001Good evening everyone. It is 5:30. I will go ahead and uh call this meeting to order. We do have uh both trustees Patty and Sandra missing, but we do have a quorum. Welcome. This meeting is being webcast live and recorded. The recording and webcast may capture images and sounds of those attending the meetings. Could I please have everyone stand for the pledge of allegiance? I of the stands one nation under God, indivisible with liberty and justice for all. >> Thank you everyone. >> Do I have a motion to adopt the board meeting's agenda for today? >> Motion to roll call. Sammy >> Valerie >> and I presentations math core group presentations superintendent assistant superintendent Vargas and math team welcome >> yes good evening board presidentos members of the board just want to welcome our team
002as they're coming up so uh you guys come over yeah so they I'm just going to open it up they're going to be the really the ones who are leading this work um and so first off I want to just say that um we've been doing this work for a here. We wanted to bring it to the board so you understand like what's been going on with B3 CCC and some of the updates I've given you or the the core math adoption work. And so th this is our core math adoption uh work group and they've been working hard and they're going to share their experience with you tonight. Um Dr. Vargas is going to give the experience from the P3 CCC group who we just met with uh the last two hours online with
003all the different districts there. And so it's a lot of great work happening, but we always want to bring the teacher voice into it and our site leaders so you can kind of see where we're going as far as collaboration is concerned. So with that, um we're going to go ahead and get started and we can switch to the next slide and we have um we're ready to go. Yeah. >> Um, so just to ground this work, we're really focused around the board priority two, which is around the high expectations for quality instruction. And so we're really been thinking about what does that look like in math. Next slide. So we know throughout kind of the historical context of the district, there have been some really amazing pockets of excellence. There have been some amazing
004practices happening, you know, preschool through 12th grade. So, we want to build off of that work, right? Um, and we've seen this graphic before, all of the arrows in a different direction to all of the arrows going in the same direction. So, we really want to think about what are those best practices that we've seen in these different areas and think about how we can scale that across the district as it relates to math. And we know that's a need because as you can see um our outcomes in math as a district have not really demonstrated the what our students are capable of. Next slide. So this is the slide about the why. Why is this work important? Now um so a couple of like contextual things for you all. The state did just adopt
005a new California math framework and that's kind of a guiding document from the Department of Education that tells us how we should be thinking about what math instruction looks like in our classrooms. And so they made a lot of updates to uh thinking about how our students are more deeply engaging with math. So, it's not just the ability to follow an equation and get a correct answer, but there's a lot more modeling. There's a lot more big ideas. There's a lot more um connecting to real world context. And so, that does mean that we should be thinking about how we're shifting instruction in the classroom to to follow that guidance. The second piece is definitely our outcomes. You saw that on the previous slide, right? And we know from kind of informal conversations with our
006students that math isn't always their favorite subject. Um, and we want to change that. We want kids to be really excited and engaged with math. And so part of that is making them really active participants in their math class. And then of course the last piece again is that grounding focus and board priority too. and really making sure that every child in Corkran has access to an excellent schooling experience, especially in math. Next slide. So, we're we shared a lot of the why today. No, I'm just I handed it over to you. That was the why. We're going to share the what and the how. Um, and so to kick that off, we have two of our amazing teachers who will introduce themselves and share some of their experiences in this work so far. I
007probably don't need that. I'm sorry. I'm loud enough. Anyway, um so I'm Judy Fo and I teach third grade at Johncy Fremont and I want to talk about our um so um the past when we look at that how adoptions used to be originally it was each site would decide what their what they wanted their curriculum to be. So K1 had a different um curriculum. Um our two three or four five we all had different curriculums. Then they're like let's get together and try to unify which sounded great in theory but when we had literally no voice and no choice. We would have data to show but it didn't matter. Um a principal would make the choice for us and it wouldn't usually be like the younger grades would have a voice. It would be
008like the older um sites that had the older students. They're the ones who would get to choose, oh, you know, this is what we're deciding for the whole district. And um it just nobody felt like they had any voice in it, any choices. We were just giving it here. This is what you're teaching. And we would make it work, but it's very different. Which leads me to I'm Chen Garcia. Um I am a fourth grade teacher at Mark Queen and I'm going to talk about what we're doing presently. So what we're doing differently this time around is the decisions are being made as a team focused on the end users. So the teachers and the students. Um, we are also using data, a lot of data to drive our decisions as to what exactly a
