001e e e all right good morning and welcome to elgrove Unified School District's special board meeting the board of education has resumed full in-person board meetings unless remote attendance is permitted pursuant to the California Brown act live streaming of full in-person board meetings will be available to the public via the zoom platform today's meeting is being video recorded and will be available on the district's YouTube channel during public comment information during special board meetings the public may make public public comments on items that are on the agenda individuals with comments on General School District issues May address those at the next regularly scheduled board meeting request to make public comment will be accepted for an item up until the board president introduces the item generally members of the public will be given 3 minutes to
002address the board if there are 15 or more comments on a specific item the board will reduce individual comment time to 2 minutes each if there are 30 or more comments on a specific item the board board will reduce individual comments to 1 minute each individuals may not defer their time to another individual speaker to increase their total speaking time please be mindful that District students may be watching you are encouraged to address the board and the public in a respectful manner such that all those observing from children to adults are made to feel welcome safe and valued the board shall not permit any disturbance or willful Interruption of board meetings persistent disruption by an individual or group shall be grounds for the board president to provide a warning and then to terminate the individual's
003privilege of addressing the board and now for our El grve Unified School District land acknowledgement we acknowledge that the Elkgrove Unified School District Administrative facilities and schools occupy the unseated territory of the Miwok the original people of the skies land and Waters where we work and learn the Miwok have cared for these lands since time Memorial they continue to teach their traditional knowledge that comes from and response to the needs of the land and people who share it may our daily lives in work teaching learning leadership and Community engagement support the evolving vision of the Miwok for their community and these lands may we strive to acknowledge the past for the betterment of our future Generations may we look to our tribal Partners the Wilton Rancheria the descendants of the original people of this land
004to assist with a successful Ed education of our community and now I'd like to invite Mr Ross to come give the Pledge of Allegiance how's that there we go so I do want to highlight that the the silly grin on Mr Ross's face is this is his last board meeting see we retiring uh this month and I just want to highlight uh that he has made a significant difference in the district and we are proud to have worked with him and wish him all the best in the the next stages and I might be surprised if we don't see him once or twice in the future but congratulations Donna thank you very [Applause] much okay Mr Hoffman overview of the day okay thank you very much Mr Jamerson so uh this is our our normal
005uh Workshop sh uh special board meeting for August and so looking forward to it uh we have a couple of our normal topics that we take care of and then we actually have a new one that I'm very excited about uh so we'll start off with our um continued work with regards to uh reducing exclusionary discipline we do this twice a year um and this is our second uh version uh so we'll do the kind of the second half of the year and and the the total of uh 23 24 so um very excited about that the the work is continuing and ongoing and challenging uh but one of the things you're going to see today is just the wide variety of things we're not just depending on what we've done in the past as
006Solutions we're actually looking um and continuing to look for um solutions to uh to really address the issue especially the disproportionality working so you'll see that in the staff we have a number of uh really uh key people here to share work that we're doing uh the new item is the start of the school year um and we'll do a little celebration a quick run around the district to see um all the things and probably not all things but a whole bunch of the things that it takes to um actually get the doors open and ready for our kids and staff at the beginning of school year so uh that should be fun uh we annually we go through the board um handbook and just make sure we're kind of all on the same page
007if there's any tweaks uh for the coming year um and then a quick look at some topics that the board has asked for um and we want to confirm that those are the topics that the board is interested in once we get that confirmed today we'll go back and update the um calendar and we'll get that back out to you probably a week from Friday that will show you um all the planned topics between now and December so the end of the calendar year so that'll be helpful for the board as well and then we'll break into a close session so that should be the day looking forward to it thank you okay Dr Bindy there she is uh for reducing exclusionary discipline good good morning board president Jamerson members of the board superintendent Hoffman
008Miss Avalos colleagues uh board policy 5144 notes that the staff will annually provide a discipline data report and we presented the midyear report in January and today we're going to present the end of the last school year discipline data and some related information so today's report follows the same format as we've done in the past our purpose in doing so is that the board and our um partners are accustomed to the presentations as they data and information Rich uh board questions and comments from previous presentations have been used to refine our presentation today uh joining us today are several directors who will be sharing information about how schools are being supported reinforcing the strong collaboration that exists across education service departments and Elementary and secondary education our intent today is to provide the board a
009comprehensive picture of the district and school-based actions and resources being deployed to support student behavior and ensure schools remain physically and emotionally safe learning environments as a reminder the foundation to our approach in student discipline is that it's an educational opportunity and not um administration of punitive consequences our belief is that clear expectations understood by the students and the staff and are reinforced with consistency and Fidelity will build and strengthen relationships develop students academic behavioral and social emotional awareness skills and capabilities we appreciate the opportunity to share today's information and we look forward to the resulting discussion right good morning um so we know that exclusionary disciplines directly connected to all of our strategic goals here in the district and our learning vision and our presentation today will be similar to um our midyear report
010last year we'll we'll review our guiding principles we'll review our data from last year hear about our successful practices happening with our departments and our sites and then we'll hear from our district office leaders on the departmental support that is available to our sites and when we review our guiding principles we want to ensure like Dr greywall said that we are being restorative versus punitive when dealing with behavioral incidents uh it's it is a necessity to eliminate the disproportionality in the application of exclusionary discipline we know that keeping students in class by reducing exclusionary discipline does have a positive relationship with increased connectedness to the school and students academic achievement and then ensuring that classroom behavior is conducive to learning uh and maintaining safe uh school safety that is a foundational expectation for us and
011with that I'm going to turn it over to Martin and Richard so we can review some data you good morning everyone thank you for having us again this year our six-month review take that okay so uh to stay consistent with what we've done um we should all probably see this in our sleep sometimes the the charts and the numbers uh which is a good thing because um consistency is important um so today we're going to be looking at data excuse me we're going to be showing the following statistics commonly used to report suspension data those are counts namely the numbers of suspensions where we count every susp supension that occurs and then we're also going to look at the number of suspended students so this is the number of students who received one or more
012suspension so one's an incident count and the other is a student count our first table here um shows end of year excuse me end of year number and percentage of suspended students there's two years of data uh to compare and then there's three data points within each year you've got enrollment number of suspended students and the percentage of students suspended down the left hand side we start with District data and then we go into the three segments of elementary middle and high school and then within those segments are three our three Focus areas are disproportionality uh areas African-American subgroup Foster Youth and students with disabilities please note that for this slide students are counted one time in the overall total um but they uh if they've been but excuse me they're counted one time in
013the overall total uh even if they've been suspended more than once however within the three subgroups a student can appear multiple times so in example is you could have a foster you student that is on an IEP they'll show up in each one of those rows okay so starting with um District data you can see in 2223 um with the enrollment of uh 66,6 43 students we susp ended 2677 of those students that's an increase of 163 students about 2/10 of a percent um our African-American subgroup grew slightly uh to 781 that's an increase of 20 uh Foster youth had a slight decrease of five students and students with disabilities uh grew to 735 which is an increase of 60 students for the elementary segment we grew by about 700 students in our enrollment so
014for last year we had had 34,1 37 students um 391 of them were suspended that's an increase of 16 about 1% of the population our African-American subgroup grew by 21 Foster youth um had nine suspensions which was an increase of six and uh students with disabilities at 141 an increase of eight Richard's going to talk about secondary continue in the same format uh for our middle schools we also had a slight increase uh with the enrollment and and as well as with our suspensions a total of 58 that is a fraction of a 0.1 of a 1% uh we also had with our African-American students in increase of eight students um and then for foster youth uh it is increase of one student uh that is a point that is a 3.4% but there's a
015difference because there in enrollment there is one minus but one plus on the number of students suspended so that's why they brought it up to that number for students with disability there was a increase of 14 but a minus two uh because of the same number of students that grew between one year and the other in based on enrollment and a number of suspended students as well for the high school we had 68 students uh total of an increase uh with our African-American students we had a minus 24 we had a decrease of students being suspended for our high school with African-American as well a a decrease with faster youth of minus 8 and but we did had also had a slight increase with our students with disability with 39 students in the next slide
