site, how many students are multilingual learners and how many are um in our migrant educ education program. Um down at the bottom is the total for the school or for the district. So here's what I'm going to touch on tonight. Um the top three are are part of my um purview, my job description. I am uh in charge of multi multilingual learner department. Multilingual learner, it was known as English learner in the past. So it's a it's kind of a rebranding. um when I uh took on the job, we and it's been it's been a movement across the the EL and the ML world where we're we're honoring that these students are multilingual learners, not just English learners. Um all of our students are English learners, but these students have an additional

028um sometimes many languages that they're learning and we wanted to honor that and really celebrate um that amazingness. uh the migra migrant education program uh newcomer services and then I needed to highlight I need to highlight our amazing bilingual community liaison and uh some special family and cultural events that we have going on in the district. So in the multilingual learner department um again we're honoring home language. we are focused on um not not replacing their home language with English but by honoring both languages. Um trans languaging, bringing in Spanish, bringing in um other languages uh that are that are spoken at home. Um we have a really strong department right now, amazing staff. We have a SCO collaboration where we go four times a year to their multilingual learner collaboration. Um and and our

029staff, our our multilingual learner uh site coordinators are really taking on a leadership role, especially with our curriculum mapping. Um there have been some recent shifts such as our inclusive model at Mattie Washurn and Brooks where students aren't being pulled out um for EL as like an intervention. They're staying for core instruction. We do give a little extra support not doing course instruction. um they get pulled out for like our newcomers, our our um emergent bilingual students or multilingual students. Um, and then we did a lot of, well, I gotta give um, props to uh, Principal West as well as the Cali team for protecting electives for our multilingual learners because in the past historically um, to be labeled as a multilingual learner, it was like a punishment because you would miss out on your

030elective, but they've protected that. And they did it for seventh and eighth grade at Windsor Middle last year, and it's going to be for sixth grade as well this coming year. So, a lot of work with the master schedule. Um, and then parent involvement through the ELAC and the DAC. And this is where I could do like five minutes on of slides on the amazing ELAC meetings we're having. Um, as well as our DACAs where um, uh, Malin Lopez has spoken. Thank you so much. Uh, so here's our department. Uh, these are amazing teachers. They are across all of the schools. This is the team that goes to the SCO collaboration. Each of these teachers is so dedicated and passionate about this work. They have chosen, they have reached out to their principles and saying,

031"Please let me be part of this department. Let me be part of this work because they care so much about their students." And and our main focus is high quality instruction. So, one of my um I guess tasks and accomplishments last year was that we adopted a K12 EL curriculum and we didn't have something K12. It's Vista Higher Learning. They were piloting a the program at the middle school and um they loved it and we looked at all of the different features and they have a program for newcomer students as well as our our uh students who are showing uh you know near fluency and so we adopted that program. It's going really well. uh all of the teachers are loving it. There's an online component. The students are are showing really um great progress

032in their in their fluency and so I think we'll see the results in the ELPAC um results as they roll in towards the end of the year. Um we're also really engaged in culturally relevant instruction. Um and again just mentioning the talented and and passionate staff. So the last time I was here in front of the board, I was presenting on the migrant ed summer school program. Um, and that's been a couple of years and I'm happy to announce we're bringing it back this summer. So, um, our miger education program, we have almost 300 students now districtwide and, um, we are going to run a a steam summer school program in conjunction working with the well program and Jessica um, at Mattie Washburn. It's TK uh, to fifth grade. Um, and then there's also the

033Adilante program which is run by the region, but that is going on. It's their going to be their 50th year if you can believe that. Yeah. 50 years of Adilante. So the students um get picked up here in Windsor and taken to Santa Rosa Junior College and it's a credit recovery um and and also just enrichment. It's it's a great program. Um we have an amazing uh migrant education program counselor, Malia Sullivan. I can't say enough about her. She goes above and beyond connecting families with uh community resources. um and she guides and counsels students on success, especially at the high school level. Um she's connecting students with the junior college with grants, with scholarships specifically for uh multilingual learners and migrant um students. Um and then we have a really robust and wellattended parent

034advisory committee. It's on Zoom, but we always have like 30 um parents regularly attending uh monthly meetings. We bring in speakers uh based on topics that they've chosen at the beginning of the year. Um and it's just a wonderful community, wonderful families. So, um the newcomer student services. So, our newcomer student population has grown a lot in the last couple of years. And so, again, coming into the position last year, um I saw um kind of a need and and there were already things started, especially the core at the high school. Um, so the core, um, Danielle did a lot of work, Principal Buckman did a lot of work with her team there, um, building out like a English language arts, uh, EL support, social studies, and a science. And so those are the four

035teachers. Now, we're adding math to it next year. Um, one of our teachers is going to take on a special um, newcomer student um, math class. So that's the Rise Corp. They came up with their name. They are doing amazing field trip that you can see there at the top there. They're on a field trip at the um at Bedadega Bay. Um here I want to go to the field trip slide. So here's some of their field trips. They went to the UC Davis Coastal and Marine Sciences Institute out at Bedadega Bay. They've gone to Safari West. They went to the junior college. Um they're really building the core um which is a safe and and academically challenging uh support system at the high school. I'm going to go back just for a moment because

036um the middle school then adopted the name Riseore. So now we have this collaboration between the two schools. Um we had student mentorships last year like part of their senior project for um the high school kids. They would go down and mentor the kids at the middle school um giving them advice and and you know as newcomers themselves. Uh it was really beautiful and we we're going to continue that at the middle school. Um Malia and the counselors there um Leonor and and Paulo are doing these wonderful weekly groups for the newcomers. Um, and we also adopted a district-wide newcomer welcoming and intake process where we have an interview um, we gather some information uh, so that we can best support these students. So, it's really exciting what's happening um, for supporting our newcomer students

037so that they can be successful um, not just in their classes as they get like an an accelerated um, introduction to English, but then as they go out into the general ed classrooms. Here are some wonderful events and and these are actually all related to Cali Calmea. They have had some really great um cultural and family events such as the Dia de los Muertos. Um last year we had a math and literacy night and then this year they just got done with a really successful family literacy night. Um and then the ballot folklorico dancers are up there on the top left and that's actually them performing at one of our DAC meetings. So they jump in and they do their performances all over. you see him in the Windsor Day parade parade and um many

038events and that was one of our um one of the big uh pieces of feedback that we got um at our ELAC and our DAC meetings is the desire to have more uh cultural events. So that's what we're we're focused on to have more of these um cultural events districtwide. Oh, I forgot. Yes, I'm hearing that. Um, we are going to have, well, Cali is going to have provided by my Estraa Cruz back there, salsa lessons for families with child care provided. So, that's coming up. So, stay tuned and and come join. Yeah, she's a pro. She's a pro. Um, so this just happened on April 1st, our reclassification celebration. It was the first of many. We are going to do this every year. It was beautiful. Um, so many principles, administrators showed up. um

039assistant superintendent, shaking hands, high fives, um board members. It was beautiful. So, um this is this is the first of many. We're going to do this every year to celebrate our students who pass the LPAC and then are reclassified from English learners or multilingual learners to uh fluent um uh are reclassified fluent English proficient. So, it was really beautiful at the at the middle school. Um here's another uh support that we offered. This was a collaboration between myself uh Malini uh Heather Bailey and and actually uh Richard Kosher, Maggie's father over here, great great amazing local immigrants rights lawyer. We offered two different sessions, one in English, one in Spanish. Um this was after um the new administration took uh uh took office and we wanted to support some of our um immigrant families. Lots

040of great um know your rights information was was given out. It was a Zoom webinar. And I cannot um talk about supports for our Latinx families without mentioning our bilingual community liaison who are welcoming our families in the front offices of every school. Um we have Jenny Alvarez at Maddie, Esmeralda Alvarez at Brooks, Cynthia Cabayro who is uh new into her position at Windsor Middle and Javier Contreres at Windsor High School. Um and Cali has a office staff full of um bilingual leaison basically. Um every every front office is a welcoming place for our Latinx families and they can always find uh translations and help. Um as well as Malia Sullivan, she's always available for the families. So I wanted to finish with a quote from Juan Felipe Herrera who is the first uh Latino

041poet laurate for the United States. Um and in Spanish So, just thinking that alto together that working together, um, I'm blessed to be in the position I am to work with all these amazing people who bring the services to our Latinx families. Um, I'm grateful to you all for showing interest and and wanting to know what is what is happening districtwide and I look forward to to continuing this work um into the future. So, thank you. Any questions for me? Uh, I just have a quick question. Well, first I I should comment that I love this presentation. So, thank you so much for taking the time, you know, to put all this wonderful information together for us. And I think it was really much needed and I also agree that I think that this should

042be a recurring item on our agenda. So, thank you. Um, my only question that I had because I've heard differing opinions on this um, from different staff is if you're a newcomer, let's say you're an immigrant and you're only monolingual in Spanish or maybe possibly an indigenous language, um, do you get extra support at every single grade level, including preschool, kindergarten all the way through 12th grade? So, our supports are definitely in place down to kindergarten. Um, Robin Parish is is uh supporting all of those students. She pulls kindergarten through uh fifth grade students at Maddie and Brooks for that intensive um not during core instruction, but for that intensive language support um as well as supporting teachers so that they can help students in the classroom. um preschool and TK would be an area

043that that would use more that could use more support. And then if if so, if that needs more support, is this a question of uh that we need more staff or do we need more funding or what what is this what is the missing piece that needs to fall into place? Yeah. Well, and so the case with the younger kids is like so many of the students are just entering school for the first time. Like they they might come from Spanish speaking families. So, so even if they didn't just move here, they're all at the same level. Um, well, many of the students, our our language learners are at the same level. So, I think supporting our TK and kinder, all of the Matty classrooms, right, and and the preschool um training with the teachers.