009curriculum needs to have now and what research and best practices are for math going forward. Um also it is the ownership is going to be completely shared across the roles of the different teams that we do have so that teachers do feel like they have a voice now in what we are going to be teaching. >> Great. So they're forecasting a little bit about the math adoption process but we did want to clarify that there are two work streams happening this year as it relates to math. the P3CC and for the life of me I can't remember what that stands for right now um but it's really focused on our early um our earliest group of learners and so that's focusing on creating coherence in the instructional practices the progress monitoring all of those things
010for our prek to third grade students and so we've been really doing a lot of shared learning experiences this year um that's focused around the mathematical practices which you'll find in the California framework to help us think about how we're shifting some of our practices to better align to those ideas. And this is a representative group. It includes district representatives. It has our two principles. We have some instructional coaches and we have teachers um across elementary sites. And we've even added our friends from the core program as well. When they're able, they join us as well for some of that shared learning experience. The second work stream is this group here. Um they've been working on the specifically the math adoption, but we know that this work is going to overlap with a lot of
011what we've been talking about in preK3. And so we wanted to make sure that we had opportunities for both teams to collaborate even though one's maybe focused on early elementary and one's focused on math adoption. It's really about living out that vision as a district of what math looks like for all of us in grade. >> I don't know how how how to keep my voice for this. Um but hello, I'm Stephanie Gomez. I am a um math teach high school. Um so as Dr. Vargas mentioned, there are two teams engaged in this work. Um the CM um CM C team created a vision for math instruction. uh and then it was later enhanced with the help of the P3CCT. Um the original vision stated that at at Cork and Joint Unified School District, students
012are actively engaged and persevered through rigorous math tasks using effective tools and strategies that foster collaboration and mathematical discourse in a student centered teacher facilitated environment. >> Hello, I'm Bryson Arnold. I'm a math teacher at John Middle School. Uh we combined the mission vision statement for at Corkin Joint Unified School District. We believe all students will graduate as empowered, confident, and perseverant mathematical thinkers and problem solvers as a result of having equitable access to student center joyous learning through partnership with our community. Yeah, I was just going to say that having a clear math vision is important because it creates consistency and direction across the district. It will help ensure that the decisions we make are aligned with the math um we want students to experience in a day-to-day basis in their math classes. Yeah.
013So, the vision that you just heard is the what. We heard we saw the why and the what. And so, now we're going to talk a little bit about the how. First, I'm going to share a little bit about the work that the P3CC team has done this year to really live out this vision. P3CC is a three-year partnership. So, we're just onethird of the way in, and we have a lot more work to continue doing. Um, so, as they just shared, the two teams came together, we came up with this vision statement, and the way that that's been interpreted um with our P3CC team is through two uh structures. Can you click for me, please, James? um through our PLC's which are our professional learning communities where our teachers meet every Wednesday to collaborate
014and plan and talk about student learning. We've leveraged this structure to provide some professional learning for all of our elementary. So we did some work around understanding the standards and how they progress from preK all the way up to fifth grade. And we started to introduce this idea of open tasks, which um is a different way of having kids collaborate and think about their learning. Um if you're ever around, we would love to show you some counting collections. It's pretty cool to see like our TKers like make some really make sense of really complicated problems because they are starting to be kind of trained in this language and this thinking about their thinking >> and preschool. Um the other place that we've seen this really take off is in the classroom. So all of the
015teachers who are participants in this uh program they've been actively trying these different uh learnings that they've been encountering. So regularly they are doing counting collections and and more problem solving opportunities and getting kids in general to talk about math instruction. And they've gotten so excited about it that they couldn't contain it to their classrooms. So they are already spreading it across the campuses. So we spread it to Mark Twain, we spread it throughout Fremont, we spread it throughout Bret Hart. So really at this point I would say probably 75% of our classrooms have had access to this learning even though originally the intent was only like the people in in the program which was you know like our six teachers. So that's pretty exciting. Next slide. Um so our last meeting we took some
016to some time to think about what has been the impact even this early on that this kind of learning has done for our system both for our students and for our educators and these are the five big themes that emerge. We are already starting to see students have a shift towards agency and autonomy being able to choose um the ways in which they solve problems. uh for our educators, it's really been a great push and a lot of risk- takingaking and stepping outside of their comfort zone and trying new things and and seeing the positive results that come from that. We've also seen uh a very measurable impact on engagement and achievement. We've seen some early results that are showing our benchmarks are um in math are increasing the number of students who are proficient.
