001at 4 pm. All trustees are present and we could all stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. And we will move on to approval of the agenda order. >> Move to approve the agenda order. >> I will second. I have a motion by trustee Garrison and a second by trustee candeleria or uh preferential is not here. All in favor? >> I opposed and no one is absent. Okay. Discussion action board applicant interviews and poss full action to provisionally appoint selected applicant to the governing board vacancy. >> Do you want you call her up? She can introduce herself. >> Okay. Um, we will introduce
002>> Oh gosh. >> Andrea. >> Okay. You can come up if you'd like. >> I'm so used to these things being done remotely, by the way. >> Like online. No, like over like Zoom and stuff like that. Like that's the last time anything like this has happened. So >> So Andrea, we have uh the board has some questions for you. >> Okay. And um so we are uh the reason why you're at the podium is because we are being broadcast over um so people can watch remotely. >> Okay. >> So um I don't know if you guys want to just kind of take turns uh asking or if you want Ashley to ask them all. How you want to do it is up to you guys. >> Questions. We're reading question. >> Do you want
003me to start and go down the line? >> Sure. >> Okay. >> All right. Um >> good luck. >> Thank you. Uh, please tell us why you're interested in a position on the governing board. >> Okay. Um, well, I will be totally honest and say that this is something I've thought about. Um, but I maybe saw it for myself a little bit further down the line. Um, but I saw that there was going to be an opening and I sort of felt convicted that I would give this a shot, share about myself, trust that you as a board would um, be able to, you know, make the correct decision. But essentially, if I were to boil it down, I would say that I have the multiple experiences of being, of course, a parent, which I
004know many of you are, [laughter] uh, an educator myself. Um, and somebody who as those two things have sort of intertwined for me, I'm 17 years into my teaching career, which is crazy to me. Um, and as my children have grown, I have seen I've taught multiple generations now myself. And then, and I'm I'm seeing my children sort of come into their own. My youngest um just turned 13, so we're in a totally different phase. Um and that gives me a little more time and space on my schedule to be of service. And so this felt like um as I had mentioned, like something to explore and to trust that if this would be, you know, the right decision, I would bring an absolute willingness to sort of engage and learn. I would certainly have
005a lot to learn. though I have as I'll share I'm sure in other questions some specific experience that I think would um you know make me a good fit for you guys. >> Okay. >> Thank you. >> Um question number two, what have you done to prepare for this position? >> So I have just had to educate myself on specifically what a board does. [laughter] Um I have had a little bit of experience with um uh uh working with a board but that was in a different district that was in Medisino. So I was not totally unaware of sort of the ways in which you guys um are serving the the community but I definitely had to um like Google some things look at past try to look at past agendas and sort of you
006know piece together my own understanding of like it's a very broad um charter to be representing the community and I don't think till I looked at some of your past agendas I had a sense of like brass tax of what that looked like you know like I was obviously looking at the most recent agenda and I was seeing um you know the new principal stuff and then the van like having to buy a van you know these are just things that I I don't think the average community member is thinking so much about that that crazy quilt of like all the things that you do and I so all to say I don't have um the fullest grasp but my that is what I'm seeing is that it's a it's a big wide net that
007kind of gets past. Um, and let me think what else have I done. The other useful thing that I think this did was [laughter] it did make me think about my skill set. Um, especially because this position just kind of came up and then, you know, all of us have had just a couple weeks to think about if we wanted to put our, you know, put our name down for it. It made me think about where I'm at in my career and u my experience as a community member. And because to prepare for today, I started to think, well, like what how could I succinctly tell you guys what my what my skill set is, you know, and what I've done without droning on. I did think that was use that was a useful sort
008of period of reflection and it did make me think, you know, more clearly about yeah, what I could offer essentially where I might be able to fit in. Um, but I'm not going to lie, looking at the agendas was, you know, it looks like a different language. I'm sure you guys had that experience looking at it and you know and I've served on like a lot of academic committees but it's it's very different. I can see and I say that quite humbly like I know there'd be a learning curve for sure. >> Thank you. Um please describe the best two best attributes that you would bring to the board. the two best attributes. Uh I would say just my the discipline I've I've accumulated um through I've had lots of different ways I've served, you