044Um, and that's something where we're headed with the PLT PLC work is there's a whole section that we're about to dive into of multilingual learner supports. um and and we're actually approaching it as best first instruction for all students um because all students will benefit from these strategies. But I I believe that that will address the needs um by going through the teachers and having it be an inclusive classroom that addresses the needs of those unique learners, but of all unique learners and of all learners really. Um, so I think we can do it without like a specific staff like um I think with Robin in place um as students kind of separate from the crowd, you know, we're seeing these students need more help or they're they are recently arrived, but really a lot

045of our TKers, preschool, kinder, they're in the same boat. They're in the same language level. So I think we can address it with the classroom and and small group work within the classroom. So let's say you have a family that has a high school student and a kindergartener. Obviously, they're going to be at very different literacy levels in Spanish. You know, how would you um welcome that family if they have, you know, uh students that have a wide, you know, age gap? Well, one thing that we're going to do with our ELAC meeting, DAC meetings next year is we're going to have them all together so that families who have students um at different schools, we're going to start together uh of as like a DAC split off into the school sites and then come

046back together. So, um that'll give the families a chance to be together um despite whether their where their kids what schools their kids are at. I think that's one way we'll have the families like feel part of a community. Um, and I think more more events, right? Bringing the families back. Um, family literacy nights, math nights. Uh, I think that's I to get families involved and and then also our new our newcomer intake process really um establishes where each student is. We're doing additional assessment to find out where they are in English, but also in their native language. Well, in Spanish. We have more tests in Spanish than um like indigenous languages. Um, so we're really targeting where they are and helping them move move forward. So giving the teacher, the classroom teacher more information,

047but also the specialist, the interventionist more information. Mhm. We we'll see how it goes and if we do need to put more in place, we can. Yeah, I think that that's something that would merit having more data about in the future, maybe for a future report out to see how we're doing with that. I will put that on there. Yes. Thank you. Thank you for your thoughtfulness. I appreciate it. All right. Thank you. Thank you so much. She appreciate the presentation. Back in a minute. Okay, great. Um, okay. Superintendent report. [Music] All righty, let's do this. Uh, so Matty Washurn, it was already mentioned, had their wax museum. So, if you've never been, they have little buttons. They've memorized some lines from some famous people and you go and jump on their button and then

048they tell you about the person that they are. It's it's always a fun event. Uh so the other event that Matty Washurn had was their art walk which showcased all the work done is supported by VAPA. Remember we have Prop 28 funds that have been invested at Mattie Washburn. Uh we have VAPA instructional aids and our teachers do lots of art. This was already mentioned, but there's some of the same pictures and uh it was a good event. Leave it at that. I don't think I need to go through it again, but this is this is awesome. You see Maui speaking. Um this is a pretty proud moment for a lot of these kids. They've had to work pretty hard to get to this point. So, great event. Information night coming up about the various

049independent study options in our district. Uh you can see it's on May 15th. I also want to highlight on the right hand side. So, Sonoma County Virtual Academy, we call it SEOA. Uh there are 89 total students. That's a brand new school uh this year that started at zero students in August and we're up to 89 students and 43% of those students are on an interd district transfer. So, the word is out. We run a good program and a lot of kids are coming to take advantage of it. And so, these kids don't they're not on they're not on a school site, right? They're doing everything online, but we're managing their progress and making sure they're being successful. Rich, you have a question. I think I know the answer, but is SKOA is that a

050charter or not? It's not a charter. We did not charter SEOA. It's it's considered an independent study school, which it's part of our school, right? It's part of our district. They're the Yeah, they're part of the school. Well, I mean, Cali is too kind of It is. Y I just didn't know if it was a charter or not. It is not a charter. And just there's two different types of charters. There's independent and dependent. Cali is a dependent charter, meaning we're still in charge of the budget and all the things. Independent charters, we authorize one. Uh it's called village charter if you guys have heard of village. So there are different types of charters as well, but this isn't a charter. This is just one of our schools. Smart train. Uh Heather wanted me to

051let everybody know that there's some random testing that's taking place right now. You guys probably already know this since we live, you know, we're here in Windsor. Um, but May 1st to the 27th is really what we should talk about cuz that's at the end of the year and there's going to be a bunch of empty trains that are running on a planned service schedule like daily and there's going to be pauses for additional tweaking. Um, it's the tenative opening date is May 27th, but they're just they're planning 44 trains per day into Windsor. Eight trains between 7:30 and 9:15 a.m. Why do I highlight that? It's when school starts. Lots of traffic in Windsor at that time. Uh we don't know exactly how long the closures are going to be, but we could have

052significant traffic impacts. So just just people should know and we're we're going to make be making some safety focused videos with the high school and and make sure we share with all families. Can we make sure that we work with smart and advertise and let all the folks in Santa Rosa, Katady, and Paluma know that that train comes right to where the high school is and they can walk right there so the IDT numbers can go through the roof. We can Heather actually included that in the initial slide and I took it out just Yes, we can. Oh, I didn't think about that. Wow. Yes, we're actually already working with Smart on this. We've had a couple meetings with them and that's definitely a push for them as well there. So, yeah, we're we're on

053top of that. I mean, I don't think the Santa Ros officials are excited about that. But I think smart folks I like that the smart folks, you know, just seeing a lot of potential here. See, Rich, I figured we'd do that, but I wouldn't highlight it potentially. Oh, no. I'm I want to brag about it. Uh we also had a a district-wide professional development day on the 11th and we hosted a presentation by Nicole Dimmitch. Uh she works for solution tree which is somebody that we've been working with for some time now and she is an expert in developing assessments. So she helped our staff uh and really differentiated between elementary and secondary and how to design effective common formative assessments. So throughout the district each site focused on something different. She was a three-hour

054portion of the day and then the other part of the day was spent doing something else. So, Mattie Washurn concentrated on strengthening their tier one phonics instruction. It was it was a great presentation um given by Nicole who's one of our teachers there. Uh Brooks uh and actually I should go back the tier one fondest construction is something called UFly. It's really taken taken root in our school district and in other places as well. It's fairly new. Uh but I believe it came out of Florida. Paul, is it Florida? Do you remember? I think it's Florida. Thank you. Yeah, I should turn around and ask you guys, right? But it was uh it was really fun to watch and she makes you follow along and be a student and I got to play and and

055learn something. Uh Brooks, the middle school and the high school dedicated that day to curriculum mapping and the development of common formative assessments. And then Cali worked on vertical articulation as well as curriculum mapping. Curriculum mapping never ends, right? It's just tweaking what you're doing and how you're teaching. So that's always a need. And that's it for this month. So, any questions? All right. Thank you guys. Thank you. Staff association reports. Why don't we start with WDEA since you're already standing up? Susanna Feffer. In the interest of keeping this a short night, I have a very short report and I know CSA has a lot to share. Welcome back. Um, just a couple of things from WDEA. As you know, and I'm sure you discussed in close session, we are in the thick of negotiations,

056and we are looking forward to um coming to some agreements that help both our students and the district and our staff thrive. Um, I also want to mention that, um, WDEA has awarded six scholarships this year to graduates of our members. um six from Windsor High School, um one from Santa Rosa High School, and one from a high school in Wisconsin. That's a first for WDEA. So, they um our WSOR High School um recipients will be receiving their awards next Thursday. Hope to see you there. That's it. Okay. Thanks. Okay. CSA and good to see you, Ross. We're glad to have you back. Thank you. Glad to be anywhere. I know. It it's so cool to have him here and he came to our chapter meeting last night. Oh, hello. Good good evening board. I

057forgot to address you. I'm Sheila WAC, vice president, CSA. I'm super tickled to be here with a slideshow. I feel like I'm part of a club or something. Like, this is my first slideshow. So, um I'm sure down the road when I keep bringing more, I'm going to look back at this and be like, "Oh, I could have done a little bit better." But you know what? I've got I'm going a little crazy on slides now these days. But I'm learning a lot. I live in Google Suite and uh this is a new adventure for me. So, I'm excited to bring this to you tonight. The things we've been up to. Um, so we are chapter 673 Windsor. Uh, we're we're kind of a big deal. Uh, we uh, and actually before I get started,

058I do want to say something really fast cuz they've talked about scholarships. Uh, we weren't unfortunately able to provide a scholarship. We normally have been able to do two. Uh, we couldn't do it this year. we've been uh just depleted in funds, but we are uh working really hard to um build up our reserves and so we are setting a goal goal for next year uh to at least have two uh scholarships. But we had Rich Carnation stop by our chapter meeting last night and he donated uh five lays for five Windsor High School students who may not be able to have that um extra you know with their gown and to walk you know with their lay like a lot of the kids do. So we were so appreciative to get those and thank

059you Rich. And Cynthia will be working with uh she works at the high school so she will be coordinating with counselors to see who who we can give these to. Um, so we're we're really grateful to give something, but next year we will we're going to come in big. So, um, but thank you, Rich. We appreciated that. So, I guess I'm in control of my own my own thing. Oh, this is really cool. Okay, so I'm going to click next. Okay, I think if I can maybe I don't know how. Let's find out. It's the big button, right? Oh, okay. Oh, yay. Okay, so guess what? We finally have a Facebook page. You got to follow us. Um, I've been pleading and wishing for so long to have a Facebook page, and we finally do.

060We're CSEA Chapter 673. You can find us. Actually, CSEA Chapter 673 liked WSD's little um talking piece you guys did with um Stephanie and Jeremy. I I found that very interesting. So, I I liked it and made a comment. Um, so follow me back. Follow us back. Uh, we've got lots of things going on. We're going to keep posting and go to our next [Music] one. Oh, and the animations are working. Yay. Okay, so uh we had our first town hall style meeting. Um and it was super exciting. Uh this is basically we did it Zoomless, no notes. We want a safe space for our members to come and share whatever, you know, if they need to vent, if they want to share something exciting, we took some time to I took some time to

061gather shoutouts uh so that I could post that to our Facebook page and sending out email to our folks to shout out people that we appreciate and who we work with and really trying to create some positivity um and presence. And it was it was wonderful. I left there I I left there with the biggest smile on my face driving my car. I live in Santa Rosa. If somebody was driving by me, I would have looked like a total weirdo, but I was so happy. I just I don't know. I've just been really happy with the direction that CSA is going. Um so so yeah, that was that was awesome. We're learning a lot. So uh we I just went to an area B leadership institute training um and I learned a lot there. I

062think that the great thing about CSEA is that they do teach so much to us. And I think leadership is a big one. I mean, we we we want to be leaders and we want to grow. I mean, I know I do. And one of the things I learned there that I didn't know and I've been an engaged union member for about 20 years as we're memberun and there are 250,000 of us in California and we are the largest union in the nation. I thought that was pretty impressive. We are affiliated with the AFL CIO. Um they are working right now on training us um focusing in on the emotional EQ I guess you could say as leaders so that we are um in tune with our our members. Uh we secure wages. We provide

063member support. We settle grievances. We do some goal planning. We did a lot of goal planning actually. It was uh really cool. I have a lot of goals and dreams. See if we can make that hap all these things happen. Um and a lot of team development. So much more. So we are union proud. What types of trainings do cse members receive? Oh, we see so much. So a communications training. Uh right now we were we are without a communications person. So if any of our members are watching this um sign up, come join this uh our eboard. Um I've been doing that. I've been wearing a lot of hats, but I know Ross is coming back and he's going to share the load with me. Uh we do communications training member intern programs. I