017But more importantly, we see kids who are really excited about math. They clap when it's time to do math at some of our classrooms at Bret Hart because the learning is so much more fun. They get to use manipulatives and they get to talk to their friends about math. Um, and lastly, I think this just points to the work of the two groups is this idea around systems coherence, right? We are a unified school district and so we are truly having conversations that are prek12 to really think about how these kids are going to continue to grow with us within the district. So lastly on the next slide is just talking about where this work is going for next year and it leads really nicely into the adoption work. Um, we're going to be focusing
018on assessments for learning and thinking about how we can create um, assessments in our system that allow students to show their thinking. A big piece, as I mentioned, is teaching our teachers to be critical consumers of curriculum. We want them to have the tools that when the math team hands them a couple of different examples of possible curriculums that they have the tools to interact and say, "Hey, this is a great one. it's really aligned to our standards or maybe this one is not completely aligned. So we want to build the capacity of all of our teachers in the system so that again they can be informed um participants in this process. You can keep clicking through. Um so these are just some of the things that we've already done. And lastly, one more click
019again is just summarizing where we want to go next year. And of course, it starts with the what that math vision. That's our anchor and all of the work that both teams are doing are going to be building off of that. So, I will hand it back over to you guys to talk more about adoption. Hi, I'm Monica Pedoy. I'm one of the learning directors at the high school, former high school math teacher also. Um, so Dr. Vargas did talk about the 2023 math framework. Um and specifically they have a chapter that talks about um adopting high quality instructional materials. Um and really the framework is the what and why of modern math instruction whereas the blueprint that you guys see is the how specifically for our district. So on the very bottom the non-negotiables
020uh those guarantee that every classroom has a rigorous standards aligned foundation. So every student is getting at level math instruction um with the necessary interventions provided for students who are struggling in math instruction plus extensions. So students get challenged to um deepen their understanding as well. Um the middle part the instructional design will ensure that our math vision isn't just a poster on the wall but it is lived in every classroom. Um and that's because the materials are going to provide the specific language routines necessary to support our students ensuring highle math discourse is happening regardless of um the starting point for our students. Um and then lastly the top accessibility and integration. We want to make sure our materials um have a seamless integration with our current system. So making sure that uh uh
021they can integrate with for example Clever or Google Classroom that we use to ensure that um it saves instructional time and um streamline the learning experience for teachers and students. And then based on our smarter balance data um we were able to notice that um we needed to support our multilingual learners and our students with disabilities. Um so we ensure that uh we want to ensure that it uh the curriculum the materials have embedded non-addom supports for those group of students to guarantee that high quality math instruction is accessible to every student every day. >> Hello. You might be seeing de zero at the beginning and wondering what that entails. The way I relate year zero is taking an AP class and how during the summer you had to do extra work or look into
022the prerequisites before going into the class. Year zero starts with that. So you're planning and working with a team developing an understanding of the math framework as well as what is highquality instructional math and how to adapt that and then establish the district math and vision statement as well as the parameters. So what are our students needing the most? and what do we think will f will be best for our students and then create a collaborative adoption action plan which goes into phase one which is analyzing student data and then looking at high quality mathematical instruction as well as the materials so like as mentioned so we're not just giving our teachers a set to figure out on their own as well as uh coming up with a team for field testing they might All
023right. And then once we start um to move into phase two in the next spring, uh teachers will begin to field test curriculum materials in the classroom. That way we can gain meaning meaningful um feedback on what best supports student learning and engagement. This will allow um our decisions to be grounded in actual experiences and teach. Uh phase three is solely on the implementation. Uh once materials are selected, we will seek uh professional learning and online or sorry and ongoing support to ensure consistency and high quality math instruction across all grade level. So going back to the two teams that are in these decision making processes. So we have an adoption team and we have a partnership team. So, the adoption team is going to be not just us, but we are also going to