009know, that I feel proud like when I was reflecting on it as a community member and as a parent and then um uh you know and and through my work. Um, and I think that I've I think that if you would see my CV or you would hear me sort of explain what I've done so far, like um the discipline of showing up even while raising kids, which I know you'll understand, um, is something I'm proud of. Like that it looked different in different years, but there's I've always had an element of service and I certainly was raised by a school teacher myself with an ethos of service. Um, and my heart is um like humble in that sense of like um I don't think I don't think that I approach it with an ego,
010the the desire to be of service and the discipline to be of service and but I've certainly served enough to see the variety of different humans that are drawn to service roles, you know, so I feel pretty proud of that that anything I've been a part of um I've served from that place for sure. The other thing that I feel is an attribute that I'm proud of is I'm quite well educated and convicted about um edtech um just because I'm a parent but also because of the huge sea shift in my career which has been that I started teaching millennials who did not grow up with screen time in the form of um social media or uh personal devices and I have ended by um you know teaching ing uh students who who have and
011so I read a lot about that just in my own my own interest my own conviction um and also to make decisions for my kids you know that's the main reason I got into that and that has intersected in terms of how I've served in my career in higher education for sure um but like I said my heart is um I I see the students you know I said this in my letter but I the students that graduate here, I there's a summer between when I get them, if they come to me, right, when they're they're in my chairs um and I'm teaching them first year um composition. So, um I do think that trae I see that trajectory and I see that there's not a lot to do at my level [laughter] to be
012honest with you. So much of it happens here at Washington and at the very beginning. Um, and so I think that my personal education around that would be I would hope it would be um useful, you know, in certain capacities of what you guys do. >> Thank you. [clears throat] >> Um, let's see. What was the most difficult decision you've made and how did you approach it and what and what was your thinking? So, it's a >> in my in my life. >> Uh, however you want >> or I can take it however >> however you want to take that question. >> We're gonna get so into it. Um, no, I'll uh my first thought is career. [laughter] >> I know. >> Okay, one sec. Of course in my personal life many difficult decisions but
013I do think maybe most pertinent would be uh uh my a career decision just because it you know since I am in education it does maybe it does maybe speak to this and that was that I uh when I got my when I went to grad school and I uh I wanted to be a teacher. I wanted to be an English professor um mainly because I loved English and there are not a lot of jobs. if you love books, there are not a lot of drops. And so, um, I thought that I had a fantasy of what it would look like. And I thought, um, I would research and write books. Like, this was part of the fantasy. Um, and I would live in San Francisco and it was going to be, you know, rigorous
014and all this stuff. and I got married and I I I did become I did start teaching at college and um and when I had kids I had to make the very difficult decision of um uh just like realizing that wasn't going to happen. Like I took myself off tenure track. I knew that I would always make less when I made that decision. I knew that I would make less than many of my colleagues. I knew that um I would never be able to describe myself as a full professor. I would um just some of the prestige things that I had hoped for were like um were not going to happen. And um [snorts] and and then and that in that no one was going to like congratulate me for that too. Um and and
015and at that time in that career, you know, that it just it's not very child-friendly. And so I knew that my um I knew that my choosing my quality of life and my moral my my values that I wanted for myself that was just going to have to be enough. Um because the those other pieces like weren't going to happen and I would have my whole career and I wouldn't I just wasn't going to have that. Um, and and the truth has been that there hasn't been time to write and [laughter] I don't have a book under my belt and maybe I will someday still. Who knows? Um, but my life has looked, you know, different as as as happens for everybody. Um, and my identity has looked my identity has had to radically uh
016shift around that. Um, yeah. >> Thank you. What do you see as the b excuse me basic purpose of public schools? What is the role of the board of trustees in the fulfillment of that purpose? I the thing that comes to mind with the ba the the basic purpose of public schools is that they're the great they're the great I believe they are the great equalizer. And I think they are I don't have the right word for this but it's like what they are the great equalizer and they are the they ought to be the catapult or like the they ought to be um they ought to be the mechanism by which any child can pursue a meaningful life. And they ought to prepare students for a variety of ways they can have a meaningful