016you'll see a kind of like a graph of the of the numbers we just covered with our for uh with the three groups plus the district where at the very top we had a fostter youth uh you can see almost kind of get consistent within year toe in regards to the number in percentage of students being suspended uh with our foster we had a plus a 1% increase where with our African American a05 and with our students with disability a02 and overall with the district a 02 increase also this is just a graphic uh continuing with Graphics uh the next slide it talks um it shows every ethnicity group um as you can see a very top are African-American with again with a .5 increase uh from 22 23 to 23 24 moving down with
017American Indian um minus two uh minus 2% uh with our two or more uh there's a 3% with our district over a 0.2 increase and with our Pacific Islanders is a.3 with our White Community we had a um me see here a 0.5 and with our Asian was a minus5 and with our Filipino was a .1% increase but very consistent over the years in regards to this numbers uh the next slide uh also talk it giv us the student groups um stting with our foster youth you see there is there was um SL increase there as well with our homeless uh also there is a increase a little bit from one year to another another that is about a04 no 3.2% and then we had a02 uh with our student with social economic disadvantage and
018um again with the USD we had a02 and with our e there was a02 as well okay our next excuse me set of of data in this table shows end of year number of and rate of suspension incident so this is different than the number of actual students this illustrates the number of incidents that students from the first table were suspended for meaning some students excuse me have been suspended multiple times for different incidents example would be you could have eight incidents that were caused by two students okay so uh staying consistent with our our format uh starting with the district out of the 6644 3 uh students enrolled there were 4,347 uh suspension incidents that's an increase of 138 from 2223 our African-American uh Foster Youth and students with disabilities um uh had well
019actually African-American Foster youth saw decreases um we had 1,400 suspension in incidences for our African-American subgroup which was a decline of 45 from the year before uh Foster youth uh decreased by 20 to 88 um but our students with disabilities increased to 145 that was an increase of about 70 for the elementary school segment um out of the 34,000 students we had 587 incidents that were met with a suspension that's a an increase of 13 for our African-American subgroup um we had 222 an increase of 18 Foster youth 10 which was a SL increase of three and with students with disability uh at 285 it's an increase of 50 from 23 with our middle schools uh we did had um also an increase of suspension incidents as well with enrollment there is a increase of
02046 uh with our middle schools uh with African-American students there was an incre there was a decrease of minus 48 with our African-American student group uh with our fostter youth uh there was a um increase a decrease I'm Sorry by minus five um but also in decrease with enrollement by one student uh with our student with disabilities we had an increase of 19 uh between one year and the other but we also had an increase of enrollment um about about 75 students with our high school Stu uh population we had an increase of 56 students overall uh with our African-American students we had a decrease of minus 36 uh with our foster youth we also had a decrease of minus 14 and also with students with disability we had a decrease of minus 7 uh
021this is another abuser representation of the suspension incidents you can see also kind of very consistent kind of going to wave down a little bit uh we have a foster youth with a minus 1.2% with africanamerican a minus 3% with students with disabilities a minus two and overall with the USD and minus 1% okay excuse me this next chart it's a great visual representation of um the violation categories um and then how we responded to those violations so on the right side you can see a list of uh violation categor Ries on the left side shows you a quick visual of uh teacher managed versus uh other means of Correction versus exclusionary discipline so the the um well it should be Aqua it's light blue up there this morning that's the teacher managed part the
022darker blue would be other means of Correction and then the Orange is um exclusionary discipline um so just to to go through give you a couple examples the very first the top line is Defiance disrespect non-compliance we had um uh just over 10,500 um violations in that category 59% of them were dealt with through a teacher response about 39% um came to admin and there was an alternative uh provided other means of Correction and a little over 1% were met with a teacher suspension uh that total that that one and 1 point I think 4% was 179 suspend ions if you see just below uh on physical contact physical aggression uh out of the um little over 7900 uh violations 36% were dealt with uh with staff with teachers uh managing in their classroom 45%
023were dealt with other means of Correction and then 18% dealt with a suspension um that equates to about 1,400 suspensions that was up 200 over last year over uh 2223 and then if you go down a little further to fighting um you could see more of an an orange uh row 83% of uh the fights there were 1,400 of them were met with a suspension uh and 177% with other means of Correction you'll notice that there's not a teacher managed um percentage there because majority of fights would go to admin to um address to respond to um that percentage of suspensions equates to 1159 that's actually down 38 from a couple years prior uh interestingly enough and we don't have this up there but if you the the colored chart if you put up 2223
024right next to it they're almost Mirror Image which is you know uh kudos to our teachers and our admin teams for really calibrating how they respond to the the violations um because they they're literally their spot on so good for them high five to them okay uh further breakdown of responses to incidents we had uh 7% of uh all of our incidents received a suspension that's a decrease of 2% from 2223 uh so if 7% were suspended 93% received some sort of uh alternative uh 47% of that almost half received a teacher managed classroom response that's an increase um of one from 22 23 1% uh 25% receive some sort of detention loss of recess timeout Etc that's an increase uh from 18% in 2223 133% received U an administrator student conference or Guardian contact
025uh a decrease from 177% uh 6% received a mediated response of some sort could have been a restorative chat conflict mediation or perhaps um you know no contact contract uh for students that's a decrease from 8% in 2223 some examples as to how uh Behavior incidents are responded to um you know both teachers and our admin teams rely so heavily on their relationships and the connections that they have made with students and families so they can handle uh so many of these violations just with having a conference with the uh the student or calling home and connecting with the family so a large part of the teacher manage is just that conferences and sometimes they have to um uh increase the severity and it might look like some kind of a detention a timeout buddy
026room uh maybe they adjust their seating the location they utilize the mtss process we had over 1270 more referrals in 23 24 uh mtss referrals which means uh teachers are following the process and they're using their resources which is a great thing um and then other means of Correction on the on the right side once again relying on those conferences and parent calls sometimes that's a restorative conversation but sometimes we have to increase the severity of it and we look for you know mediations or a detention uh and then also following the mtss process current practices uh that we continue uh at the district and school levels we've a lot of trainings for for our admin teams our principles Vice principles as well as staff then um you know we we start with calibration of
027practices and we've done a lot of that so has secondary at all of our admin meetings um we talk about discipline in one fashion or the other a lot of times we'll bring um we'll clip something from Synergy that was a real life event and have small groups analyze that look for different ways that they would have responded have that discussion or debate uh and then they share out with other teams so we're really trying to hone in that calibration of practices and it's vital to our approach um we have uh well you'll hear more about this from Mr Jones but um all of our admin teams have now had um some uh level of restorative practices training and that's continuing our CPL department has done a fantastic job creating many offerings of diversity equity
028and inclusion trainings as well as uh the instructional framework which you know if if teachers have um uh more support learning how to provide great instruction it keeps kids more engaged in class um academics go up and then sometimes the behaviors will go down uh and then our students support Health Services uh social emotional learning and and mindfulness there there are a lot of mindful moments in class uh and many are connected to theal and Trauma informed trainings and then deescalation uh something that we're going to get new this year which is much needed uh to help um admin and staff understand how to deescalate someone and how unknowingly sometimes we elevate a student that's already escalated continue with our best practices uh uh we are continuing with the use of um a discipline Matrix
029with Fidelity um we do this uh for every mentioned in our campuses we have our BPS collaborate with each other never make a decision on their own always inform the principal in regards to you know who's being suspended the reasons why we been suspended there's times where the principal has to approve the the suspension um and constant collaboration and collaboration with Mr Don Gordon and Keith Mims we also bring them on board talk to our viice principls do some training with them bring scenarios that are BPS have encountered or faced you know throughout the years yes make sure they are calibrated uh consistent implementation of tier one multi-tier systems of support uh and positive behavior interventions with bis our schools are working on creating systems in which tier one such as classroom interventions this looks
030at PB School RTI social emotional learning resorted practices the specific academic assessments and interventions and the use of published curriculum selected by the school or District such as second steps or character strong interventions in a alternative to suspension in including restarted practices Wellness centors Wellness providers and IEP team collaboration admin was and has been trained on restarted practice as Mr Martin fine has shared and more we will hear from Mr Cory Jones and our schools are using more of a care for all child approach by having a wellness approach kind of just listening to them and see where the behavior is coming from um which kind leads to our tier two practices to identify primary causes uh for student Behavior Uh these targeted prac ractic is for group of students who need more structur feedback