024bring in um some more teachers from every grade level, including instructional coaches, SDC teachers, EL teachers um from kindergarten, preK, TK, all the way up to 12th grade. Um and then we are going to look at all of this data and we are going to narrow it down to four different curriculums. We are then going to present these curriculums to the teachers who will then narrow it down even further to two curriculums. Um we'll use all of this input from all stakeholders like the teachers and the students to then choose the brand new curriculum that we will have going forward. The partnership is um the teachers and the site leaders and the admin who will help us narrow down those to those two choices and we'll be the ones who will be field testing the
025curriculums um and giving input using different survey type things. >> Then we move to the decision making process. Um first it will be based off teacher input surveys and field testing data and we will do a 50 plus one vote which is there are actually 13 people that will be on the our whole group and so we would need a vote of eight. Um, if we don't get that vote of eight, we're going to proceed to round two, which that will mean we will take a closer look at reviewing the data and we'll be doing like a fist of a fist of five to see, you know, the importance of how issues fall or what we think different parts of the curriculum will fall within and how important that is to us, to the teachers,
026to the group. Then we'll make that decision. We'll do another vote again and try to get a 50 plus one vote. If that still doesn't pass, then it would go to round three and we would have our um cabinet make the final decision. So, as Dr. Vargas said, um our immediate next steps will be to roll out our unified math vision um districtwide. Um, we want to provide a district-wide PD on formative assessment. Um, emphasizing open tasks to show student thinking and um, maintaining open two-way feedback channels. Um, we really want to make sure that we focus on transparency throughout the whole math adoption process so that stakeholders can review um, materials, access questions, and share feedback. Um, Chené actually was um, awesome and she uh, led creating our um, math adoption hub. So it's
027a online platform on a Padlet. It has all different um articles that we have read and used. Um any resources that we have um and then it has questions for each level. So second, third grade, they have a section where they can put questions, comments or concerns. And there's one dedicated to every um different site. So they can input that. And so sharing that with uh our the district, all staff so that they have a voice and it is open throughout any questions or comments that you guys have, we are happy to answer. >> Yeah, I just want to close it up by thanking our team here. Um they're amazing group as well as the other team and some are here in the audience too like um Principal Ree and Dr. Suentes and um you
028know they're all working together and so when you hear about us the reason why we want to bring this is two two reasons. one is so you can understand how the process was in the past where when we've sat down and broken bread together at some of the trains we're at uh and you guys correct me if I'm wrong it was like it was kind of just given to us that's what was happened and so now we're creating a a process not just for math adoption but for any where that becomes now the the way of doing things the second thing uh I do want to mention in the work today the teachers were saying very similar to what our team here is saying is we want this to be uniform and we want it
029to be we want there to be accountability. And so remember you guys have always asked for accountability. Well, they know that accountability is through clarity. We're clear about what it is and then that they're mutually holding each other accountable. And then when there's not, there's supports that are put in place, right? So just like our students, right? Our students will get things wrong at times, but we provide the supports in place so we can make sure that it happens. And so that's that's what they've been building those systems. So what you see in the work today is really the work of this group as well as the other that have come together to build that. So I'm super proud of them. I know we're super proud of them as a group and we look forward
030to this next year is going to be the year of the adoption process and in late spring this group along with the others will come back to you and you'll know that all that has taken place and that one material that they're bringing forward is because they've done all that work beforehand. So it's not just done by one person or a couple people. Okay. So again, thank you so much. You guys are amazing. Um definitely um thank you for all the work that you guys have been doing. >> I I want to make sure to um there's a lot of information here. So I wish I knew more to be able to ask more questions, but it's primary uh preliminary. So I'm really happy to know that you got so much drive to work on