064actually applied uh to be an intern for as a labor rep. I don't know where that's going to go, but I'm kind of excited to learn and even just become a stronger negotiator in our negotiations. Um officer skills training. So for each of us, you know, we have our president, vice president, a communications uh person, and we have our treasurer. Uh so we all get really good training uh to do our jobs. Um we have union steward training. Um, we learn how to represent our people when they are being called in for discipline or anything that they may not sometimes know. We're there for them. And we've got f we've got five of us. Uh, right now we actually have a lot, but we have a few of us out. So, um, I've been kind

065of everywhere. But it's it's good. I'm learning so much with with all of it. And I learn even from the principles that I'm sitting with um just how to run it and what it looks like. So, it's been good. I've just been doing a lot of learning. So, we've got the site rep training. I want us to build site representatives at each site. Um, who can be watch dogs and people who there's someone there for everyone. U, we do bargaining academy training, PAR educator trainings, maintenance and operation trainings, leadership academy, and know your rights training and pre-retirement trainings. And I have yet to go to a pre-retirement training, but in the next, you know, 12 to 15 years, I'll be retiring. But I need to I need to learn stuff. So, I'll be hitting that

066up soon. We have something exciting coming up. It's classified school employee week. You all know this. This happens every year. So, this is it's May 18th through the 24th. And the theme for this week is trusted, inclusive, and united. And we've been recognized as essential frontline workers who keep our schools up and running. There was a quick video. We're not going to go there, but um it was it was engaging. Um the video was cute. Uh but yes, trusted, inclusive, and united. That is what we are. That's our theme. And along with that, oh I don't even know what happened here. Oh dear. Um that's all right. We we we'll be flexible. So along with that um classified employee school week, we are we I the bigger association of CA CSEA does what is called

067an ACE program and it's appreciating classified employees. And so what we do and I'm going to do a micro version of this like with our district and I've gotten some approval from our directors here and our members last night to uh run a little mini program and I want to invite you as well uh to shadow our folks during this week. I'm working on auler that I would send out to you to sign up and work with our our people. Just step up a minute in our shoes and see what it is that we do. When I shared this last night at the meeting, um people's eyes were really big. I wasn't sure they were even going to want anyone to follow them, but they were like, "Oh, yeah, bring it." You know, like they

068were just excited that you, you guys, and our directors and maybe principles will um join in on this. And I'll be sending that out. Um and please sign up and come out and appreciate our employees that week. Okay. And actually, that's it. Try to keep it short and sweet. Thank you. Thank you, Sheila. Okay. Okay. Board of trustees report. Who has anything? Anyone? I have a couple of items. I have a couple of items. Um, so the first one that I want to say is that um I enjoyed so much being part of the reclassification celebration uh that happened with the ELD staff and then um also administrators. It was just so much fun to see, you know, these children um that are so small, you know, but they're so hopeful about what the future

069brings and the parents were there and they were so proud and it was just really reaffirming to look out at the sea of parents' faces uh because it reminds me, you know, why I sit here on this board. So, thank you so much to Robin for inviting me to do that. Um and then with that I was really reflecting on um the importance of um the fact that half of our student population are you know Mexican or CHO or Latino and you know really what that bring what that brings to us in our district and what came to mind to me is that they are the future you know that they with all of um with all of the skills that they bring that they're not um How should I say? They're not um they're

070not students that, you know, we should feel um sorry for for the fact that they have to struggle to learn English, for example, or that maybe uh it's hard for them to adapt academically, but really that they're here to enrich our district, right? We um as a district and as a community in Windsor, we benefit from their language skills, from the cultural skills that they bring, you know, with all the traditions. So, you know, for example, imagine what Kali Kal Mecca would be without all of those beautiful cultural celebrations. It would not be the same school, right? So, all of these families bring with them so much and I believe that in our district, what we need is a way and a language to honor, you know, all of those traditions. So, I I believe

071Robin, your work is, you know, um the beginning of that. And I think all of the work of the educators at Kali is really um you know the the beginning of us having a language for honoring these students and their families and and their contributions because I think unfortunately in our media and in many other places we tend to talk about immigrant families especially as if they are victims but they're not victims. They're strong resilient people who have the courage to go to a new country and um you know start fresh. Right. Right. So, this is very honorable and and courageous what they do every day. Um, so I hope that we continue to have these conversations. Um, and with that said, uh, the reason why I share this is also because I believe that

072we just need better, um, communication processes as well in our district. I I feel like one place we could start is that we have a lot of uh, messaging that goes out to our um, parents in our district. And um a lot of this messaging is not written originally in Spanish. So because of that, it loses a lot of context. It loses a lot in the process of being translated. Um, so I believe that we also need um to spend more time actually drafting communication messaging that is in Spanish, you know, because we need to adapt it for what parents need to hear and in um the style and tone that they need to hear it in because not everything translates perfectly well, you know, and I think that this leads to a lot of

073errors in our communication. Um, so I know this might this may sound humorous, but I I've shared this with um, Superintendent Decker that uh, one day I got a communication about how um, seniors at the high school were being invited to a career night and instead of it saying and translated into seniors at the high school in Spanish, uh, in Spanish it translated to senior citizens are being invited to a career night. So, it sounds funny, but at the same time, I think it reminds me that unless we change the way that we do things, we are treating um our, you know, um families who are bilingual or multilingual or who are immigrant, we're treating them like they're secondass citizens, right? Like they are an afterthought in the processes of how we do things. And

074that's not okay. So, we need to do better. Um I also think that you know in order to understand well what is um doing better even mean right? I think that you know when we increase the level of engagement of parents that are bilingual or multilingual then that could be an important benchmark to measure you know are we being successful with our marketing and our communication. Um, I I think that, you know, that that needs to be looked at as well as, you know, how many messages are we sending out that are written originally in Spanish and that are culturally sensitive, you know, to families that speak a language other than English. I I think that we need to measure these performance outcomes to see are we actually successfully engaging our parents. Um, another benchmark

075that I think is very important is, uh, you know, of the ELLL students that graduate, you know, are we also keeping track of that benchmark? I don't know at this point, but I think that that's another one to really look at because for me, since I grew up in an immigrant household, I know that the dream of any immigrant parent is that ultimately your child graduates from high school and they, you know, go uh, you know, either off to college or a trade school or that they are on the beginning of their career and that is the dream, right? So, I think that we need to measure are we rising to that occasion, you know, to make that poss possible for all families. Um so I I really think that you know um these students

076are are the future right because they bring so much with them and we need to honor that. Um so I just wanted to share that. And then the second thing I wanted to share about is also that we recently had a special study session about students with disabilities and also disciplinary policies. And I want to commend the staff for putting together a very excellent presentation because the matrix that they presented was really key to understanding how our processes work. And for me that was really important because I learned a lot and there were many things that I did not know and now I feel like I understand it um so much better. Um but just like immigrant families and u families that are bilingual and multilingual, I also believe that our students with disabilities are

077the future. And um the reason why I say that is also because when you go through a lot of hardship in your life, you learn how to problem solve. So I think that we also need a language for honoring what families that have students with disabilities go through because they are the future as well. They have been through a lot. Uh they have had to be very resilient in order to problem solve, how to care for their child. Um, so I think that we also need to lean into, you know, how do we honor, you know, their challenges and what they have to overcome in order to uh be inspired by how can we problem solve in our district um, you know, to help accommodate them. So I I think that there's just a lot

078of conversations that still need to be had about populations in our district that are more vulnerable and thinking about them in a futuristic way. So that is all. Rich, do you have anything? Oh, okay. I don't either tonight. Um, let's see. Do we have any public comment on non-aggenda items? If not, I won't read the whole spiel. It doesn't look like we do. So, we'll move on to 3.9, which is approval of the minutes from March 13th, 2025. Do I have a motion? I'll make a motion to approve the minutes. I'll second the motion. Okay, we'll vote all together. All in favor? I I think that was all of us. Um I I don't think we do public comment on the minutes, but does anyone have a public comment on the minutes? No. Okay, we

079checked. Okay. And so that that passes. And then we move to item 310, which is Pete Sullivan's item. He'll be t he'll be presenting staff recognitions. Good evening. So, uh we have gone full circle. So, we are back to Windsor High School. Uh we we start at Windsor High School and we rotate the recognitions around the district. Uh kind of ending with district-wide recognitions, which we did last month. So, uh this month we're bringing back to the high school and we'll be celebrating two phenomenal staff members from the high school. Uh if you know Joel Smith, you love Joel Smith. He is amazing. Uh Joel and I had an opportunity to work together when I was over at the the school and we were we weren't it wasn't Renstar at the time. What was that?

080I Ready. Oh my goodness. I'm glad I had forgotten that. Joel made I Ready fun. Uh because I I couldn't quite understand it and he captured everything for me. He was fantastic. Joel is our testing coordinator now and a library assistant at the high school. Joel plays a critical role in coordinating all sitebased and site testing uh and leads much of the data collection for Renstar. As our go-to for quick technical assistance, Joel always is is always willing to lend a hand to teachers, students, and families, ensuring that everything runs smoothly. His expertise in managing various testing processes and his commitment to supporting others make him a huge asset to our site and to our district, and we are grateful for his dedication and hard work. Thanks, Joel. for our certificated celebration tonight. Um we

081are going to celebrate Michaela Strathman. Uh Michaela is a special education teacher and she's been with our district for 7 years and in that time she's continuously grown and sought new challenges. Michaela manages multiple preps this year uh and assignments while taking on additional leadership responsibilities as the 504 coordinator and she's made a significant impact by supporting the academic development of our students and as a department rep. She has been instrumental in helping coordinate the development of the new model of special education which we are bringing to our district. We're lucky to have Michaela in our district and we appreciate her commitment and excellence in education. Thank you Michaela. Thanks everybody. Thank you, Pete. Okay, moving on to consent. Do you want to take this one, Rich? Okay. And it's items 4.1 through 4.15. Yes,

082I guess. So, I' I'd like to make a motion that we accept Well, first off, is there any uh any recusals? Anybody? Um I think so. That we accept items 4.1 through 4.15. The last two being the 4.14 the CIF uh acknowledgement and 415 the field trip u for the group. Um like to make a motion that we accept these and then I have a little just want to make an acknowledgement quick. I'll second. All right. The um the one thing that I wanted to do is is uh 4.16. Um I wanted to just mentioned that the Lions Club I know that they list them, but sometimes it's just nice to say, "Hey, the the Lions Club, they donated 500 bucks." uh to the middle school and then also we have which one is it

083Austin? It's the 4.11 or is it 12? I know. We had 4.13. What is it? 13. 13. Oh yeah. Got it. And that's where the town of Windsor made a donation as well. So, it's just nice to even though it's on consent, sometimes people might miss it. But the Lions Club, a lot of people in town uh do things and so it, you know, we we all have budgets and stuff and just like Christmas presents, anytime you get something extra you weren't planning on, it's always kind of cool. And so, it's nice to recognize when uh people go above and beyond and help other folks. And so, anyhow, but that's pretty much it. Just wanted to mention those people publicly. Thank you for doing that. Um I Okay, we have a motion. We have a