031and structur support of tier one alone such as external or internal uh uh factors are happening external could be things such as like lack of resources or support home home or parental issues physical mental emotional Wellness internal could be causes such as bullying academic Readiness or loss or physical mental emotional Wellness as well uh for regular monitoring this uh uh also we monitor our our data and then collaborate with staff to identify and replicate best practices our admin have access by to monitor a lot of our a lot of data through our um um research and uh with our own within data uh research and evaluation have put together a lot of great data points so that our admin can access and then pull and also calibrate within themselves and bring our teachers on board
032and share that data so that they can continue to work together uh this also remember our behavioral academic emotional data points that are am me kol and a click very easy access uh Cent practices continuing um uh additional funded Staffing and supports with our vice principls counselors social workers campus supervisors and academic intervention teachers uh we also improve focus and instruction and the connections to social emotional learning we'll hear more from is lay in a minute about this but we also learned that uh that this uh social emotional include self-awareness self-management social awareness responsible decision- making and relationship skills but we see a lot of this happening more in our programs Pathways andies like Avid and and those programs where students have more connected to each other and they can see that you know we
033have this social emotional practices there connect students to campus through club sports and expanded learning this is a focus for all of our schools to ensure that students are connected in some po uh part of our campuses uh it could be in a program Club Pathway Academy Sports um we also expend student voice and decision making via student Equity councils black student unions where many of our schools have one in student governments as well um also connect with our families you know to build relationships in order to support their understanding of school culture and expectations our sides are celebrating more and more the culture of our students we want to make sure our students find identity in their camp in our campuses we need to make sure that our students find that they are not
034alone and that they have a group that they can be with each other um we also bring programs such as P or un or parent University to support as parents as well to make sure that they are uh understanding the the educational system better and how they can support their kids better at home uh we are also learning more in a few minutes from face in regards to these areas of focus our focus is to calibrate and calibrate and encourage our sites to do the same speaking of which I would like to take this opportunity to introduce our inter departmental supports that will share the amazing work that they do at our sites uh we will have lar blanques from curriculum and professional learning and Then followed by the educational Equity Curry Jones and then
035L lame from family and Community engagement and then special education and regali and ending with school support of Health Services Don Ross good morning so when we're looking at curriculum professional learning we're looking at the systems that we have in place and then the support and then the direct support at sites and as I was heading over here my admin assistant said you know what's what's this board presentation about and I said you know discipline what is that what does instruction have to do with discipline I said you show me somebody who has stud students who have agency and voice a culture in the classroom that is welcoming um engaging activities and I'm going to show you somebody who has very few disciplinary problems in their classroom kids will outperform for somebody who they know
036has their back and so that's kind of the the lens that I want to um show curriculum professional learning you've heard the instructional framework many many times but again that is one of those places that um my colleagues will will speak to their specific work and and it's not just in CPL so for example um when it talks about formative assessment and feedback when we talk about getting feedback and I'm going to ask you to think about this yourselves how would you who would you best receive feedback from if somebody is going to give you some some information to hone a skill or make make something better are you going to receive it best from somebody who you know cares about you has your back has has your best intentions in mind or somebody who's
037a stranger somebody who feels that they should share this for your benefit but they don't have a personal connection with you chances are it's the first one so when we are doing our professional learning we talk about a warm demander somebody who demands you to reach higher limits than what you thought you could could reach but it's because it's asset-based instruction we recognize you're coming in with these skills we're not looking at it like you're missing this you're here we're going to build on that so it's asset-based instruction that's part of what we do with the instructional framework and the PD that we're that we're going through with our our teachers um talking about how important active participation is part of you you've seen social emotional learning mentioned self-management is one of the um practices
038Castle competencies of of seal when kids are in groups and Cooperative learning situations we want to make sure that they have Norms in place they know how to speak to one another respectfully um that we give them a meaningful project or or something to really problem solve or or really dive into it's not it's not lowlevel so we have that um level of rigor expected that's part of what we're doing with curriculum professional learning we have interim assessments then that that are gauging progress so that we can Target instruction to those those standards and and pieces that it seems like our kids really need support on when we look at the framework observational note taking tool font you might have heard that because it's great to do PD but unless there's some kind of follow
039up it doesn't usually go any place so the font gives us an opportunity to use data and administrators where we're partnering with secondary Ed and Elementary Ed for expectations for site administrators going into the classroom calibrating our thoughts and looking at what are we seeing is in the Continuum of you know 1 to four how where are we with highlevel firsttime instruction and so that font is a way of collecting that data to make sure that we know um what our practices are are what practices are in place and then what kind of professional learning might be needed um as a result of that what I don't have listed there but it's actually part of curriculum professional learning is even the curriculum itself do our kids see themselves represented in the curriculum that's hugely impactful
040you walk into a classroom what do the walls tell you about the kind of welcome and the support that you're going to get when you walk in and and you're a student of color um somebody who's moved around in transit is it a safe place because that makes a huge difference for kids and learning when we go to training support we've got those instructional framework models we have a principal Series this is our third year that we're starting on um and it's been very very well received by our principles because it's targeted for their lens and looking through curriculum as a a a leader of instruction um we have looking at our elap every single l cap that was pres that was um created had some kind of instructional framework go to it because when
041we're talking about moving the needle for for student learning we know that there has to be something targeted in place and then when we talk about direct support we've got those follow-up kind of meetings we've got uh Google forms where there's been a lot of of um positive response when we are going into classrooms and filming and we're talking about what we actually see how do we calibrate this where does it fit on the Continuum for our description of practice with instructional framework um how can we have support with at the district level for our admin but also at the site level for our teachers and so we have multi-department collaboration um that's a beautiful thing when we we have these monthly meetings we have instructional coaches and curriculum Specialists and eg8 support staff coming
042together and having this really strong common understanding of what we're expecting when we're talking about tier one firsttime high quality instruction um having having teacher leaders building teacher leaders because it's again it's not a oneandone it's a team effort so having teacher leaders to be able to speak to um how do we go through this data like what's what's a safe way of even talking about this at the site level in grade level teams or course course Alik teams and we can support that through the work of our instructional coaches our curriculum Specialists and the work that we've been doing um in a multi-department kind of way so with that I want to turn it over to my colleague Mr Jones from educational Equity thank you Mrs Bloom quiz good morning everybody um thanks for
043giving me the opportunity to share a little bit about what uh Ed Equity is doing um to address specifically the disproportionality and the uh suspension um numbers uh first off I just want to say the things that I'm going to share um are some of the things um it would be a two-hour presentation probably to for me to to express all of them but I think the thing that gives me maybe the most hope and really addressing these numbers is a collaboration that uh that our department the equity department is doing in connection with many of these things that are being shared some that aren't being shared I truly believe it's through that collaboration through that communication through that teamworking that we will find a path to uh to specifically address these so I just
044want to uh thank my colleagues um for for uh putting up with me sometimes when I call and uh and express an idea um and it's been uh it's been very helpful for me enlightening for me um but to specifically talk about um some of the things the equity department is participating in um some professional development so as you know we've started the restorative practices um districtwide implementation actually last year with the pilot but uh as of this school year we're moving towards uh implementing that at every site um that work revolves around a lot of professional development so as was U mentioned earlier um we've had several um site leadership cohorts go through three days of kind of initial restorative practices training um to kind of Orient the leaders before it reaches their site