031something with such a big detail. So, thank you much for that and I look forward to hearing more about that and then also hearing more about what they're doing in the other um other you know signins and English and everything else too. It's important that we know what's happening in the school especially for someone that has kids in this district too. I want to be able to understand when they come home and they say look at this new thing I'm doing you know. So thank you much for that. Okay, we go ahead and move on to middle uh and high school report. First, we have John and Jamie. >> Good evening, board members, district administrators, parents, and community members. My name is Jay Valdez, and I'm this year's JMS ASB vice president. Tonight, Id like
032to share some great things that are happening on campus. To begin, the G stu the students at GMS have officially finished state testing in science, ELA, and math. The students are excited to receive their scores later this summer that will show how much they've grown in academics this year. Mr. Hawkson and the James Jr. Lesbian troops will be presenting their play Beauty and the Beast bed and breakfast on May 28th and 29th. would like for you would love for you to come and see one of their performances. Mr. Gina is preparing for the upcoming spring concert where a combination of the Mark Twain JMS and CHA CHS bands will show off their stuff. This year's performance on is on May 19th at the CHS auditorium and you're all invited to attend. The JMS track ended
033its season on a high note. The girls team took second place at the SAL championships and for the first time ever, the boys team won the SAL championships by coming from behind in the last event of Bini. And then to close out the season, four Wildcats won indivisional valley championships at the Lamore High School. Next week on Thursday, May 21st, JMS will host its student showcase where current and future students and parents can come visit campus to see all of the great things going on in academics and co-curricular activities. Thank you so much for the opportunity to share just some of the wonderful things going on at our school. Thank you. >> Thank you, >> Jason. It's just two today, right? >> Yeah. Sorry. I'm going to be reading for two today. So, please bear
034with me if there's a lot. Okay. Good evening, school board members, district cabinet, and my fellow community members. As we approach graduation season at Corkran High School, our seniors participated in several memorable events today. This morning, the senior class gathered at the stadium at 8:30 to take their senior panoramic photo, making an exciting milestone as they prepare for our graduation. Earlier today, selected students were recognized during our senior awards ceremony for their academic achievements and scholarship accomplishments. This year was a record-breaking year for scholarship awards with over $1 million um donated to Corporate High School. To be exact, our students earned an incredible 1,27,746 in scholarships. We are extremely proud of the hard work and dedication demonstrated by the class of 2026. In the afternoon, we also celebrated our third annual college signing ceremony. This
035year, we had 27 participants and each student was recognized for the university they will be attending this fall. It was a wonderful opportunity to celebrate our students future plans and accomplishments. We would also like to share a few club and activity updates. FFA will be hosting their farm fair day this Sunday at the act farm and our drama club had a very successful showing during their theater production last Friday. Our band program will be partnering with Mark Twain and John Mir for a musical spring concert taking place next week. Additionally, our Skills USA club had 16 students compete at the state level competition where two students earned a bronze medal, Kimberly Walker and Brooklyn Rogers. We would also like to recognize our classmate Luke Garcia for receiving student ambassador scholarship from Valley RO for health
036science. Our health occupations program has also partnered with the blood with a blood donor to host a mobile blood drive on May 26th from 3:30 to 6:30 in the TLC parking lot. Corkran High School athletics continued to have a successful spring season. Our baseball team won the league championship with a 7 to1 league record and is headed to the playoffs this Friday. Softball has also advanced to the playoffs and will compete on Friday after finishing the season with an impressive 16-9 record. Track and field athletics will compete in a divisional championships this Friday with many CHS athletes qualifying to participate. Our swim team wrapped up its season last week and we are proud to share that five swimmers qualified for the Valley Championships. Additionally, our set team competed with their first their very first season
037with a victory against Riverdale, making an exciting accomplishment for the program. And this Saturday, our junior class will be hosting the Corkran High School prom at the beautiful Knuckles Ranch in Porterville. Students have worked hard to prepare for this special event, which will provide our students with an opportunity to celebrate, make memories, and enjoy an exciting evening together in a great atmosphere. We're looking forward to a fun and successful event for all who attend. >> Any questions? Thank you very much. >> Congratulations. >> Hey, superintendent report. >> Yes. Good evening, board president Cisneros, members of the board, committee, and staff that are here. Uh just really quick, I wanted to just update on a couple things. One is uh we have a resource fair that's happening tomorrow. I want to thank Miss Mendoza, uh, Miss