084second. I think discussion is complete. So all in favor I I um going to take a three minute break. Super quick break and then we'll do Can I ask everybody, am I the only person freezing in this place or could we cut down on the electrical consumption of that air conditioner? Yeah, I don't know. And I'm the thickest guy here and I'm freezing. So, some of you skinny people must really be chilly. Thank you, Rich. I actually have a blanket. There you go. Can we turn that thing down or something? Okay, we'll be back in in two to three minutes. Just quick stretch your legs and then looking forward to the presentation. I don't Is this working now? Okay, we're going to get started. [Music] Okay, everyone, we're gonna get started. We'll reconvene. We're going

085to continue on. To item 5.1. Did I go? This is consideration of presentation on preschool through third grade coherence collaborative. Um, this item will be presented by Well, I have Annette Zukone, but that's not who is so sorry she can't be with us. She is homesick. So, please take it away. I'll introduce yourself again. And another Yes. Um, another hat I wear is that I'm the lead teacher for our prek to three, the P3C uh, coherence collaboration. Um, so for the past three years, um, we did a Windsor Unifi did a literacy um, collaboration with the P3CC and now we're starting on a math um, three-year collaboration. And so this is the um this is the team here and we have teachers. Oh, sorry. Let me talk about the collaboration first. We have six other

086schools that we're collaborating with um all throughout the state of California. Um you can see them there on the map. We we travel around. We go um to Sacramento. We go down to Burbank. Um and we go to Liverour. We've been to Liverour. Here's the team. So we have teachers and admin um from three school sites from Mattie Washburn from Brooks and from Cali Kalmea um as well as uh Jessica part of our child development. Um and then Annette and myself from curriculum and instruction from the ed services team. Uh so there's the team. Here we are. We have our shirts. Um math is a piece of pie. A little math. We got our sparkly names. Um made by Kim back over at Brooks. I got to give a little shout out. Um so we

087started last year about a year ago and we met in Sacramento and then we've had two convenings fall and winter um down in Burbank and then in Sacramento and then we have our last convening where we meet with all of those uh the seven school districts together um which will be virtual and it's actually at the beginning of May. Um so we're wrapping up year one. Um the districts work together virtually and in person. Um we have coaching. Uh our coach Luis Agreta, he travels here for our monthly meetings. Um I meet with the leads uh on quarterly calls and a monthly meeting with him as well. Um so he's coaching me directly on all of their uh ed partners systems of improvement. Um and then we also are building a data culture. We're diving

088deep into the data and uh bringing that to uh the district. All right, I'm going to pass it off to Patricia. All right. Alrighty. So, I get to talk to you about our overarching goal through this P3CC collaborative. So, again, that's preK through third grade and coherence collaboration. So, the word collaboration is really the big takeaway here. uh this collaborative work uh with other districts throughout California as well as within our district is really all about continuous improvement. What I would like to help us do is connect the dots. Continuous improvement syncs up beautifully with our PLC and PLT work. So these are very interwoven. That's our big aha through this first year of work with this math lens. um as we partner with other districts, we see, okay, there's other districts in other parts

089of the state that are also uh blazing this same trail, maybe hitting um some of the same questions or wonderings and then we work through it collaboratively together. Uh we develop, we execute and then spread sustainable improvement. Okay. And the other key word I want to highlight there is sustainable. This is not something that we want for one year. Uh meaning this this level of work. This is sustainable work that as we spread we do so in a way that will sustain across our district uh and then hopefully beyond. Um this is this is something that could just continue to grow. Uh the other big thing is quantifiable uh student outcomes. We are looking at data. This is data rich work and meaningful data that helps inform our team's work, the work within our district.

090And again, the state of California, we're constantly pulse checking. Um the four I I like to call them buckets. Uh but uh there's cogs. Uh the the wheels here are turning. Uh that's the P3CC image for us. But these four buckets are what we continually come back to uh in terms of every collaborative uh and training or workshop that we've been part of and also our monthly meetings as a team. Uh so we have clear expectations for grade level standards. Again, there's your direct link to our professional learning communities and PLT work. We're looking at grade level standards from TK through third and really building what our expectations are for students and then expectations for instruction. That leads into then what are the common effective instructional practices, those best practices across the grade level span

091to improve student learning. Uh then our own learning as uh professional learning communities. uh what are teachers and admin needing to learn to improve our uh process and our ability to provide the best first instruction for students. So that's where that building teacher and admin capacity comes into play. And then of course data we monitor student progress. It guides our decision making. It's really at the heart or heartbeat of all of the work that we do. And this is data in the most meaningful way. Okay. So, I'm going to talk about a little bit about the what and how of um what we're diving into. Um so, we know the the what um uh as teachers, you know, we're looking at our content standards. um you know, what do the kids need to to learn

092at what grade level? Um really this team is looking at the how and we're diving into what the um uh mathematical standards are. Um and uh you know kind of doing our our um deeper dive into um how we're teaching um the kids mathematical problems um you know making sense of um problems and persevering through them. um you know uh reasoning and um abstract act reasoning reasoning and quantitatively uh looking at problems um you know uh critiquing and and talking through problems with others um using tools modeling math in other you know other ways um looking for and making sense of structure and looking for um express um regularly and repeating reasoning and turn it over to Lydia. All right. And with this in mind, we are looking into changing our uh math practices in

093the classrooms and we are building capacity among our administrators and teachers uh in this new initiative and uh it's clear that the focus needs to be in those open task engaging. We are looking into bringing that critical thinking into the classes. We are looking into how culture and language it's included in all those mathematical tasks where the kids need to be talking and expressing in different uh ways the way they are seeing those math uh activities and and results too. uh we are looking into authenticity and bringing realia into everything that they are learning so they can make connections with the real world. And thinking about that, we actually uh went ahead administrators and uh teachers took the whole year in every single site to uh to to bring those practices and uh work with

094our students to see which ones were those outcomes after that. So we focused on counting collections this year and uh it was great. You you see me right there. Uh trying to bring that authenticity and that collaboration and um we see kids how they are manipulating with real authentic um materials. Uh some of them were all in customs. It was Halloween. Uh so with what they had right there, you um we we were filming and we were talking with the kids. The kids were talking among themselves. They were counting. They were figuring out in many different ways uh how to solve those problems. So it was awesome. It was a great experience. It was great to come uh from a in my in my uh experience high school teaching to a a little first grade

095class and trying to figure out how to, you know, bring that engagement uh so we didn't lose them, right? It was great. It was an awesome experience and the kids were asking for more and for more. So that's it. Thank you. All right. Okay. Good evening, board. Um, so if you were on Facebook yesterday, the board posted an interview with Jeremy. And the first thing Jeremy said was he's looking forward to this collaboration of P3CC. And let me tell you, Jeremy, we grabbed the ball and we ran with it and we've already scored four touchdowns. Let me tell you, we have gone to Maddie, we've gone to Brooks, and we've gone to Cali, and we've brought this activity, this lesson that we learned to the teachers. So, we can say every single teacher at those

096school sites have learned have have used this lesson have within the meeting and now can use it in their classroom. And I said four touchdowns because that's only three sites. This is number four. All right. So, with that being said, we're going to go into teacher mode and we're going to ask everyone to grab your board, your clipboard. And I have everyone here in the front has a clipboard. And and if you don't have one, we have a little bit of more. And what we're going to do is we're going to show you what we presented to the teachers. And this was a rumbus paper that we created or that was shown to us. Sorry, that we asked the teachers to create. And the first thing we want you to do is put down 25*

09712 right in the middle. And I know some of you are like math during a meeting. Come on, Deluna. But it's going to be fun. All right. So, we're going to ask for you to please solve this problem 25* 12. uh the left side on the top left side any way you want. You can write it any way you want. So we're asking everyone to solve 12 25 * 12. This could be done by numbers. This can be done by images, use quarters, anything you like. Draw quarters, anything you want. As soon as you're done, jump to your right side and show me another way of solving it. A different way of solving it. Please note the silence. They're doing a great job. Everyone's doing great. Thank you. And if you have time, write a

098little story that goes with that multiplication. If you don't, it's okay. As soon as I start seeing pencils stop moving, I'm going to jump to the final part. So, you want us to write a story? Yeah, if you have time. Yeah. A little story that goes with your problem. And because we're limited on time, we're going to go about another 10 more seconds. And again, if you cannot get to it, it's okay. The idea is for you to put down two different idea um ways to solve 25* 12. Five more seconds. And of course, we would never rush our students in our classroom. We don't rush the teachers either. We had a a good 70 minutes of of meeting time. So, right now, we're just trying to condense it all. All right. Now, I want

099you to make some noise. I want you to elbow somebody next to you and share one of your strategies. Share your strategies. And then write down your partner's strategy. the the strategy your partner um wrote onto your paper. So, you're actually looking at somebody or you're elbowing somebody next to you, seeing what they wrote, and then writing down one of their strategies. Don't be shy. Now, groups of three work, too. Groups of three. I hear giggles. Giggles are okay. All right, I'm going to start bringing everyone back in just in for sake of time. All right. Let me jump on it real quick. All right, let's bring it back in. Thank you everyone. Thank you for sharing. Thank you for participating. And thank you for not running outside and saying I'm out of here. All

100right, here we go. So, the purpose of what we did right now is to share our new approach. We are working together as a team. Cali, Maddie, Brooks, we're collaborating. We're working together. We're learning in Sacramento. We're learning in Los Angeles. We're coming down, bringing it, and presenting and letting teachers know this is what we want. What do we want? We want higher learning in math. We're not going to do drill and kill anymore. We're not going to be sitting down and asking our kids, "Just get to work. Drill, drill and kill. Get it done. Get it done." No. We're going to go and do what we exactly did right now. What were we doing? Talking. Everyone here was talking. Everyone was sharing ideas. Everyone was collaborating. That's what we want in the classroom. That

101is exactly what we want in the classroom. I'm going to share uh the mic here with my compa, my partner here. Now we got to adjust the mic because I'm super short. So what we wanted to bring with you is not only is this a really great idea to get them talking, but all the standards that um Jessica was talking about earlier, the mathematical practices. Just take a moment really quick and what did you guys see happening in that small quick activity that you guys just did that you were making sense of the problem. you were hopefully attending to position and as a teacher here will be the ones, you know, checking the work. Oh, does this kid get it? Do they not, you know, working on that, they're reasoning. They're constructing an argument when