045on what to expect what their staff will be receiving um so we have gone through cohorts so every school um has had leaders trained um and it's an ongoing thing to you know keep up with the Staffing changes um but that is currently uh happened um we are currently uh as of today having our first tier one team workshop so um the restor to practic tier one teams are teams that will be identified for each site made up of those site individuals and that are kind of the boots on the ground if you will for each site to to kind of help usher in on this restorative practices uh implementation throughout the district um and the first of those tier one team trainings is happening today so uh we will have several cohorts over the
046next couple of months go through the training and um all schools uh will have cohorts trained by the end of this October um and starting this uh this semester we will have site trainings so these will be trainings uh uh where each individual School site will have their staff's trained um those trainings uh like I said start this semester um it's a series of four Workshops the first two will be in this school year and the next two will be next school year once again the these are kind of initial um kind of implement train implementation training workshops for the staff um the workshops uh one and two for this school year have been scheduled for every single site um and those will begin in September um and run through um the spring and then
047like I said workshops three and four will be scheduled for next school year for every site to complete that initial training we also uh heavily support as was mentioned before providing opportunities for student voice and agency you know obviously the more um engagement students have with creating directly creating the environment at their site um um the greater ability for that site to create a connection and a bonding with the students and we know that we have positive outcomes um when that increases so we have several starget targeted student programs that um we coord coordinate and support through the educational Equity Department black student unions student Equity councils um young men of color programs and the Native American student groups once again these provide um an opportunity a spec a specific opportunity for for students to
048um lend their voice and give them some agency um in there in creating the environment at their School site um and we are also as a department um exploring and connecting with my colleagues here about collaborating around some revisions to the discipline Matrix specifically um these restorative practices skills and strategies that the staff um District staff will be learning specifically trying to figure out and purposely insert them into the Matrix and places that make sense as staff kind of gain these these skills and resources um thank you for letting me share a little bit and I'll turn things over to um Miss lame the director of face thank you Mr Jones good morning everyone thank you for another opportunity to be a part of this presentation to share what face um does in collaboration with
049various other departments in support of the work to reduce exclusionary discipline um and you'll have to excuse me I have a cough drop in my mouth and a tickle in my throat here we go um so we continue to provide multiple workshop and small group learning learning opportunities for families and staff to build connections to one another to their students as well as to their school communities during these opportunities um information and resources are provided that help our families understand how to navigate our school system as well as bridging those basic needs supports and although this isn't an exhaustive list what I'd like to do is just highlight a few of the workshops and professional learning opportunities that we are providing as they speak to forming those connections between the adults the adults and the
050students and then the community at large because we know that that sense of belonging and connectedness is really important and goes a long way toward as I think Laray mentioned um it's a it's a little it's a piece of making sure that those behaviors are decreasing so first I'd like to lift up The Chronic absenteeism task force that we started last year this is a collaboration between face ated equity and our school improvements um School Improvement supports Department we come together and we just strategize we we look at Trends and then we strategize what are some um resources that we could provide that would address barriers to students getting to school one thing that we're proud of that came out of this um meet one of our meetings was a workshop that was developed specifically
051for staff um the workshop is entitled understanding the story of the empty seat um what research Bears out is that attendance addressed at the lowest level is is most impactful so we emphasize to teachers one to to be aware that there are adverse um circumstances that your some of your students may be experiencing that impacts directly their attendance and so addressing those things from a supportive standpoint goes a long way to again drawing those students in and having them feel connected to the classroom environment um our positive home visits are continuing this year we know that this is the number one strategy for establishing positive relationships among students staff and Families those continue throughout the year um so far this year from June 1st till now over 1,700 students have received home visits to welcome
052them back and kick off the year the power in I'm sorry the power in knowing a student's name or a student knowing an adult's name as they walk onto campus that first day also goes a long way toward those feelings of connectedness and belonging and finally I want to lift up our caregiver cafes I shared a little bit about these with you all last year we are continuing these and we're also expanding them so last year we started as a collaboration with our special ed colleagues and we hosted a series of of three that focused on different um topics that those families wanted to know more about to talk to each other about and learn from each other about this year we are expanding our cafes to include our foster youth families um as that
053was lifted up as a need so we're happy to be able to fill that need with those cafes I want to say that ultimately the goal of all of this is that all of our families are able to speak to how well their students are doing in school at any time of the year families should know what their students are expected to know so they know what questions to ask and ultimately how they can help their students at home whether that's with attendance Behavior or academics thank you for listening I'm going to pass it off to my colleague an regali good morning um so a while back I was here talking to you about uh special education and how it is not a place it's a service but I start off with how many if
054you could guess how many suspensions that we had at Jesse Baker I'll tell you something it's it's closer to zero than any other number in 12 years we have had zero suspensions at Jesse Baker um a number of years ago if I was in this role I could sit down and that would be the end of my conversation but um as you know we've really moved toward um inclusive settings for all students um students of color students Foster Youth and students with disabilities and parents want their students in um in school with other kids um as far as the discipline piece and exclusionary discipline I cannot thank my counterparts here enough hearing them speak just this morning and hearing about um the instructional framework and caregiver cafes I am so grateful because it's that work
055and that collaboration that allows us to um en ensure that students with disabilities are in the classroom and they stay in um and we have um as far as steps we've taken in last year so and I think I mentioned this before we hired some um positive behavior interventions we have hired new um nine behaviors to support our elementary schools so that we can um support students who have disabilities and may have behaviors in the gened setting um we've also collaborated with ed services or CPL um to uh develop a plan for um pre-referral um interventions for uh targeted populations who might otherwise be identified as having a disability um sometimes it's the behavior that um lends it um itself to being identified so we can address that behavior early on we can focus on
056academics and um avoid the referral we've increased communic among site um staff and uh case managers um prior to manifestation determination so we can adjust um supports increase or decrease and all students with disabilities have access to the tier one and tier 2 interventions you don't um necessarily uh need to add something to the IEP they just need access to the supports that are there for every student um as uh I think Richard mentioned we are um we've provided Crisis Prevention intervention training and I think this was Martin the deescalation cycle management to try to identify the triggers before something happens um and again that can decrease the maladapted behaviors just by a student feeling connected and heard and having time to cool off um that training has been provided for all side administrators and
057then um teachers as well and staff and then of course we've um continued our work with the community advisory committee parent trainings um to support their understanding of school culture and expectations at school um we have behavior training and we have IEP trainings and communication home to school school to home but the bottom line is um rather than talk about moving every child to a more restrictive placement our goal is and I ask our team this every every week how can we make this placement work what do you need so that this student can be successful in this setting um so that that's our goal to try to reduce um exclusionary discipline from special education thank you what's that every you say okay I'm gonna wow you for the first time ever right why go
058with that boring presentation that I do every time let's do something new all right no pressure so good morning um I'm happy to present today one side thank you um on the work that student support and Health Services is doing as far as um helping to prevent and reduce exclusionary discipline uh and the first thing you're going to see on the slide is that focus on tier one um and probably besides the fact that this is the last uh board presentation that I'm presenting that brings me joy uh the fact that I've heard tier one mentioned so many times brings me even more joy because it really is a district even though it's on this slide uh focus on tier one and it's under student support and Health Services it is a district initiative tier
059one is a focus across the district uh we all uh play a role in that um and as you've seen it's evident right uh CPL and the work that they're doing with our teach and the instructional practices Ed equity and the work that they're doing with restorative practices family and Community engagement uh with our families and connecting them and making sure they understand what's going on in school and as Miss Lasser always says learning begins at home so it just does across the district it's so vital uh that we continue to focus on tier one uh as I as I um talk with other districts and other folks when they talk about mtss they talk about tier two and tier three they don't talk about the work that they're doing in tier one even though