038Anthion and the team that, uh, put that together for our families. So, this will be for five to six TLC. I think it's important. Um, Kings Lake had the building put in place uh, two days ago, right? And it was a pretty uh, amazing thing to see. So, that that was super important. So, you know, we we got that in place and the staff was like, "It's finally here. It's almost here." I think it's been like 3 years in the making. So, uh, so they're they're excited about that. Um we did have a great partnership with the city on two different things. one we had um the kel recycle come through and we met with that group and it was a group to come in and see how we're doing and then make recommendations for
039what we need to change those basically again our at home when we have that the three trash cans the blue the green the black right for the different ways we separate it's how are we doing that at our schools so we know that we have some room to grow um we do do some things on the back end where like the we're using the big dumpsters but not on the front end where they called it the like we say the end user students being able to separate the trash. So, we're going to be working on that and implementing that in the fall. So, um and then we had also some of our team go and do the walk survey as well um to kind of see how how things are going with the various improvements
040that the city has made overall. So, that was great. So, you know, just thank again the city for um that partnership and collaboration. We know that's getting hot. Um thankfully that there was a breeze that cooled us down. But we will have a um announcement going out in the corporate journal as well as um we're just letting families know through parent square and other means uh just to you know some precautions around the heat and we'll take the same precautions. Same thing as last year we'll plan for graduation if we know it's going to be hot we'll do the the shift in the time provide the waters etc that we've done in the past. So know that those are at the forefront of our mind. Um the last thing I'll want to say is that
041um two things. One is the board policies that we've been working with um that the board has recommended we look at which is the use of facilities. Um we have the team working on it right now and we'll be bringing you guys an update on that. Um the goal is to get a revised policy to you for a first read in June and then you would give feedback and then we'd come back in August and and do the final. Okay. Um the other one is a cell phone policy. So we have by law we have to have a cell phone policy in place. Um but we want to do it just like you saw tonight with the math adoption team not isolation. So tomorrow we have students from John Mir as well as the high
042school um some staff that are going to get together and we're going to design that together. So then it's really uh you know inclusive process. And the last one uh speaking about inclus inclusiveness and I don't know they'll speak tonight themselves but the unions. So we met with both union presidents yesterday, our second meeting, we call it collaboration meetings and it was very productive, very beneficial. We created norms and we all agreed upon them and um one of the things we we do know and and they express themselves is that they do see a change in the inclusion of our our staff's voice in the work that we're doing. So they're very appreciative of that. Do we have some work to do? Yes. You know, we definitely do, but we're in that way and it's
043something that hadn't been done ever. So um you know again just going back to those board polities priority one of being inclusive that's what we're trying to do. So with that um I yield my time board of trustees any points. >> So we go on to Cork and Faculty Association. No. >> How about California School Employees Association? No. Good. So, at this time, I will um remind everyone of the procedures of public participation during the public comment. Members of the public may address the board on any agenda item or topic within the jurisdiction. Each speaker is limited to 5 minutes with a total of 20 per item. The board president may adjust time limits as needed to ensure all voices are heard. Non-English speakers using translators will be given additional time. Speaker request forms are
044available at the entrance and should be submitted to Miss Gonzalez prior to the public comment. If a concern is raised about an employee, the appropriate complaint process will be shared. Complaints must be must be submitted in writing to the district office and will review promptly and fairly. Certain certain complaints such as those involving child abuse and lawful discrimination follow specific legal protocols. Please note that the materials provided to the board is subject to public records laws. Retaliations against complaintants is prohibited. We ask that everyone remains respectful and disrespectful behavior will not be tolerated any result and removal from the meeting. Thank you. We do have one um public comment, Miss Valerie Durant. Good evening board members. My name is Valerie and I am a parent of a child that goes to John Mayir Middle School.