017life. And I that is definitely something I feel strongly about because I do see teaching college a lot of students who are who incur a lot of debt and unhappiness because no one has taught them about other options and no one has really looked at them you know and been like you you know and and that this is complicated because for families rightly so higher education is is prized and it ought to be I think that when a student graduates from this school higher education should be on the table for everybody. one. That would be the ideal. That would be um that would be the vision and they can choose. And I think that's what families want fundamentally. You know, wherever they're at, however much they can give or participate. Um I think I think
018that if you asked most families, they would say they want all those options at the end, including higher education, which is the more rigorous academic path and certainly requires more rigorous preparation. Yeah. >> Did I answer that fully? I feel like was there a second part? >> The role of the board. >> Oh, I'm sorry. So, so my understanding is that the role of the board is representing the the will for lack of a better word or the the feelings of the community around that. So, I would say like when I said I think most families feel like that. Um I would imagine that the role of the board of trustees is to collect data from the community to listen to the community to make themselves available to the community such that they are representing
019the will of the community or the the the desires of the community. >> Thank you. >> Yes. Thank you. Um going on to the next question. What is your vision for education in this community? This would definitely be tied into my feelings about edtech. Um, my I feel like I kind of just said my vision like broadly speaking what I just said about my beliefs about what a public education or what public schools are meant to represent is is the vision like the great equalizer and the mechanism by which multiple paths to a meaningful life become possible for any child that moves through the system. That's the basic part of it. The challenge that we're up against is the incredible fragmentation of of of attention and the ways in which educational tech, which can be
020very helpful, has accelerated past a piece that I think most teachers would tell you they find useful or, you know, fully thought through. And and I think this is a hairy issue because it um has its roots in the family for sure and family agency and family freedom. Um, but one of the reasons I feel so convicted about it is because it is the lower economic status students that suffer the most and we have enough data to say this unequivocally. It's affecting their attentions and it's also we're realizing affecting their health, right? Um, so my vision would be one in which I would love to see more conversations around what the community wants. you know, um, my perspective is certainly shaped by my job, my own desire to educate myself and in many ways my
021privilege to do both those things. I couldn't rep I wouldn't know exactly what the community wants for that. But I I I feel like when I have conversations, like I was just at my son's track meet, I feel like what I hear is that other there are more people that feel like that um and that feel like there's work to be done there even though that's probably like multi-deade work and and you know just one I'm one piece but like the thing that has me standing here is I would love to be a part of having that conversation. Um and and and and even if I didn't get this seat, I would I I would love to know those conversations were having were happening and I would try to find a way, you know what
022I mean? Like above all the other issues, important issues. >> Thank you. Okay. Uh, please identify a recent board decision that you felt strongly about about and describe how you would balance community concerns, student needs, state and federal law, staff considerations, and your personal value and beliefs to determine how to vote on an issue. >> This is a big one. Um I can't I I like I said I I I dove in but I can't I can't recall I definitely wasn't on your Zoom meetings you know like so like full personal disclosure on that. Um, I can speak about well I won't bog down in this a little bit but I'll just share that when I said at the beginning I've had a little bit of experience with the board like I know a little
023bit of how it works from this side from a community side and that was when I um uh was a volunteer um in the creation of a charter school in as I said Menesino County um and uh again without getting too into the weeds I was you know I saw we were advocating to add additional grades to that charter school and we did not have the attendance data or the um testing data that the that board felt comfortable with at that point. Um and so we made our presentation and we you know we made our case. Lots of parents came. Um it was really emotional and the board wound up um voting against it saying we will we'll we will we're willing to reassess in six years or it was a long period right um