060that's the foundation that we all are part of um so we're continuing that and we're going to continue to identify those practices uh in tier one uh that help us prevent exclusionary discipline um but we do have tier 2 teams at all of our sites and I'm happy to report they meet regularly they're really focused uh on problem solving and getting to the root cause of uh what's going on with a student and identifying the uh the correct uh intervention for that student and also going back to tier one and saying here's what you can also do in the classroom um so that's that's important they are receiving training uh continual training uh as our uh synergy mtss synergy module part of our student information system develops um and so they are continuing to work
061on developing those plans uh monitoring those plans and and putting the plans so that we can monitor how effective our interventions are uh last year last time I was here I talked about student study team and uh Patty and Tara went on the road and delivered a training to all of uh the elementary teachers and this year the focus is going to be on our secondary so they'll receive the uh SST training and then new this year is our early warning system ews that is part of the mtss Synergy module which is part of our student information system uh that's a way for us to take a look and see what students students using the data that's in Synergy uh what students uh do we need to focus in on and try to do it
062early on we are going to go at this slowly so we are in a pilot process uh we're going to identify uh two schools at the elementary level two schools of the middle and two schools at the high school level just so we can get familiar with it see what kind of information it provides us and then how are we going to respond to that information um so more to come on that uh right now the team is uh getting the information they need to identify uh what indicators are going to be there for identifying a student who needs support and what those thresholds are for uh each of our schools or districtwide it's another thing that we have to answer through the pilot and then we have our children youth Behavioral Health Initiative which
063was a grant one of the grants many of the grants coming out of the state uh that focuses on peace Corners um and so many of our teachers already have what calling corners or peace corners uh but this grant uh will um provide the training uh there's two parts to the training one is uh trauma informed care that's part one once teachers have done that they'll get a training on the how to implement peace Corners within the classroom and then after they've completed that training uh they will uh be able to uh identify and select items in the classroom that will help them Implement uh the piece Corners uh and there'll be uh items that they they feel comfortable using and that will work within their class classroom uh this has not changed much from
064the last time I was here we continue to offer these trainings because we're a large district and we're uh going to continue to move forward with each of those these very important trainings um I'm happy to say that the mtss training uh we're closing in on 6,000 uh folks having watched that video and gone through that training um so it continues and if you haven't seen it and you'd like to let me know I can get you free tickets um do we continue with the social emotional learning uh we're continuing with PBIS and a lot of schools now are doing their tier three interventions of PBIS because of the growth that PBIS has made over these last few years again our Mandate of bullying prevention we're continuing to do foster care and the homeless uh
065education uh folks are working with our staffs uh to help them understand the Dynamics of being Foster youth or being somebody who's exper experiencing homelessness Don and Keith continue that discipline calibration and then as mentioned a couple times we are uh doing a deescalation training that is a collaboration between um our PBIS uh behaviorist coaches and the CPL coaches uh they'll be presenting that training um at a staff meeting this year so all teachers will receive the deescalation training and um that was a ask by EGA that we responded to um so a good partnership and I was able to see the tot the other day and it's a fabulous uh training on how to identify and early on uh so you can support kids before they get to that escalated part but if they
066do get escalated tips on how to help bring them back down and then finally the direct support uh our Wellness providers uh continue to uh when they're not doing tier 2 and tier three they're in the classroom and they're working with administrators they're part of teams Consulting and collaborating on social emotional learning aspects um behavioral aspects for students uh and providing that support in the classroom and uh at various meetings but they do really focus in on their job is tier two and tier three so they're doing those check-in checkouts the group interventions the individual um um counseling um developing Behavior plans and doing the assessments that are necessary to identify the right supports for our kids and then Foster Youth and our safe office homeless education are continuing to provide uh support to our
067students and families uh through that case management um and also through uh academic supports because we do both departments or both programs have academic intervention teachers as well as social workers on their staff and counselors that can provide that additional support I believe it's now open for questions thank you very much I'm going to go ahead and start with Miss albiani yes oh yeah there it is okay um thank you very much for the presentation I had a few quick questions um I think we know how much work's been going into this and it's really good for the public and for everyone to see every department is focused on this um so let's just start on page 11 please um these numbers will never be zero um because bomb threats fighting drugs weapons alcohol drugs
068have to be dealt with and and I appreciate the fact that this graph has changed considerably and even showing it in the future would be great because I don't think anybody can understand how much this graph has changed it it is now those are the areas of focus those are the areas of safety I don't want to send my child to a school that doesn't take care of that nobody does so we are taking care of the business that has to be taken care of for the safety of our staff and our students and past that I have to give kudos I agree to the teachers who are picking up a huge piece of what they didn't in the past and I'm not sure they knew how I I don't think it's a it's not
069a a a hit on teachers I mean I was a teacher I I wasn't trained in those things and so now we're training people to give them the equipment they need to succeed so I really appreciate that um of course the disproportionality which I I do appreciate we never try to hide from we we as a district are very transparent about it I think we're trying a lot of things um Middle School is a glaring like ouch middle school is hard so what you know what can we do to bring these Littles to middle school and let them succeed and and control their budding emotions it's it's a tough two years I I've had kids I know it's a tough two years um but there has to be some sort of focus so um Mr
070Corey when you say you went to every site last year I just two quick questions you mean elementary middle and high school right you're going to make it for tier one and two of restorative practice to Elementary middle and high school this year correct tier one yes to every site for half of the workshops half of yeah half of the restorative stage one and two I don't remember how we refer to it there's four parts and we're going to get two done this year at every single school elementary middle and high school okay yes and Monterey Trail region or high school has had one through four region region the pilot region and do we find cuz I was surprised on page 12 restorative practice use is down a little it's 2% are we finding it
071up in Monteray Trail is it getting used more there as they're trained are we going to have an idea can I just yeah just offer something about the the numbers so um there's a lot of overlap when we look at how we respond to different behaviors and um when you go into our um information system Synergy system and um you're choosing how you're dealing with this like I can guarantee you that that every time there's a behavior violation there is some sort of conference that happens with the teacher or the parent or the admin um but that may not get because it's on just the norm it may not get clicked okay within our program and so same thing they're having that conference they're having that restorative chat but it might have ended let's say
072in a detention and that's what as a teacher I choose to or or admin choose to um uh that was the result of a restorative conversation and restorative conversation might not have gotten checked because we ended we checked the end solution correct okay so that's that okay um yeah I just like let's figure out how to help these middle schools man that's a tough spot to be um your your obvious question becomes what's next I I think we do a lot um I appreciate the early warning system idea um you know what we're doing next who we're learning from in the community who we're learning from in the nation of what best practices are and I for one love how many time the words brex practiced were used in this because I am a silo
073of Excellence person and I think we have different schools that that can definitely teach each other and I've seen how that works I've been to those meetings I see how that works and I think it's a it's a demonstration of our commitment to this there's nine of you here today to talk to us about it so it is it is not a little thing to us it's something we take seriously and I appreciate I know our board takes it very seriously and I appreciate your attention to it as well and I think I always want to remind us we're working against a history that is not this we're trying to change a system and we're trying to change a wave and the kids that come to us had parents who went to a school that
074did not treat them this way Poss very possibly and so you're fighting a bias that they're bringing with them because of the way their parents were treated in high school and the parents have gone through and the things they've had to go through and so we just have to give extra Grace and extra love to those kids to say we want you here and we we want you to succeed thanks Miss chus Espinosa thank you madam president um I am a little confused by the data and I'm wondering if maybe you can help me reconcile some of of it so Slide Five number and percentage of of suspended students about 75% of those indicators are worse from last year um and slide 11 detailing our responses um you said that the it's virtually identical to
075last year so the indicators are worse um we seem to be doing the same things and I wonder kind of what we're missing here what is the discrepancy you know what what is driving this is there any data are there any qualitative trends that we've observed that would explain um and you know the magnitude is not great but again to see us go in the wrong direction and so many of these indicators is concerning so I just I wonder if um you've been able to make any educated guesses about what's driving that what's that uh slides five and 11 are the ones I referenced yeah one of the one of the main differences as we look through this data is while we're seeing great work done in the classroom with teacher correction um Alternatives in