045I am here to discuss the safety of my child and what is not being done to ensure the safety of my child. As a parent, I am entrusting the administrators of John Mir to follow procedures and protocols to keep every student safe on their campus. Last year, students poured rotten milk on my son, humiliating him and having him wonder why it is happening to him. I taught my son to speak up and tell admin when something is happening. So, he did just that. He stayed in school with the smell of rotten milk on him and the embarrassment all day as he did not want to miss school. When I was contacted, I wanted to ensure it would be dealt with. But instead, I was told since it was the end of the school year, there
046was nothing that can be done and to contact Corkin Police Department. So, I did just that where they took an incident report and pictures of my child with the milk on him still. I advised counselors that the bullying has emotionally affected my son who stated he wanted to end his own life. Me and my family had to rebuild his confidence and help him with his education as a lack of support from the school on his education affected him as well. We thought we were finally on a path to success with his safety only to find out now that we are at the end of the school year that my son has endured assault, humiliation, his life threatened, and fear of his life and his family's life. Yesterday, I had to leave my place of employment
047to find out what was going on as admin at John Mir seen two students attempting to go up to my child, not knowing that these two students are the same two students that my son had several encounters of threat and harassment with. After hearing my child state that his life was threatened, the principal's immediate response was to place my child on independent study for his safety, while the students who threaten my child are allowed to stay on campus to continue their education. Meanwhile, my child, the victim, is robbed of his learning and any fun activities that take place the last few weeks of school. The district talks about see something, say something, safe environment, and even sends out surveys to parents wanting to know about the safety of the children for what. This is continuous
048and unacceptable for admin to allow the students that create the bullying, harassment, and fear to stay on campus joyfully while the victims have to leave to ensure their own safety as they fear for their life. These two students have had several encounters where they are bullying and instilling fear in other students. I know this because I have been told by my child and I know the families. Corkin Unified School District is in violation of the Education Code 48900 and the Individuals with Disabilities Education Act, also known as IDEA. You know, I used to praise Corker Unified School District as I used to work here and now I honestly resent it. My child's safety, mental health, and educational needs have gone unfaced by the admin. My son no longer feels safe, and I no longer trust
049John Mir, admins, or the district to keep my child safe. How do you think my child tries so hard and is such a quiet and sweet kid feels knowing that a decision was made for him to leave the school while the bullies get to stay? This has emotionally, mentally, and physically affected my son. By allowing these kids to stay and my child being forced to leave, Corkran Unified School District mission statement states, "We are relentless in creating a positive, safe, and stimulating environment for all to improve mind, character, and body." Now, tell me, when will you uphold your own mission statement? What actions will you take to ensure the safety of my child and all the children that are being relentlessly bullied? When will you stop blaming the victims and penalizing the victims and actually
050take action and make sure the bullies are being held accountable? Will it Will you guys finally take action when it's your kid, your student, your family member? >> Thank you so much, Mr. Bina. You can look into that. >> Yes, we'll look into it. Thank you. >> Action items. Consent agenda. Do I have a motion to approve the consent agenda? >> A motion to approve. >> A second. Roll call. Sammy. >> Hi. >> Valerie. >> I. >> And I business. Consider the approval of EZR routing student bus monitoring software. Mr. Roas will provide us with a quick report. >> Good evening everyone. So with easy routing software, we would like for you guys to approve it. It's a trans transportation software to modernize the paperwork based system like uh uh wrership data. It'll improve a