102they're explaining it to their partners. They're using tools. A lot of kids might be doing pictures, especially with our little ones in the lower grades. Um, and they're making sense of the problem. And the other way to make it more re reliable, like in my I just did this in my classroom. Um, I'm I just had my kids write their own word problems and I'm using those for them to solve. And another way we can use this is using this as a formative assessment. Right on the spot, you're ready to go. It's super quick. In the classroom, we actually have the um like first and second graders actually fold the paper. So, it becomes a little more engaging from the beginning because they're folding the paper. Um, and I think that's about it. So, I'll

103pass it on. So, one of the um things that we were doing when we were going around and talking to each site and um presenting to them is really talking about um like in instructional decisionm and how do we uh look at our curriculum and um decide you know what is going to meet those standards and what is going to um align with the mathematical um practices. Um so we uh went around and you know helped teachers develop um agency by using the next tools that we we're going to talk about. Um so we asked teachers to look at their um uh next lesson plan and uh decide whether that next lesson plan was a green um lesson which means that you teach the lesson as is nothing needs to be um uh altered on

104it or if it was a yellow lesson like it's a good lesson. we're going to add a couple of extra things um because it doesn't it's not quite there or if it's a red lesson. A red lesson is one that we would throw out um that we find um isn't meeting the standards or the mathematical practices or it's not um uh you know um in-depth enough to to really challenge the students. Um this one yours. Okay, go ahead. That's fine. Uh, one of the other tools that we were sharing with the uh, each uh, school site was um, the math task analysis guide. And it's just a way of explicitly showing teachers, okay, we're looking at, okay, these are the lower level demand memorizing tasks, those simple things, those simple procedures. And while we need

105to do those tasks, they obviously need to learn how to do addition and subtraction and we need to do practice. It's more a matter of looking at the balance and so which way is the going up? This one. That one. Okay. So then also looking at the higher level demands and balancing that with those basic lower level demand tasks. And so this was one of the the guides that we gave them to use when we're doing the green, yellow, red process is let's look at what the lesson is asking students to do. Is it just all lower level? is some of it higher level. And maybe some of those lessons that we would tag as yellow are ones that they're doing the basic tasks, the lower level demand tasks, but there's not enough of that

106higher level demand. So, we might add to a yellow lesson, add some of those higher level demand tasks where they're having to look at a problem in different ways, showing their work in different ways, using different tools, uh illustrating it, uh using manipulatives, solving story problems, or like third graders, one of the things we did while we were learning multiplication is writing a story problem and then solving each other's story problems. So those would be considered higher level demand tasks. So this was one of the tools that we shared at each school site. We also looked at the curriculum alignment and giving teachers that tool is being able to look at okay what did they do at the grade level before us for that particular standard and what are we doing with that standard and

107what's the next level where are they headed with that standard. So having those tools with us as we do our PLTS, you know, doing our curriculum mapping, being able to use these tools to refine it and look specifically at how can we make math improve math, right? I think that was it. Okay, so here's our summary of year one. Oh, going back now. Summary of year one. this team dove in. Um we built our team capacity. We explored the mathematical practices. We started working with open tasks like the counting collections, the Ramas fold. Um we've been looking at formative data. We're looking at the tools like the green, yellow, red to make instructional decisions. We're becoming the experts first. That's year one. Um and now year two, we're really excited. We're starting to spread the

108work. Um we've just presented as as Maestro u mentioned we've we've presented at Cali Brooks and Maddie. Um and now as we go into year two we're going to build um it's not just going to be the P3C team but it's going to be the Windsor math improvement team and we're going to start spreading the work. We're going to bring in more teachers and we're going to make this districtwide. So we're really excited. This is a three-year process. We're getting great coaching. Um we're working through the phases and all of these tools that they're that they're providing for us. Um it's ED partners uh partners in education. Um they have amazing tools and they're teaching us these processes so then we can be the experts and bring it back to the district. So thank you

109so much. This is an amazing team. I'm so proud to work with all of them and it's such an honor and and just just you wait. We'll be back to do more to do more math with you. So can I add a little bit? Is that okay? Yes. So I was also they have a superintendent convening at the end of March. So I went to that with all the same districts. One of the questions I asked is um you know I was all of this is obviously extremely important to our kids to make sure they can think in math terms. What I asked them is but we still have to teach them the basics right? So they still have to know to add subtract and it was pointed out they still need to know their

110multiplication tables all the things that doesn't change. So what they explained to me is essentially it's an extension of yes of course they have to know those things but we also have to ask the higher level questions so they can understand the mathematical practice that were brought up. So, I want to make it clear because we had a lot of conversations at this board, right? It's not replacing all of the things. They have to know what 6 plus 4 is quick in order to still do math. It's extension of it's not replacement of. So, just want to make that clear. Okay. Well, thank you for the presentation. Thank you all for being here. Do I have any questions from Not a question, but a comment. So, if your math is a piece of pie, then

111each one of you is one ninth. Correct? There you go. Well, you're miss you're missing one, right? Yeah. Yeah. Those are Weight Watcher potions. I had a comment as well. Um, I just wanted to say that this is such wonderful work and this made me so happy to hear this presentation and um, it reminds me that in my own classes that I teach, so I teach a lot of film and history classes at Sonoma State um, that I often have students uh, work in in pairs or in groups because of uh, the many things that you have said. But one of the things I noticed is that a lot of my college students, they all come in with different levels of literacy depending on where they went to high school. And sometimes some of my

112students are on the autism spectrum. Uh so what I find is that in this partner work, it helps them to build friendship, you know, team building. It helps to honor students that come in with different abilities than others so that they all feel that they're included and participating. Um so it just does so many wonderful things, you know, for the future. Um, and sometimes my students, um, after they've taken my classes, they write me little notes and they say, "Oh, thank you for, you know, running your class that way because I met a friend and when I first started your class, I didn't know anybody and I was terrified." Um, so I I love that you're doing this and I think that this is really building on this language of the future that I was

113talking about earlier where we're thinking about, you know, how do we work together better as a community? Um, so I I I just absolutely love this. So, thank you so much. Don't kill me. Oh, challenge him. You want to tell them how much you love pie? First off, yeah. Yeah, those are Weight Watcher portions. One ninth of a pie. That's not very motivational. But in all seriousness, first off, thank you for doing something. And what I mean by that is um for many many years I don't feel like there's been an a focused effort on on improving in certain areas and now I'm seeing in our district we had a presentation a couple meeting or two ago and we're going to do some things in a certain area and and I'm excited that we're doing

114and even if it doesn't turn out well I just know that what we were doing wasn't working so we're going to try something different and hopefully that will work. So for me, math is a much more quantifiable thing. And so I I So one, I appreciate the effort that everyone's putting in that we all acknowledge that, hey, we're not doing the kids aren't getting what we want them to get out of this. Um and and we're not getting that. So, but I I have a question that why is there such a resistance? it I feel like and it's not you guys it's it's 30 years not 30 20 years of talking to all kinds of educators why is there such a resistance to having or I feel like there's such a resistance to having kids

115memorize their times tables I I don't understand it and the reason why I ask is because it seems like and every time I've talked to different principles and math teachers and stuff over the years asking you know questions of why they do things a certain way because we weren't getting the results for kids. All my kids have come through Windsor from little all the way through. And all these kids that I've coached, I mean, thousands of kids that I'm having to help with math and do different things and they're just not getting it as well. And so I'm always asking, why are we So all the kids that I went to school with all had to memorize their multiplication tables. And I'm a 99% positive that if you took a cohort of my generation and

116you measured their mathematical skills to most any cohort that I've coached coming up, my cohort era would dominate them in the mathematical area. So, it seems like we're always trying to reinvent and come up with the thing that's going to be the solution for helping kids with math, but we sometimes I think we get so focused on we're going to find the answer that we never go back to the one that always seemed to work. And so, I'm just curious as to if any of you have any idea of why don't we the kids memorize? I'll watch it. Yeah, of course. Get in line and I get that pie ready. Yeah. So, I teach first grade. Okay. Uh I've had the honor of working for Windsor in the district for 25 years. Um 17 of

117those years in first grade. And when I started out, it was memory. It was cutting out flashcards. And it was let's go boom boom boom boom boom. And Muto locals were mad minutes where you had to get it done as fast as possible. And they were getting it. Boom boom boom. And it was speed speed. until one of my daughters took a uh was in her class and she had a problem. 3 + 2 is equal to 1 + 4. True or false? And she goes, "Dad, the the plus signs over here and the equal, but what's this over here?" And I said, "Mia, that's algebra. We're going to start teaching you algebra. They're going to start teaching you algebra." So, it went away from my opinion, it went away from flash, go fast to

118explain the math. take time to explain it because you're going to start bumping into algebra. Now, my youngest daughter right now is in fourth grade, third grade. It was all set up for algebra, for setting that child to understand what algebra is and giving that higher level thinking of math. Our job is to promote talking about it, sharing ideas, telling somebody how did you get there? How did you get to that idea? So, I'm not disagreeing that memorization is good. It is good. It's a strong tool. We took it to the next level, right? And it is difficult for some people, language learners as well. You get a kid who comes from Mexico, he might be able to tell you in Spanish, but he might not be able to tell you in English how he

119solved that problem, but he'll tell you how he solved it. So, it's all about tell me how you solved it, and I'll learn from you, you'll learn from me. And I appreciate that because and I'm glad you brought up the the conversation about, you know, kids that come from Mexico, right? because math is a universal language that you don't have to um you know one of my proudest kids that I coach you Mariano came here you know spoke triad had to learn to speak Spanish so then he could learn English right and yet that kid he was able to get into math and excel at a at an incredible rate right so again please understand this is not critical this is you know Look, I'm a simple guy. If it works, why are we not

120continuing to just duplicate what works? Now, I I do have to say I really do like the part about the conversation, the talking, and just like Paul had over on his page there, he had one way of doing it, and then I looked at it and I thought, "Oh, that's how I did it." I taught fourth grade. I had four ways to do that. Love it. See, and that used to really irritate me because our teacher would say, "What's your here, figure this out?" And I would write the answer in and then she'd say, "Where's your work?" And I go, "Right here." Uhhuh. And she said, "No, no, no. I got to see your work." I go, "It's in my head." And she goes, "Well, how did you get there?" And I go, "And I

121would get there different than how some other kids did." And now I'm seeing all these ways that Paul went through and I'm going, "Okay, I was one of them." Yeah. Right now, 30, 40 years ago or whatever, they didn't have four ways of getting to the answer where you have all these different things. So, I like the fact that you're not necessarily holding the kids to one methodology, but I still think that the kids and so to Jeremy's point, he said, "We're not eliminating things. We're just adding to it." But it does seem like because memorizing for some kids is hard. Now, you were talking about the speed. We never had a speed quotient. It was what is it? How if it took you five minutes to memorize it or if it took you five