076that matter it's it's the it's the offenses that are mandatory to suspend on such as fighting we know that fights are up from last year I don't recall the exact number um but I believe it was close to about 200 more so when we have those things happening on the campus that are mandatory um to suspend um that's where we're seeing some of those larger discrepancies another piece um Nan I think could be um is you know we we've done know this work has happened over years you know with the the direction of the board and um and the team diving into it and um resetting the the discipline Matrix the training with regards to the um the nuts and bolts pieces that we're that we're doing um and you can see that calibration having
077an impact to get us to a certain point and I think that's kind of what you're seeing here is they're not we're not jumping back up it's kind of a little bit up and down so we're kind of in that spot where um those practices have gotten us so far I think the restorative practices as an example that we did that in you know in the Monterey Trail region this past year uh this year we'll get all sides done with the first two levels and then the the next two levels will be done um next year that's a piece of um we we know we need to do something else and so this so I think this is an example of many of the things have been in place um and are now systemic but
078others are we're on The Cutting Edge and and just starting to do a deep dive into them so the deescalation um training as well those those are things that um the research says Works um and so we're diving into those but we're but it's it's as we all know you can't just flip a switch and say okay we're all de escalators now and so we're going to to deescalate every situation it takes time to roll that through so we recognize that the numbers have kind of plateaued better than they were especially if we go back to 201819 which is kind of that base year the numbers are better the disproportionality piece still there and so the I think the restorative practices the deescalation pieces and the other Focus we talked about was improving the quality
079of instruction kids get every day um that work as as the as the classroom settings are more engaging um and more uh more welcoming um we we think that's that should have an impact on this and then the other point is what is the exact right number of suspensions because it's not going to be zero because we we have to make sure um our schools are safe for for all kids so there is a there is a place where um I don't know what that number is but it's not going to it's not zero so but a lot a lot of good work I appreciate the comments yeah one of the points I was excited anticipating as as we go through more of the restorative practices training while numbers are up on page five on
080Slide Five when you look at um the number of students who are repeating offenses specifically within our targeted subgroups here those numbers are down so while we might have more incidents happening the same students aren't committing again so going through that restorative practice having those other means of correction we're having you know meetings between students who might have been in a fight having a restorative circle with them how do we heal how did we harm how do we learn from that behavior so we don't do it again that's that's what I'm excited to watch as we get everybody trained through restorative practices thank you both if I just offer one more point of clarification if I understand you correctly um when you trying to compare Slide Five with I think it was 11 uh five
081is the um student count so those are suspended students 11 this this shows um incidents so you're going to have less on five than you would on this understood understood thank you um so just couple of comments first um very excited to hear about the deescalation training coming on board we probably all need it we should talk to csba about offering that um but yeah obvious benefits to students and to to staff safety so I'm very happy to hear that that's coming on board um I also I struggle with how to describe this but in Miss L's presentation about the work face is doing it it really um it really calls to mind the fact that I don't think we as a society have really wrapped our arms around the full impact of the pandemic
082excuse me and the um you know the the tragedies that led to the racial Justice movement which were all happening at the same time I think it takes many years to really understand the full impact of that and in faces work I see you know a a scramble to try to address as as much of that as possible um we know from smaller you know in magnitude you know situations like uh wild fires and evacuations and things like that what a tremendous impact that can have psychologically even years down the road so it just it stands to reason that you know with things like this that were that were National and Global um the the impact is going to be stronger and and longer lasting um so I just I I think that we're we're
083going to have to continue to invest in this type of work that face is doing um as we learn more um about kind of the invisible scars that people are walking around with both our employees our students their families um and you know in many cases they don't even know right that they were affected I almost wish that like there was a a physical visible manifestation when somebody was walking around with something like that it would make it so much easier to know what we're dealing with um but we are kind of in a in a Brave New World and we're only at the beginning stages of really understanding the full impact of that you know clearly it has some some effect on the attendance numbers that we're seeing Nationwide um but you know in
084every interaction that we have with the people that we serve so uh just wanted to pipe in and say I I'm very appreciative of the work that is being done I know many of you have been with us you know at this for years and I and I'm very grateful for everything that has brought us to this point um Mr Hoffman rightly points out the dramatic Improvement that we have made and the fact that we have to continuously be searching for what else we can do and um the work that all of this work obviously is very important um but in addressing kind of the CommunityWide impact and the interactions it has um with our students I I really want to highlight the work that face is doing as as something that's going to be
085increasingly important so thank you Mr fora thank you well Nancy was talking I was kind of putting things in order so we can kind of uh make sense of what I have uh first questions are going to be directed to to Richard and and Martin and Chad um and I've had this discussion with uh with Chris many times um on the whole as I visit classrooms I observe and when I say classrooms the full gamut the elementary middle high school when I I visit classrooms I see welcoming [Music] environments I see teachers addressing the curriculum in a multitude of ways and I see engag students am I wrong no so then that brings me to to a a question and conclusion that and following up on what Nancy had said either our trainings and as
086we look at numbers as our either the trainings and the interventions aren't working or there's factors beyond our control that influence numbers Chris had said we're never going to get the zero that's true and I think it the number is going to be higher than zero is you look at at slide um 11 when we look at the exclusionary discipline data there we don't have any choice on of those so all the all the all the training in the world isn't going to necessarily affect if someone comes to school and they're selling drugs and if they're selling drugs there's an action that we are required to take and we we take those actions irrespective of who the child is and so your numbers become your numbers and there's there's things we can continue to do
087but there's many things that we can't do uh when a kid calls in a bomb threat it's got to be dealt with when kids are fighting it's got to be dealt with when we have orison it's got to be dealt with now you could certainly employ restorative practices which we've talked about for years in an attempt to persuade the student there are other ways of dealing what whatever the issues were that caused that but in the meantime the students are suspended the numbers are the [Music] numbers and and I don't think anybody could point to this district and say that the district has ignored this particular issue so you know I I I believe we've done a great job um and I know we're going to continue to do the work but I'm not alarmed
088by the numbers one thing that was shared and and and we all know it it's going to stay that way Elementary is low it spikes in middle school and it drops in high school That's The Way of the World um on slide 16 you talk about uh connecting the students you know through the club sports etc etc and again this is an area we've talked about before there's thousands of students that get connected because of who they are what are the kinds of things we're doing to try to connect those kids who for the for the most part are never involved or minimally involved what kinds of how how are we reaching out how are we identifying those kids at the schools uh and giving them those opportunities to make the connections one of the
089ways that we have is last year we began um work with festar it's a program that we have through our PBIS where we can actually track students so if you go visit a campus now especially the secondary with students who are late they're going to have their phone out um we're able to um scan them or use an app to identify if they're late and so forth um we set a goal in secondary for 90% of our students to be engaged through fstar in at least one activity throughout the year so that might be something like um ATT a sports game the announcer can make a um you know an announcement send something out on the app at a football game and the students can respond we can track who went to the game so
090as the months go on we can identify students that haven't been to any event such as an athletic event and reach out to those students to see if there's something that they might be involved in a lunchtime activity perhaps something before or after school so we can actually start tracking that now that's good you know I don't recall hearing about that program um can we had some sporadic use um over the past year past years and then last year we signed a district contract with him okay okay I'm gonna you know I'm sure Chris is gonna jump in and go I'll get it for everybody I really would like to have more information on that happy to do that for you we will provide an update to the board it yeah well yeah having having
091children in school right now gives you an advantage over Regina yeah we use it for a variety of things but yeah we can actually got the name of that program we mention say that again what what what's the name of the program five star five star five star you know and and and you know there there's I I I I certainly have advocated for all the kids I think that that's a known um and there are certain populations that that I've spent maybe more time with than others um and and the and the numbers of some of those kids are are are terrible uh but it's Foster and and homeless kids um what they go through is unbelievable um I've talked to teachers uh and they're certainly I have to say again they're sensitive to