024and the reason I'm mentioning that is not just because it's really my only experience. It's just that what I was thinking about for this is I that was a very emotional experience for me because I was just a parent and a community member. Like I wanted that school I wanted that to be a yes emotionally because I had a child that I felt was being served at that school and I was really worried about what would happen if when we if we had to move all these things right so and the reason I mentioned that is because I see in this question is like if if I were in this seat how would all of these other things be balanced and it's like one of the things that just learning learning this little period of
025learning has taught me is like I don't know how you guys exactly balance all those things but it does give me a respect for that when I think when the emotion has died down so many years later on that and I think about that board and how pissed I was you know um I I if I take that lens I'm like oh they were balancing all sorts of things including finaniary things that I have still have no clue right and so I guess it does inspire in me a kind of a respect and so to wrap up and fully answer the question I would need a lot of education and um a little bit of stewardship um in terms of how these all of these things would would be balanced. Like I would need a
026willingness to educate myself. I would need to um you know find a way to put myself with you guys in conversation with the community because otherwise how else is the heart of the I'm imagining that would be the heart of the decision. I don't know. I I kind of have to project myself into your shoes. Um, as well as uh all these other things for which I would require honestly education, time and a willingness to sort of muck in. >> Thank you. Thank you. [clears throat] >> Sorry, let me just Okay. uh what would be your guiding principle in making decisions as a governing board member kind of uh the risk of belaboring myself. I think that it would be those twin pieces of sort of educating myself. So looking at data and and and
027listening to the community. Um, yeah. And I, um, I'm not sure. I'm thinking I might cover this in a different question, but I I I will at some point or I would like to share with you that I do have experience representing a community again in that context I was sort of explaining. Um, so actually I'll just share it really quickly here and then if it bumps up again, I'll just refer to it and [laughter] you guys can move me along. Um, so one of the ways I've been able to serve, um, when I was still, um, we were still in the Menescino um, school district was, um, I served as part of the community engagement initiative, which by the way would be wonderful for our school. But basically, to be very brief, the community
028engagement initiative is run through um, California. It's a grant any school district can apply for. And then you put together a team which essentially is meant to represent the community and a little more diversity than you might get at say whoever is privileged to come to a board meeting. So you're looking for business owners, parents of course are going to be there, students are going to be there. Um and then you're just looking for like this was Hopland. So we had like um a sheep farmer um and we had um we had a tribal elder from you know so and then you have administrators. the principal would be there and the teachers would be there. So if you think about it, you just kind of have everybody and it's a multi-year process where basically you
029get training, education, a small stipad and traveling to um online. We meet for online meetings and you get training and then you travel to conventions and the whole purpose of it and the thing that I think might be useful for me to be with you guys it was all around the first SLO or not it wasn't a student learning outcome but the first um whatever school learning outcome was um teaching schools to have difficult conversations that was like we spent like half a year on that on like how do how can how can schools have difficult conversations because what I have seen just privately and what I saw um you know in through that training is like when difficult stuff happens it's always going to be difficult but there's always a big chunk of the
030community that is not going to show up for that for a variety of reasons lots of times cuz they're scared they don't feel smart enough they don't have time they're working multiple jobs and then in my experience there's always some real squeaky wheels who have to be heard too of course but who can really monopolize and take the air out of things. And so such a big part of this training and things that I learned was I think might help because it was really about how can schools get creative to hear from the community. Like if if all if all you're ever offering is just the one meeting where you're going through the school data and nobody's ever showing up for that meeting because you're calling it by an acronym and most people don't even
031know what that acronym is and might not even see that email. Then a school ought to realize there's a diff ask that like what what would work for the community to present that data. It you know it might always be a sparse you know a group of people that come out but that training for me was so it was just so generative. It was like and as part of that you know I was able to serve in different capacities. So, um I guess I would say that Oh my gosh. Will you guys remind me of the question? I'll wrap back around to it. Which one were we on? >> Hey, uh I think you're answering it properly, but it's just guiding principles and making >> Oh, okay. I will I'll I'll I'll land the plane.