122days to memorize it? There wasn't a speed component. What's that? Mad minutes. Mad minutes. Minutes. I hadn't heard the loco. You remember it brought back. It's a different approach. We we're expanding it. I do want to honor the other colleagues here that want to that want to share their ideas. So, thank you. I also had a comment because I feel like I understand Rich's world. So, maybe this will make you feel better, Rich. But if you are a business person as you are and you only know your multiplication tables, right? Like you know that there's just one answer for each, that's only going to get you so far if you're a business owner, right? Like you besides knowing math, you have to be able to problem solve and sometimes on your feet and sometimes you

123don't have all of the resources that you need. So you need to be able to find a solution. And one of the top skills that I see that is needed, especially for students that go to college is also you need to learn how to work with others. And sometimes some of my students, they come in and they just want to be able to come in, do their work, and have the right answer and get an A. And it's like that's not how our 21st century works anymore. You know, you need to be able to talk and communicate and work well with others and solve through problems that don't always have a straightforward solution. So all of these skills are building in this what they're doing. So does that make sense? So multiplication tables I just

124disagree that we need to agree that we get need to get along with math. Math is kind of a thing. You either got 3 + 3 equals 6 or it doesn't. Doesn't matter how much you talk about it. You cannot talk me into that 3 + 3 equals 5. Rich, I think you're missing it though. Think about it in a different way of reading. You have to learn how to read and sound out a word, but that doesn't get you all the way. You also have to learn how to do reading, comprehend what you're reading, right? You have to rewrite what you've learned. I mean, there's just extensions to it. So, I think the point is nobody's taking away the memorization part. It's just that not every kid understands how to use math by just

125memorizing. You have to extend it by asking these hard questions, having conversations. I don't think anybody is taking away memorization. I mean, everybody shook their head. It's still for us. You say taking away. I would probably say that if you went and tested the kids on the memorization, they're not memorizing numbers. If you gave them a test, if you gave our third grade kids the same test that they gave us third grade kids, I think our third grade kids would Here's what I'll tell you. So, NATE, you heard a NATE national, what is that? NAPE is uh I sent him a study. You did too. So it's it's here. So over the past 50 years, actually the 70s were the lowest er in terms of scoring for for math. Uh and then it rose in

126the '90s. There was like actually a rise in the '90s and there was another rise in the 2000s. So that's the only assessment that we really have that's nationally normed that we can assess so long because now just for clarification it is possible that the little bitty school in Forceville that I went to was the anomaly. It is possible very very possible cuz we I was in the 70s and I had two kids in our high school that scored perfect on the ACT. So, you know, it's like to have a a curve with a rocket scientist, a doctor, the the the smarty smart folks. So, so I get it. So, we I could have been an anomaly class of kids. It must have been the well water that we were all drinking out there. So,

127it's possible, but that's my experience. I have a kid who's four and a half who's already got his multiplications down really really well and I went and saw one of those things on TV and I bought it and he's already doing all kinds of stuff. So I just I know what has worked and I see us sometimes struggling with what we're going to do to help kids get there and so I just am always curious as why we just don't seem to do it but it's okay. So, I just wanted to add one quick thing, especially to build off of what our amazing MO right there was saying, uh, is that, um, as a learner and now as an educator myself, uh, math was hard for me. Okay? And I am a multilingual learner. So,

128I had some of those, um, very uh, close to home experiences that we've been talking about here at this meeting tonight. That was me as a student. Um, and that was my personal experience. uh one of the things that I gained as a teacher and an educator from learning multiple mult multiple uh strategies and through multimodalities was this is what I needed back then that numerousy was hard for me uh as I was acquiring English as uh as another language um because I had Spanish to bank on right um that was my superpower but numeracy and numbers and math was its own language to me in a sense. Um and it it brought some challenges. So what I've appreciated as an uh well teacher and now as an administrator uh is I can actually see

129the um the impact and those moments when kids go ah this strategy works for my brain now I can talk about it confidently with my elbow partner. uh and and even for teachers that we have and educators we have those same aha moments as well. Um so it's not about uh deleting or saying this no longer matters whether it's automaticity memorization it's there. It's just not the only thing. So just wanted to share that. Cool. Okay. Well thank you very much. Um we don't we're not taking action on this item. So, just give you a big thank you. Yeah. Okay. I have a friend who was talking about a board meeting that she went to and it lasted 57 minutes, which I don't think we're capable of on this board. I've had those before. But

130we do have several items coming up that are not super involved like the one that we just had. So, I'm going to try to move us along in a respectful manner and and keep things going. So, we'll go on to the Williams report. Oh, yeah. We do need to we do need public comment on the presentation. Does anyone have anything? Yes. Sorry, I meant to ask for that sooner. Thank you for reminding me. Math teacher wants to have a public comment. [Music] I'm not kissing up to anybody, but Superintendent Decker is correct. Um, the math facts are important and um I'm definitely not kissing up to anybody, but memorizing math facts is important. Um, it was never bad for any child or adult human to have math fact. It's not dangerous for them to have

131math facts memorized. It's not a bad thing. Um, but as a 30-year veteran math teacher, high school math teacher, um, I wonder I really wonder what might happen in your work if you flipped your process. What if the standards of mathematical practice is the what and the common core standards is the how as opposed to the other way because that really is the big picture. Those um standards of mathematical practice are what give um give us the ability to have mental flexibility um to think critically, to synthesize information, to um combine it in ways that allow us to make arguments and conclusions and support our positions. And um you know, as far as memorizing go, that's a skill like anything else. just ask act people that ask people that go into acting. When they started

132acting it would take them weeks to memorize a script and once they have been doing it for a while they memorize it in 30 minutes. Um just like you know those all of those crimes we had to memorize right you know that that first semester was tough but after the first semester we could memorize them in a week all of them for the whole whole semester. So you know it it's a skill. So we want our children to be able to learn to memorize things. It's a lost art when all they have to do is type it into Google. Um we we are competing with now our students taking pictures of math problems and all the steps are given to them within seconds. So I just think about flipping that. Any other public comments? Okay.

133Not a not a comment but permission to approach to get the boards. We're going to use them for our class. Okay. Then while we do that, we'll move on to item 5.2. I mean, everybody steals my This is our quarterly Williams report presented by Brian Williams. Yes, we are doing the definitely a relation steals my stuff and Brian. Well, we had plenty of Williams complaints. Uh they were all about me and not about this. Um so this is a hearing, so we do have to thank you guys. close and then reopen and then stare awkwardly at each other for 30 seconds and then come back. So, I'll go ahead and open the hearing now and we'll just give a 30 minute 30 30 minute and 30 seconds or so for that any good jokes and

134we open at 7:58. It's 7:59 on my computer. Well, since we've got some dead time, I do on the student board and stuff. Gosh. Hey, two of our wrestlers went up to Reno, the uh Western United States uh championships, and uh Antonio went and uh took second and the 105 lb weight class. And Cole, one of our fabulous freshman, uh took second. And then the next week, they doubled down and came down and wrestled in Fresno in the freestyle state championships, which is the qualifier for the nationals. and Antonio won the state championship and Cole placed second as well. So they're they got trips. They're going back to Wisconsin. They both made the national team and then they made the actual national duel team as well. So I think that's about 30 seconds. Well, that's

135that's amazing. Congratulations to those guys. Doing really good. And a couple of other kids we have that are just still kind of nursing some injuries and so they're doing really well as well. So okay, I'm going to close the hearing. I don't think we have any um items being presented. I'll ask for public comment. Okay. And then it is a resolution. It is a resolution. So So you need We will need a motion, a second, and a roll call. I'll make a motion that we approve Mr. Williams Act. I'll second. Okay. Jen, can we have a roll call, please? Stephanie Ahmad, yes. Paul Kagorno, yes. Rich Carnation, yes. Malini Lopez, yes. Zoe Fer Manavic, yes. Thank you. Okay. Next is consideration of approval of the CSBA recommended board policy updates for 2022. Okay. So, we

136had a first reading of this at our last meeting. Um, we've had an opportunity to review all of the changes. This is bringing us current through 2022. For those who are maybe watching and wondering why are you doing policies from way back when, there are a ton of changes that happen every year and it takes a while to integrate them all into the policies, but we're actually hoping to get caught up in the next couple months and be current to 2025. So, this is the first step in doing that. I've reviewed all of the changes, especially the significant ones, and I'm comfortable um accepting these today. Is there any discussion from anyone? Yes. I'd like to make a motion that we approve these. My comment is that when we get to 5.4, I'm going to

137make another recommendation. And there's there's some things in 5.3 that I would just like us to look at, but I think I'd like to have that done at the policy subcommittee level. There's about maybe three or four of them. And so I'm okay with this going forward. Uh but I want to review them and that would be the proper venue to do that, which is what I'm going to recommend actually for 5.4. So, uh, again, a motion to approve 5.3 and I'd like to have us review a few things, but do the normal channels of the policy review that I'm going to we're going to make the updates now with the understanding that we might pull things to look at more closely and I actually think it might be helpful to come current and then

138pull things because then we'll be working with what is current. Correct. Um, okay. So, I I agree with that, but I I also do have some comments about things that I feel would need to be clarified in 5.3. Um, so I have some specific comments about that and and that's what I'm hoping that we would do at the policy subcommittee level cuz I mean it's already getting later and versus getting into a lot of the get into the weeds right now. Let's get into the weeds. And I think maybe if we take those policies that there's questions, we can bring them back individually. So then we have that as a policy discussion and but vote specifically on that policy potentially. Is it a specific policy that you had questions about or was it numerous policies?