092the issues uh but the emotional trauma a lot of those kids go through um I I'm happy we have the supports that we do have um and we get what we get and we do the best we do the best so so once again you know that I don't like those numbers and I and I think from the work I've done I understand those numbers but I and I know we'll continue to do more um okay and okay Corey have a have a place there at the mic Corey um Equity has come in and done a lot of things one thing I didn't see on your presentations um or on your presentation is as an indication with respect to how much time do the coaches spend in the classroom working with children and the teacher
093um we have some uh data on that from last school year we're trying to create a system and a structure where we can capture some of that data so um that can be something that I can provide uh after the meeting okay okay thank you and let's that hello um two questions for you one thing I I I didn't see in your presentation what you do is newcomer centers and can you speak just a little bit about that in terms of how you how you help the parents make the connections that they need to make well sure so the newcomer centers or the welcome centers provide direct support to our parents our families who are new to the country or new to our educational system um everything from helping with enrollment to getting proper vaccination
094most importantly we have cultural what we call cultural coner is concierges um we have staff who have lived that Refugee experience who speak the language and who understand from a cultural standpoint what families um are going through and then are able to help them also understand the expectations of our system but do it in a culturally um appropriate way and so that is one way in which the Welcome Center support families in navigating our system okay um I'm going try to be tactful on my next question um there's a lot of things that the district does well and there's things that we we need to improve on I have been over the years uh uh critical of the fact that parent attendance at trainings in Head Start are significantly low have you been invited in
095Head Start to work with parents not specifically but we collaborate across all all departments and prek is definitely an Department we because I think everybody knows that that almost perhaps more important than the preschool training that's given to the students and Head Start it's really a parent training opportunity so the parents learn how to assist their students as they go through the educational system uh uh as well as being a true partner and and when and you know it's not your responsibility but as Head Start holds its parent trainings and we get our monthly reports those numbers are are low they're really really low and and what that says to me is we're missing the opportunity to make the connections that we need to make which would have positive benefits on the kids as they
096go through the system um so um just a collaboration I think it's really really important okay thank you Don on slide 25 you talk about the system support you're providing later on in your presentation you addressed tier three but why isn't tier three on this page tier two tier two and tier three they just blend together so it so you're you're that's a good point because it is part of the system so next to that focus on tier one that's the focus but we are still working on tier two and tier three so yeah a good yeah I just I just was surprised not to that page because I know you do it yeah um do you have data and and I'm asking a question off the top of your head that that addresses how
097many tier three level inv interventions we get to in a year yes we can uh I don't have it on the top of my head but we we certainly can pull that data through the mtss module that I referred to when um a student's referred that goes into that module and then the um intervention that's appli that's done for the student if there is a plan that is developed uh so if there's a say that that there's going to be an FBA that's developed a Behavior Support plan that's comes of that it will be in the uh the module and input it into the module um so we should have that data we're getting better at that getting better at the input because data is is only as good as you input it so uh
098but we do have data around that area for all all the tier two and tier three okay thank you stay up please uh Ann with respect to IEPs and 504s how how do how do you uh interface with the tier one and two work that's going on with respect to kids that have IEPs or 504s um or or do you are they just separate yeah no I think that's a great question um and I think there's work to be done there um they're they're not SE they're they're not mutually exclusive if a student needs supports but they were identified as eligible under say a learning disability or speech and language impairment that doesn't necessarily mean that they qualify for counseling or um a behavior plan but it may mean that they're struggling with something and
099they should have access to tier one um behavior supports that are provided afforded for all students on campus so we're working on that in terms of training and and and um sometimes the answer is just add some more service to the IP but but that isn't necessarily um best practice so that's a great question and we are working on in making sure that we collaborate we and sites know what's available at their site um versus just adding something to the IP another thing to keep in mind I think um Mr forine is the the concept of if a kid um needs tier three services in a particular aspect we make sure they receive those but that doesn't mean that they're not receiving you know tier one because tier one's for every kid every day so
100so that idea is the kids kids every kid is still getting tier one um some kids are getting tier one plus tier two some kids are getting tier one plus you know tier three but you know depending on what what the need of the kid is it might be a social emotional piece where they need they need a tier two a tier three but their daily struction is is our you know is our core content so so just to make sure people that in the general public they're paying attention is because a kid goes into tier three doesn't mean that um all their services are tier three yeah I I you know the reason I ask you know one of the reasons I ask the question I have a lot of reasons why I ask
101the question um G given that I have uh and had an extensive special AED background and certainly are aware of the uh challenges that that continue um when when again I'm trying to be sensitive um when a child who has an IP which is specifies whatever it specifies is identified to go into a tier two does the department of special education get pressure from parents to then place the services on the I um not necessarily I think Miss chadis espanosa brings up a very important point that Society is just and the Department of Education is an IDE you know the federal government they're just processing a lot of this but they have added the CTC has added a Universal Design for Learning course to multiple subject and single subject credential requirements and they're considering adding
102another because how do we work with students who learn differently is very important and special knows that um they already know that and so we are parents um may ask they may you know this from your experience put a paah give them a parah but that's super restrictive and that doesn't engage inclusive you know that doesn't necessarily help the child it impairs them further so I think um they may ask but the key is is to make them aware of all the supports available and that's something we do through our community advisory committee we bring in our partners to share with families here are other options we don't need to continue to disable your child and add more supports here are the options um so additional training with parents and additional training and then of
103course what's happening organically naturally in response to what's happened um in society is is helping us get there but I would say very seldom does a parent ask for that and usually it's because they're not aware thank you sure and my last comment Don it's been enjoyable excuse me thank you oh thank you appreciate it thank you Mr pz oh you want this how much time I have first of all thank you all for another excellent report but my recommendations are um by all these president the first page would be what one this is this is actually your outline but also I would like to had seen what pages that you reported and telephone numbers email all right right so I could have maybe had called you and talked about some of these issues or
104maybe later on because these are very important issues because we do not deal with discipline starts at a like people say it starts at home and then it comes to school these problems are from the community parent education poty homeless disable disabilities long time so anyway you know that's over here but also throughout your report I would like to have seen your funding sources for each particular section that you have and outcomes and you know funding by programs because this is a big issue within schools and if we don't have good school climate within our schools how do we expect teachers to have good outcomes principles and staff so lot yes there's a lot of disruption in class but where does it come from nobody has brought about this issue regarding this new policy that
105we might have we should be talking about right now is phones technology how does that affect schools how many of these issues that we have on page 11 are as a result of a phone in our students possession phones could be good and bad I'm telling you but yet we need to study that and there there is studies I've been reading them so th those are those uh recommendations which I would like to have because you know in a lot of these issues like I mentioned School climate if we do not have good school climate within our schools very we're going to have very low outcomes like you mentioned who is Head Start who's the supervisor you know that wasn't brought up but that's where it begins and I agree with you with 100% that
106we have a good Head Start program parent education more funding with parent engagement Community engagement starts at an early age you know it's proven fact that once you educate parents especially mothers in households you have good outcome there is studies with it you know which I mentioned before that I've gone to at our California School Board Association with golden Bell awards that they have tremendous outcomes once you educate the parents and especially the wom in the household it's going to be the year of the woman power to the women and that's going to change not only our Community it's going to change our nation and the world women so this data page 11 and is only a big picture of our our district but we have not again gone to the school site level or