051field trip process as well. Um also positive we have had got some positive feedback from uh review from our district admin high school and German athletic directors. Uh also got some good feedback from our bus drivers. They're pretty excited if we were to move forward with this software. Uh it will be a three-year agreement. Uh if we do decide to move forward with it, and it's basically, like I said, it's just to track uh in town routes uh scanning students. We'll have a ticket. They will scan the ticket. It'll go into the system. And then they have to scan as they exit the bus. So if we ever need to uh find out if a student got off their proper stop, we can go in the system. any uh basically secretary will be able to
052go on the system and search for that student and it will pinpoint exactly a a location where the student was got off and gone off. So >> I I thought we already had that show for the >> No, not yet. We have a GPS system with the cameras but nothing that shows our our wrership like the student for example Johnny Scan Bret Hart and gets off of marking. We don't have any type of software like that. We'll we're using like a paper laminated uh ticket basically uh but nothing and uh that can we can go back and look okay the student got on and got off at this stop or pick up so that they can >> So is this a touchless program? So as the student walks by it just scans as long as
053it's in their backpacks or do they have to physically touch? >> Physically they'll there'll be a scanner at the entrance of the uh the steps of the bus. So physically they have to scan it and then the bus bus will have a like a tablet and it uh it'll indicate green light with their picture and name a C route for example. Uh if the student by accident goes on a route that doesn't pretend to him it'll flag them right there the driver red like this is not your route. At that point, if the student was convinced that their their route, the driver can make accommodations at the moment, say, "Okay, you you're a route or you're in C route right now. I can take you." It still take them. It will still record him and
054it'll show in our system which route he got on, whether it was his or not route, but we can still transport them. Yeah. So, it'll be long because we have to go back and for attendance and whatnot. So, yeah. >> Do I have a motion? Um, make a second. Roll call. Sammy. Hello. >> Valerie. And I resolutions. Con. Consider approval resolution number 1422 approving and authorizing contract for outdoor shade structure. Mr. Roas. >> Yes. So this resolution will be for the TK uh which you have been waiting for a long time. Uh it's a TK playground state structure. Uh it comes with the CMAS agreement. vendor is registered and has an approved agreement with the department of general services G uh GS uh to be a very reasonable and competitive. So because of this uh
055uh designation we are not uh able to uh purchase or use an agreement uh terms without a bid. So we we don't have to uh just because of uh of the seam mass. So this this company will provide that shade structure for uh TK area. It'll be under the UPK grant. >> Do I have a motion to approve? >> Okay. Roll call. Sammy >> Valerie. >> And I and consider approval for resolution 1423 uh authorizing multiple award schedule contract purchase of playground equipment. Mr. Roas again. So basically same same thing same same terms uh but this is for uh for the company to provide a playground equipment for the same area. So it's we have to we had to do two separate ones uh one equipment and one structure but it'll it'll be under the
056same terms. >> Do I have a motion? >> Second. You're right. Sammy >> Valerie >> and I thank you Mr. Yes, that was it. Future your agenda items. >> Mr. Can we um wherever we're going with the safety department, please? I think it's kind of unfair to have that department going without any specific guidance or direction. >> Yeah, we can give an update um to the board on what's going on with the state department. Go ahead and um close to close session at 6:15.