032Okay. [laughter] I um so what I wanted to say is that my guiding principle would definitely be education listening to the community and what I was trying to say was just that I do think I've been privileged to get some training um in terms of you know ideas for and um best pedagogy around engaging with a community and and yeah and I think being fearless around um you know trying to think of a different way if the way you've been doing it is not working. >> Thank you. >> Um, number nine, how can a board know if its goals are being accomplished and its policies carried out? >> So, I I think there's a variety. I would imagine there's a variety of ways. Um, I'm sure you're looking at the data and I'm definitely going
033to say the data because although that is understandably like a multi-pronged um larger thing to say, right? Because principles and you know administration, all of that stuff I understand is a huge piece of that. But I'm sure I'm going to imagine you're looking at the data and then it would be my thought that that there are different ways you can solicit feedback from community members. For example, as part of this training that I underwent, we literally made a sur a paper survey. First, we tried an online survey, got very little engagement, and then we made a paper survey and we passed them out at school drop off and pickup and we got 38%. Which doesn't sound like a lot, but was much much more than what we were getting. Um, and that was a satisfaction
034survey at the end of a school year, right, where we it was anonymous and we said, "You can, you know, you can hand this to anybody. You can bring it back. Don't bring it back if you don't want to bring it back." So, I think there are there I'm going to imagine there are a variety of ways you we could solicit information from the community. Um, but it would be those two things like looking at the data, look how students are doing in a variety of ways. I would hope socially and also um educationally. and then soliciting feedback from the community. Okay. And our last question, what questions do you have for us to help you to prepare to take on this commitment if chosen? I I was I was curious about the So, I
035understand that you're um you're representing the community and I was curious about in terms of the data and how you guys are making decisions. Um like how do you listen to teachers? Do teachers do the does the teacher feedback come by way of the principal unless they come to a meeting or you know how you have your student um representative and then any community member can come here. Do do is are teachers part of it or are they are they sub are they part of you know represented by the principal like when you're when you're considering curriculum for example or you know something that touches teachers obviously not buying a new van [laughter] um you know >> which is so curriculum wise we do we generally have the teachers are involved um at depending on
036which site like right now we're working on uh math curriculum from TK through 8th grade. So, we've got the two white Jefferson and Washington teachers working together to do that um and pilot and stuff like that. So, they choose basically what they will they're going to want and then the board ultimately decides um but as far as like input goes like you're talking about from community members as far as if teachers want to say it this is pretty much the forum where they would come to. Correct. >> And as you know most of our st all of our most of our staff is are also in unions right? So you have a teacher union. Yes. >> You have a classified staff union. So there are channels within that also that they do. So but >>
037the board acts as a as an as a group not as individuals. Right? So it's this is really the only place to give input to the board even though we do have coffee chats that they go to but this is the governing board meeting because any decision has to come from all five. Right. Go ahead. And so, um, >> it's basically the meetings people have to come to in order to do that because we're doing the public's business. So, it has to be in a public meeting. >> I see. >> So, there are and we'll learn that. We'll learn that as far as that goes. We'll be able to that. >> Um, but there are a lot of parameters around when you can make decisions and things like that, too. >> But down for the
038level you're talking about, like with curriculum, u things that happen at the sites, a lot of those discussions happen at the sites and then the administrator brings it to the board to approve. Uh and you'll see a little bit of that tonight represents that like we're going to talk about closing the [clears throat] campus at [snorts] Jefferson. So you'll see that where we've we've got input, we're working with everybody, but the board ultimately decides the direction if we want to go there or not. And then we start having those conversations uh for the community and things like that after the board's decided. >> And is that the same with like facilities like the data is collected or whatever by the principal and then it's >> facilities a little different because we have a facilities director
039person but similarly but we do have subcommittees that >> Right. Correct. like we have our measure H, we have the LCAP budget committee. So there's other committees that the board are also on, not just we don't come to one meeting a month. Like I was in the SAR meeting this morning from 8:30 to noon. >> Um so there's other committees that were on that we the LCAP budget committee that has staff, community members, people are welcome. That doesn't necessarily mean people show up, but they are everybody's always welcome to come to the meeting >> and decisions are made here. >> Yes. that I do get. I was sort of curious just about >> representation thing. So, we have different meetings where everybody's represented at those meetings in the conversations that you're talking about, but this