139There's numerous. So I'm wondering when we have that is that is it at a regular board meeting when we have that policy. We would pull those into a Yeah. policy subcommittee meeting. Several I think Stephanie and Bill are the two board reps on that policy subcommittee. But it doesn't mean you can't have a special meeting if you needed to. But I think that we the process is they review, they make sure they're comfortable. So maybe if you give them Stephanie and Bill Do you have like Can you just share your comments like either by email or I can take a picture and we can just Yeah, there's Well, it sounds like Rich also has comments. We can try to incorporate them and then bring them back potentially at the subcommittee level. So, in this list,

140I just so people at home listen. I mean, this is like 2,000 pages. Well, that's the next item. I know, but well, these are this was 680 pages of stuff for just this two for this 2020. And um, you know, it's a little bit daunting, but then when you also go like, hey, we're going to go over these things. And then the federal and state government right now are changing all kinds of stuff that are going to make a lot of these things moot anyway. So, it's almost like I almost kind of want to go, why don't we wait and see? pulled some of those out though, Rich. So, Brian, you want to talk about that? Well, so just really, so M. So, my point was there's like three or four things that I was

141going to write down what the numbers are and I was going to think a little bit more about what specifically of those things kind of seem to have me itchy a little bit and then go to and bring those to the subcommittee because 90, you know, of the 684 pages or whatever it is, it's like two pages worth that I want to kind of go over at another time. because I want to kind of have that policy, but I don't want to stop us from approving this because we can at any time go and look at a review of board policy and you it sounds like you have four or five as well. They might even be some of the same. So, I just think that that's a proper venue of how we do should

142do this and definitely want to address them. not trying to like, you know, push all this forward. Just maybe try to get us updated and then as long as we know what they are, then we can really discuss them at that subcommittee level. If we could get the n at least the numbers of the policies that you want to look at more closely, I think that would be really helpful. Um, yeah, I have some of them here. Um, or maybe I don't. I think I just wrote down the language, but I I'll have to look it. It was under item 5.3, board policy 0460. Um the in regards to the LCAP. Yeah, let's just send it and then we'll let's review it because we can bring everything back. There's multiple updates to the LCAP. Um

143so I you know had some questions about that and then there was one item about AI. Got it. Because one of the things we might do is we might be able to say hey there's like four policy that we have a question about. Right. Yep. We'll take one at a board meeting one at a time. You got it. So we got 10 or 15 or 20 minutes to talk about a thing if we need that long. But if we're going to do it justice for all of them, I mean, somebody else, you know, CSBA, they're writing all this stuff and it's and and most of it's boilerplate, but like like for me, one of the things was I don't like the way certain language is written that makes it seem like they're kind of taking

144or usurping some of what I think is our board's autonomy to do certain things. and I just want to make sure that it's written in a way that that it's it doesn't appear that we're giving up our ability to review certain things and what have you. So, but we can go over those at another time cuz I don't want to cut it short and I also don't want to approve it and then we'll find out what's in it later. So, totally understand that. But but again, the vast majority of what is there is good standard boilerplate stuff. There's just a few things and I want to have us review it in the right venue and the right time so that way we can all talk about it, but it's just not I don't think it's

145now. And just to be clear, we did review the policies with with Stephanie and it was mostly Stephanie I think at the time, but we did go through our process of the subcommittee and she had looked and said, "Okay, it's it's good to bring to the board." And so that's why it came this way. But it's a lot of updates and that's how and I mean I've been involved in the policy subcommittee the whole time I've been on the board. It's always a lot of updates and this is actually the most organized it's been just cuz technology has caught up and now we can easily use AI to help us redline every change and summarize exactly what we're doing which makes it a lot easier to digest as board members so we can actually see

146much more clearly. But ultimately, we are responsible for all of the policies and any changes that we adopt and we have to be the ones who actually read everything and make sure that it's important. Correct. I did. I asked AI. I asked I said, "What do you think about this AI?" And it said, "Do what Stephanie told you." That was the AI I gave him. Um but yeah, if you're comfortable accepting it today with and then just share any feedback that you have with Jeremy. Yeah. And then also I think it's maybe worthwhile to also look at the changes for 2023 and 2024 that are the next agenda item before even pulling any policies back cuz that might change your comments because I did I did look at all of those. So, um, just so

147I understand what you're suggesting is that we forward our comments to you. Yes. And then are those items coming back individually at a future board meeting? I think they would if you forward me a comment about an individual item, unless it's like a consistent message that we could just fix. Yeah. No, we review it and then we bring those back individually. I mean, you guys discuss it's like a style issue. It's maybe something. No, it's more a substantive type of issue in terms of like how we do things and what direction we take. then I I think we have to have a bigger discussion about that and it's worth giving it some time. I think so because um to be honest I'm very concerned about AI and the number of mistakes it makes and also

148the fact that it has a racial bias. It it really concerns me how we use it and I think that we need a conversation about not whether we should use it or not but like how we should use it. Got it. Yeah. Okay. Then on this item um so I made a motion. You made a motion. Did anyone second? Do you remember? Do we have a second? I will second. I'm also going to go out any public comment on 5.3. Further discussion. Okay. All in favor of approving the changes as reflected on the attachment to the agenda. I I I thank you. And then we'll move on to 5.4. So 5.4 just tell us any more about it or do you think we covered it? It's it's the same process except for I got faster.

149So I got two years done um instead of just one. Um and then and just to assure the board that the next one you get after this is just January 2025. So there's just a handful of policies. So it's much easier to have a robust discussion about the upcoming ones. Uh this will be the last time ever that we we try to do two years in one vote. Mhm. Yeah. That that was that was the question I was going to ask you is how often do they do they have an update every month? Quarterly. So if we got a quarterly update say hey board here's a quarterly update. Take your time read through it. We're going to we're going to talk about this in in a month or two. Yeah. So next month you'll get

150the preview of the January 2025 updates and then once you approve those we will be caught up um until probably July. Yes. Yeah. I mean that that's a better way better. Yeah. And I wanted to mention also is we pulled all of the Title 9 um information out because um they they had made substantial changes um and then when the administration changed they reversed all of those changes and brought us back to 2021 2020. Um so I just pulled all of that out and so our current language. So that's one example of we didn't even bring that because it it changed since our update happened. Okay. So that was my other part of the question. the January one if you could forward it to us because we might be talking about you know whether we're

151going to have blueberries in our pancakes or not and then the next thing that we're going to look at there is no more blueberries right so if we could maybe kind of look at this even though we're catching up right I don't want to spend any time looking at 2023 when 2025 wiped out whatever we were looking at if that makes sense. Sure. So if we took a little bit more time but almost worked from current backwards maybe uh for any well first off we got to identify whatever issues that we have uh individually with maybe any policy and then see if that already got autocorrected. So one solution is like maybe we can figure out together like do we want to prioritize getting caught up to January 2025 or do we want to pull

152some of these things? I mean I think you've already thought it through. Sorry. I'd recommend getting caught up because we can always pull any item that is approved by you guys. But to Rich's point, some of the changes that were adopted right up to January 2025 are probably going to be a lot of the things that are going to be rolled back. Could be. So, it we just want to look at that and make sure that we're not doing a bunch of work and then undoing a bunch of work. Yeah, that that actually what all of you are saying brings up a good point because um one challenge was that I looked at our board agenda on Monday and on Monday it wasn't that populated yet and then I I didn't have time to look

153at it again until like early today and then all of a sudden there's this like huge thing to look at right and it could have been posted earlier but like for me um you know like having a full-time job is difficult to balance with this so I don't know I mean I Guess what I'm trying to say is that I feel like I I haven't done like the close review that I wanted to do just because of lack of time because it was literally posted like a few days ago at the most. Right. So it's hard to review so much information at at one time. Um so you know I kind of agree with your point that we need time to sift through it. Totally understand. These are important things even though I know I

154understand that we're in this like political landscape where things are constantly changing but it's an important things you know even though some of the details are small but they're important. Yeah. But keep in mind that these this is a first read so we're not approving any of this today. Okay. The 20 I don't even think we're taking 5.4 for 5.4 for 20 for the other ones we had gotten those last month but for these ones that we just got we're not approving them. Correct. So, we just now we have them and we have a month to look at them and make any comments. And I know that a month sounds like a long time, but the last two months of my life have been It's gone really fast. No, it's been painfully overloaded. Yeah. Uh

155with just I mean basically, you know, 18 to 20 hours a day worth of stuff and that the pile just keeps getting higher. So, I'm hoping that that's going to slow down. But but there is I don't I don't want to just just say it's okay when when I know that there's a few things and and and again the vast majority of it is good but I don't want our our board's a little bit different. You know we we sometimes don't see things exactly the way that folks in Sacramento see them. And so um and sometimes things are worded to where you could read it two different ways uh in the same you know anyhow we just want to be able to look at it do it right and the ability to bring it back

156on a specific thing always has been the case and I just wanted to reiterate that hey we're proving it but I like to be able to when we have a little bit more time sure review and and sometimes things settle out it's like the little snow globe you know when we read 2023 or 2024 or those things might autocorrect. They may have fixed it already. So it allows us to do a closer look as well. So I I think it's a good process. Yep. So anyhow, so on 5 Well, never mind. 5.4 is a reading only. It's a reading. So any public comment on that item? Okay. Seeing none, I think we move on. Next is Pete. This is 5.5. consideration of approval of board action to reclassify select RSP teachers to learning specialists. Yeah,

157thank you. Uh so tonight um well as part of the all means all initiative which we talked extensively about at our last board meeting um we looked at the um part of that transition uh being reclassific reclassification of select RSP teachers. Um and so tonight I'm just asking the board um to approve a reclassification of select RSP teachers to the new classification of learning specialist. Okay. Any questions or discussion? Public comment. Public comment. All right. I did have one question. Sure. Um so I actually did some research on this because when I looked at it I was like I don't understand what does this mean, right? What is this reclassification? So I did a little bit of research and my understanding is that this is an improvement to what we have because um the learning

158specialists will also uh for example discuss future strategies and outside resources that are needed for the student. Is this correct? I just want to make sure that I understand what this change means. You want me to take it, Pete? Take it. So it's it's a redefining of duties essentially. An RSP teacher has a case load that they manage. A learning specialist would not. That's really the major change. And with the the review with the change of the job description, the learning specialist is going to meet the needs of all learners. An RSP teacher really is focused only on special education students. Although we've kind of we've mixed that up a little bit and we have had our RSP teachers helping some GenEd students. But really, um, if you're looking at a job description, it's not

159consistent with what it would be normally. So, this is just it fits our model with what the real duties are for our learning specialists moving forward because we split that case manager position off. So, really just kind of we split the RSP teacher duties in a lot of ways and then added a little bit to each side of those different job descriptions. You're saying then is um all students are getting extra help versus just the students with disabilities. Correct. The learning specialist could also be called an intervention teacher. It could be called a lot of different things based on what the job duties are. Right? And I just really wanted to understand this because in light of our recent, you know, meeting about, you know, policies about um students with disabilities, I remember there was

160a man that stood up and he said, "Oh, you really need to understand when you make changes to job descriptions that it's really serving the needs of the student." So, I just had that in my mind. So, I just want to make sure that we all understand what this means. No, that's good point. Well taken. Mhm. Yeah, know I I heard the same comment in that meeting and I was thinking the same thing. Is this helping that or is it perceived to help or is it perceived even it might help but is it perceived not to be helping? So you guys already approved the job um descriptions last last month I believe it was. Right. So this really is now the job description's been approved and now we're assigning people to these jobs specifically based

161on the changes that we've um made the decision to make. Right. Okay. One person for now. Yeah. Finally, Rich agrees with me. Oh, all day long. Twice on Sunday. So, do Okay, I think you made a motion. Did Did we Did I get a motion yet on I'll make a motion to approve um let's see. This is 5 point uh 55 five the 5.5 reclassification. Yes. And I'll second it. Awesome. All in favor? I I I. Great. Thank you. Okay, moving to 5.6. Um, this is board policy 4112.2. Pete, you're also presenting. Yep. So, for clarity, although it says in uh background um that I am or the recommendation that I'm asking for approval, I'm not. Um just for review, uh and actually I saw an update in Brian's packet as well for June 2023.

162So, a lot of the updated material you'll see because I presented both the two 2016 and the 2023 versions uh as the the 2016 version is a version that we have adopted and the 2023 version is is what CSBA recommends. But really our focus with this is uh the the TK specific credentiing items cuz uh this specific board policy addresses the um uh the credentiing needs of our teachers within the district and they've recently updated uh the TK specific uh requirements to include uh well it always since 2015 it it has included the um early childhood educ education units uh or the childhood development units. But they have also recently added um uh well more recently they added uh the uh supervisor permits but now you can also have a basically um if you've worked

163for a certain amount of time you can get credit up to 20 for 24 units of study. So we are proposing that one year in ATK classroom equates to 24 units of study and you'll see that in the in the third attachment that I have on this document that that is our suggested um criteria for this. I am going to well I'm going to probably now talk to Brian because his update will correspond with my update. So I will take my update just that portion the TK portion apply it to his. Um the only thing that we're asking is that it gets approved before the August 1st deadline. Um because that will have an effect on some of our teachers ability to uh be qualified for our new year for the 26th. This is just

164the first reading and you'll bring it back next month. Okay. Then I think that should be no problem. Yeah. I again I would just focus on just the TK stuff cuz the rest is going to be part of Brian's and my update again for and that's why we just need to get them updated. So the way this see anymore too much in one document is it's kind of a mess. Agreed. Okay, great. Any comments from the board? Any public comment? Okay, then thank you. We'll move on to 5.7, which is also you. Hey, welcome back. Welcome back. Okay, uniform complaint procedure. I know this changed and then changed. Oh my goodness. And I think it changes every year. P again. Yeah. Yes. I I just like to bring it every month for for all you

165and I believe this is this is a legal requirement. It is annually I have to do it but we should be in compliance this year. What I found out recently cuz I received an email from um our friends at the CDE uh is that we're not and I also learned that there is something called a CMT which is a compliance management tool. So when we had our FPM our um our the process that they used to federal program monitor. Thank you. The that process came through two years ago. Um Sharon was in Brian's chair at that time and she was the coordinator of services for that for that service and I didn't have access I didn't have access to the CMT. I submitted all my materials to her. So the last time it was updated

166was 2022. I sent my updates to the person I was working with at the CDE. They assumed that I was also sending it through the CMT, which I am not because I had no idea it existed because I wasn't the coordinator. So, Brian, you're going to receive an email from the CDE. You are still a coordinator. And I'm also now a coordinator. So, I will be able to apply the new language which is all in there. It's updated for this year and then you'll see it again pretty soon. So, probably in August, uh, as soon as the CDE comes out with their new requirement, I will update us again and then I will update in the CMT and hopefully you won't see it again until August 2027. Okay. I'm cur Willie Brown thing that comes

167up and it's obviously named after Willie Brown. So, I'm just curious. We have this Williams guy in almost everything. Who's the Williams guy who's in every Williams something that keeps coming before us? Was he a president, a mayor? I think it was a party in a case. It's called the Williams complaint. So, somebody named Williams complained. You mean there was Williams that complained about stuff? I'm assuming settlement Williams be the holy state of California. Yeah. Really? Any relation? You're all related, right? I mean, I'm I am seriously I will look into it. I'm curious a little bit. I'll look into it. Anything. We have so many different Whatever. Um Okay. Do I just play next time? It's one of those things that just, you know, you just want to know. Okay. You got it. It's

168not a high priority, but just if you stumble across it, see if it's Brian's uncle or something. I think we Brian's probably looking it up right now. and he will pull it into chat GBT and have a digital presentation done for you in moments. Yeah. Okay. Any any discussion from the board on this item though? The uniform complaint procedure update and this is just a it's notformational, right? No, we are we are approving this. Oh, we are? Yes. Okay. Yeah. Um any public comment? Okay. I'll go ahead and make a motion. Do I have a second? I'll second. Okay. Any discussion before we vote? Okay. All in favor? I I. And although that item's closed so the board knows, it is updated. The updated version is on our website. So anybody who accesses it through

169our website is using the updated material with the updated language. It's just not updated with the CDE. Great. And you are still on. Here you are again. Yes. Um, consideration of approval of declaration of need fully qualif of I don't know if I'm saying this correctly, but of need fully qualified educators for the 2025 2026 school year. Yep. Another annual item. Um, so each year, uh, we're required to file a declar declaration of need for fully qualified educators in order to employ teachers and on emergency pits or uh, permits or waiverss. Uh it's just a protective step to ensure that if we need to put somebody on a permit or a waiver, we can. Uh the CDE recognizes that uh it is something that people have had to do. Uh we've had to do quite

170a few. Um although in celebration, I'd like to say that we went from 11 permits this year, 2425 to right now we only have one for next year. So that'll be good. That's great. Um any questions or comments? Any public comment? Not a resolution. So, just a vote. Um, do I have a motion? I'll make a motion to accept uh the whatever the 5.8 declaration of need and I'll second the motion. All in favor? I. Thank you, Pete. Thanks, everyone. And then our last item, Jeremy's going to take this one. This is discussion of administrative regulation 613.2 animals at school. Long awaited. I know lots of work went into this. She and I are besties. Uh so at one point this came before the board just to remind you a month ago the board had

171said Jeremy please work with CSA. Uh we had the opportunity to do that. We learned some things. So we actually drafted something that we thought we'd bring before you. We then had it run through legal counsel just to make sure it was all okay. And we learned that uh we had removed emotional support animals from our allowable animals to come uh to school campuses, but they're actually protected uh under Oh, goodness. See, I should be looking at the policy under California law. Yeah, under California law. And so, we made sure to include the proper language within the policy to make sure we're adhering to California law. Um there was a couple of additions that Sheila asked me to put in. I put those in to make sure we're on the same page. So that's in

172without me going through the entire policy, I want you to know that we've worked together. Uh we have a statement at the beginning that says it's our policy to not allow animals on on school grounds. Uh and then we detail all the legal ways that they can come because we have to be in adherence with California law. So I really would love to have this done by 8:30. So I'm going to ask just this one question. Okay. When or how is a miniature horse a service animal? It is it is outlined in California law, specifically miniature horses. And could I tell you why? I do not know. I I don't know how that could work. But because there's a bunch of language in there that says that you could bring it and then staff is

173not even able to ask why, how, or whatever. And there's a whole bunch of stuff and I'm just trying to figure out how because somebody could consider a Shetland pony as a miniature horse. If you would like since this is a first read, I can come back with that information at the next board meeting so we know the history of how miniature horses got included. Beautiful. And then we can still be done by we'll do it next time. Next month. Yep. Next month. So this is a this is a first read. We're not approving. First read. Yes. Because this is the first time. First read. Yeah. Yeah. First. Okay. I didn't realize that. Okay. I think I didn't ask for approval, right? I just said discussion. We love our policies. Yes. Well, we need to

174get them done. We're behind. Co put us way behind. Just there was a lot of people that did a lot of work to get us here. There was a whole bunch of compromises and a whole bunch of courtesies. Absolutely. Uh by everybody. and a lot of people know who all the courtesies were and I appreciate everybody's goodwill and uh and getting to a a happy place for everybody. Thank you. Yeah, I think I think Sheila and I work well together. So, okay. Any any public comment on this item? Okay, seeing none, I'd like to make a motion that we adjourn the meeting. We're not we're not done. I thought it was There's one more one more item which is future board meeting items. They do have a couple things, but does anyone else have anything

175that they want to I think just the obvious one that will bring back some of those um policy updates. I think that that's really important. Okay. And then I had a couple which is one is out of our study session that we had last week. We talked about having an further in-depth discussion on the recommendations that were presented. We are going to need lots of time uh to do some things before that happens. We actually still have to go through the recording to make sure we itemize every single question and comment that was made to make sure addressing all of those. Okay. So, I think that we're going to I'll just say it's not going to come in May. Okay. Yeah. We're going to need a little time to really So, before we even discuss

176the the three recommendations from the end of the meeting, we need to make sure we do. We're going to do some work communicating with the with the That is my plan. And if you'd like something different, that's my current plan cuz that's what I promised everyone. Yeah. No, I think that's really going to work out well if you communicate with the families and then we do have that discussion after. Yeah, I think that makes sense. But I think we should do it before our summer break. Okay. So before Joel, like in one of our June meetings. Okay. Okay. And then the other thing is um we need to have a study session. Well, I'm not exactly sure how I want to do it, but we need to talk about the revive the climate change policy

177and we and in conjunction with just waste reduction and the garbage contract that's being renewed. I think we can have some really interesting and valuable conversations. I've had some really interesting conversations with community members about the garbage contract and it's fascinating. It is. Um, so I don't know if that should be a study session or if that should be start with the policy subcommittee and then be a study session, but we'll figure that out. Okay. Um, but I think that I don't know anyone have any strong feelings about wanting to have a study session. And are you Well, we should probably say the background. Do you realize that our contract for trash is with the town right now? It's not paid for by us and they're going to be going out for a new contract

178and there has to be a decision whether we're included or not. How much is our cost? 600 grand. Austin, uh the recent estimate that they gave me was about 770,000 and that's way higher than it was a couple years ago when they told me about this. So I think Jeremy just just so if people know basically when the town went and did its policy years ago with and they went out to bid Mhm. every in in everybody's taxes garbage uh rates was a small portion that advertised what the school's cost was correct and what the fire department's cost was. It was spread out amongst all the rateayers that had trash uh collection. Yes. And so some they've estimated well and the town's people have complained, hey, why is our trash so high? And so looking

179at whatever that is to kind of isolate it out. So anyhow, that's why they're looking at it. And so it's a question. It's not so much a question for us as much as a question of educating everybody in town. is you guys are subsidizing the school's uh costs. Uh that if they don't, that's an additional $700,000 that's going to come out of our budget that we don't have. Yeah. So, so do we want to talk about maybe the way best way Stephanie you and I of how to present all of this? Yeah. I think Well, so I think that is a pol like we can do that in conjunction with the policy. So, I think we can start with the policy subcommittee if everyone's fine with that and then bring it to a a broader

180study session if we feel like we need to do that. Probably something with jointly with the town council and planning commission maybe. Could be potentially. Yeah. Okay. Then that was all I have. And then I do want to we um have a long time employee Iet James who passed away. Yeah. Um recently, very recently. And I wanted to adjourn the meeting in her honor tonight and take a moment of silence to just reflect on all she gave to our district and the impact that she had on our students and her colleagues. So uh with that we adjourn the meeting in her honor. Thank you for attending tonight.