040is the decision-m >> arena. And I >> and I probably can speak for all of us, but someone can chime in if not. Um, there are also a lot of instances when not only do we have like the TAC report, so us hearing monthly. I would love to hear more awesome stuff too going on at schools and what's going on from teacher perspectives, but a lot of us get emailed individually um or as whole groups. Now, typically speaking, if it is an issue, the board president normally is the one to at least give a response. you are more than welcome to individually respond. Um you will find this summer Friday Night Live um there are a lot of moments where hopefully people because I know I get approached a ton um individually just concerns, thoughts,
041comments, questions. So with us being such a small kind of interwoven community which is really phenomenal but just understand you will talk to everyone everywhere just to give a heads up. Um, you do get a lot of individual feedback as well. Yeah. >> Which is really great. >> That makes a lot of sense. Yeah. I, um, I'm sure you guys saw my letter, but I didn't grow up here, but my mom has, you know, taught school at Jefferson for 30 years. So, in the '9s, I was like running around, you know, in the summer and helping her. And, um, we've been here 10 years now. And, and I I feel like that does that makes a lot of sense because, you know, my other experience was in such a bigger district. I mean, I'm sure,
042you know, I'm sure the people knew each other there as well. But that example of Friday Night Live like I could see that happening certainly. >> The grocery store, sporting events, all >> Yeah, that's pretty awesome. >> Yeah. Yeah. No, I think that's awesome. That's like community data, right? Um, yeah, that was my question. I just I just wasn't sure how that came in or if it came in. So, that answers it. Thank you very much. Thank you. Yeah. Well, um, like we said, all the awkwardness is gone, so we're done deliberating. You're it. We're going to, um, >> make a motion. >> Welcome. >> I guess make a motion. >> And I want to make sure Oh, okay. Oops. >> Motion. >> Well, hold on though. There's a little few housekeeping items. So, >>
043okay. >> Does anybody Is anybody related to Andrea? >> No. You all say resentless [laughter] >> because the only you can't have relations on the same board. >> So I'm assuming that's not the case. >> No. >> Friends is different. That's totally different, but there has to be some sort of uh communication there. So okay, we can check that box off. We again the assumption is you have to live within the district. >> Yeah. >> And um you are able to hold an office obviously. >> Yes. >> Otherwise she wouldn't be here. So, but we do have to make um a motion and vote on it as well. >> Okay. Um I'll make a motion to approve a point. Sorry. Um Andrea Kellogg, it's Shriner. It's Andrea Shriner Kellogg. I think it got inverted on
044the agenda. So, just to make a little note. >> Yeah, perfect. So, Andrea Shriner Kellogg. >> Perfect. Um as our appointed board trustee. >> I'll second. >> Okay. We have a motion by trustee Kindle Ort and a second by Trustee Ogamian. Preferential is not here. All those in favor? >> Opposed. >> And no one is absent. >> Y. >> Thank you. We have to do your oath of office. >> Now we will move on to the oath of office. >> She's got to stay. >> Yeah. I'll throw it out. >> Okay. >> But you got to do it at the >> microphone here. >> She's just going to repeat after you. >> Yeah. >> She's going to have you have to have raise your right hand. >> Is this okay right here? Okay. So, you
045will repeat after me. You have to raise your right hand. Oh, stand and raise your right hand. [laughter] >> Okay. Um, repeat after me. I state your name. Do solemnly swear >> I, Andrea Shriner Kellogg, do solemnly swear >> or affirm that I will support and defend >> or affirm that I will support or defend >> the Constitution of the United States of California. >> Constitution of the of the United States of California. the >> the constit Oh, the Constitution of the United States and the Constitution of the State. >> State of California. [laughter] >> Told you I don't have my glasses on. >> It's all good. Um, >> against all enemies, foreign and domestic, >> against all enemies, foreign and domestic, >> that I will bear true faith and allegiance >> that I will
046bear true faith and allegiance >> to the Constitution of the United States >> and the Constitution of the United of the State of California >> and the Constitution of the State of California >> that I take this obligation freely >> without any mental reservation or purpose. without any mental reservation or purpose >> of evasion >> and that I will well and faithfully >> discharge the duties upon which I am about to enter >> discharge the duties upon which I'm about to enter >> thanks guys that was a little rough >> it's okay >> you didn't order [laughter] >> and you didn't order that >> well thanks for having me it's a bit of an arranged marriage but I promise promise I'll work hard. >> Do you want us to call you um Trusty Kellogg Shriner
047or just Trusty Kellogg? >> Trusty Kellogg. >> Okay. >> I mean I meant Shriner Kellogg or just Trusty Kelloggusty. >> Trusty Kelloggy Kellogg is totally fine. Thank you. >> Okay. So [clears throat] with that, can I get a motion to adjourn this meeting? >> Yes. Move to adjourn. I'll second a motion by trustee Garrison to adjourn the meeting at 4:38 p.m. and a mot a second by trustee Candelary or preferential not here. All in favor? I >> I opposed