107especially by reason hasn't you have not provided me with a regional report and this happens not only this report or this committee this happens a lot this is what I get frustrated about because their analysis and outcomes is not by my region one three High poty areas and when you have high poty areas you have a lot of problems a lot these problems and I I could bet you want I bet you almost let's go to 100 100 how if you on page 11 if you did this by my region area one you see a lot of these incidents are from area one especially fighting you mentioned of the number of fightings I know that I see it all the time I hear from students I hear it on campuses in go [Music] Church become
108a war zone and we don't even talk about gangs we're afraid to talk about gangs in schools and and but we want to talk about drugs there's association between drugs and gangs and also why you know and there's solutions to that get them a job dealing drugs is a job to make money money for who for the family it's a side time job part-time job sometimes it comes a you know full-time job within our schools gang affiliation they put pressure bullying on other fellow students do this do that fight somebody do this put pressure on somebody so we're not dealing schools and not only us our school district we're not the only ones have this issue we have a big influx influx influx of people from the Bay Area families they're more sophisticated students they
109know they know the ins and out of gang Warfare they know that dealing drugs r m Mr Petz right we can't disparage anyone what we can't disparage anyone so just just please ask your questions or make your recommendations but let's not not disparage anyone well I'm Excuse me but it happens you don't you don't want to face the problem again that's an issue we never had this problem well it's small time issue regarding this but our district is getting bigger and bigger and we're getting bigger bigger problems and that's one of them and we need to doal would so why do we not have a report by Elementary on page 11 why don't we have a report like this on middle schools why don't we have a report like this by high school and direct
110funds by these particular issues violations you know and what what part of your staff here of you who are doing exceptional job and I know you are CU it we have 64,000 students and again I say I'm going to say it publicly our our District's too big too big we have big problems as a result we do not have control of a lot of our schools at every level that's not true we don't that's not true it's a reflection if here so again we do not have on-site data my district SCH each School site has their data by individual School sit yes yes you the to have a report meet if you Elementary Middle School and High School simple this is a district report which is why the information if you want that analysis of
111if you would like that you can go and meet with your principles in your area why why isn't provided for us because I know that area one and area three Floren Valley High Schools probably more than half of this because when you have high property areas you have these problems but you don't know cuz you just said you don't have the information Pro let's prove it to me then no go get it yourself that's your job sir why do I have to do this you should be part of this okay thank you okay let's Okay please please can you please ask a question of the staff they are here to answer your questions please direct a question and not just okay why do we have more fighting today thank you are you done no I'm
112not done question I'm waiting for please have a seat what please have a seat while you're asking a question why why are we having more fighting I'm not up here to fight I'm just been I get very let's let people answer the questions we ask shall we I'm not getting to fight we can't speak to Why students fight there's so many variety of reasons okay let me ask you a question the other question where where is it happening the most in our district we'd have to review the data and pride that you can't tell me of have you seen the data by High School Middle School thing we can disaggregate it all by the by the schools for it again Mr P this is a district report we're not trying to shame certain I'm not
113trying to shame schools but I'm not trying to sh populations but I'm going to tell you this I I really get into the data by the dashboard and what happened by the fifth how many how many of you staff know what the dashboard is can't hear you because you don't speak into the mic okay how many people okay and they have data so when I went to since you didn't have the the data by the school site I went to the dashboard and look at the violations and issues 13 indicators and they do have suspensions in my area there is a crisis at Floren High Rudder junor Middle School there is a crisis it's a war zone but but it's not talked about Madam president cannot false information from the Das more than 20 fights
114you are disparaging and you need to stop we have a problem we have a problem and this board doesn't want to talk about they're trying to silence Mr fedz you are we are not trying to silence you we've asked you to ask a direct question of the staff you are just grandstanding please stop now I'm grandstanding yes okay you are done you are done you have failed to ask a question you're done I'm not done Madam president if I could just make a point yes so Mr Perez we understand your interest in having data at the school site and what we have done every year for the past as long as I've been doing this which is over a decade we come and the first thing that we do is provide the board and the
115community a districtwide report right what the board always receives the following Friday is a board communication that has data at the school level that's what we've done every year and that's what's coming out Friday so you'll have it at the school level and in terms of asking our folks here if they they look at the data at the site level the answer is yes because my expectation when I meet with Dr greywall or Mr schwitzer and his teams is they know very specifically the numbers at every one of those schools can they cite it from memory right off hand um no but I I want to assure you and the community we monitor this at not only the site level but our expectation of principles is they understand it at the classroom level so I
116just wanted to share that the information you're looking for will you'll be receiving it just as you have okay in the past and this is the issue we have the California school board Dash board right how are students doing new California school dashboard is out okay again they have a report by District but it looks really good by District but when you go by the school site high school middle school and if you put that by region like area one high poverty and three we have issues with Native Americans African-Americans Latinos disabled students are acting out in those School settings and a lot of these reports if you look at them they're in the red more than one they're felt we are filling these students geographically within our community and within our district and again
117this is an issue I'm going to compliment some or say something you guys are very good very good you know um you miss somebody said let's invest in our students yes I want to invest in our students within a community you are a model of the State of California Community Schools but nobody has recogniz it I'm recognizing you your group as a community school setting of a group of people who could do this concept which our governor is proposing our legislative are proposing and our superintendent of Ed educations is uh proposing that schools transition to Community Schools to deal with the whole child the whole student that's what I'm saying but if you're not if if you our leaders ship and our board is not willing to deal with this issue of course it's going
118to continue next year like it has been so okay so this report we had this less fights last year but we have more fights this year what has been done they just gave a presentation that that so okay that isn't that isn't can you please that's what I'm saying it up we should invest in community school Concept in area one and three you are doing that but we do not receive millions of dollars right now there's $2,000 uh planning Grant and many th500 school districts within California applied for they're doing this concept there's not lot of good outcomes there are not 1500 school districts in the state yes there are so anyway so and then there's about 500 other schools are within the plan okay so so I'm I want to comment to you as
119a group yeah I see you as a community school concept approach to dealing with our schools but you know you give me a report by District but doesn't doesn't seem like it's concentrating on the problem or targeting the problem or I cannot say or are we funding through a variety of your under funding under your area of expertise are we funding these particular schools enough to deal with the problem like fighting what what what are we doing about fighting and where's the money coming from to deal with this particular issue fighting you know so that's what I where I'm coming from and and this report it's almost all our reports that we get are districtwide they're not at the local school site or my I have always pushed by the region and you know under
120the region we get that we used to have that by the other um superintendent but not no longer so as you see Mr P Mr Petz I need okay and I was wondering Mr Pettis you're done why because you have not asked a question and you continue to talk about district-wide report since I've been on this board this is how it's been we have a district report it is your responsibility if you want further information about your region or a specific school it's your responsib we have a report by teacher management by School site do we have this you're done thank you because it's my turn why am I because it is my turn you have not asked a question that they could answer right now so we're done up to that you've led up
121to that for 15 minutes longer than anyone else that is it your job is to become prepared with questions to ask and you have not been able to do that so you're done have a seat like you're done we have a big problem sit down sit down look at your dashboard sit down I'm not going to sit down sit down you do if I don't sit down we're going to ask you to leave we can recess and call this board we can stop this board you cannot be disruptive I can ask you to leave if you are disruptive well I'm trying to get a point across you're you're trying to sense me we're not thank you you are done speaking Bard thank you enough thank you staff I appreciate your patience um I do have
122a couple of questions and comments I would first want to say thank you for the presentation um what stood out to me so much was the level of collaboration that has taken place and I know that that has been something again changing a culture takes time and this process that you've done to continue to collaborate it's almost as if I look um a vend diagram right and we see all the layers that each of the different departments have done to be able to address this issue and we know that behavior is the result of something that is not being met a need not being met in a student's life right so we're trying to address the need to prevent that result of the behavior and while I know we are never going to get to
123zero in terms of suspensions my goal is that we don't have any population that is disproportionately suspended if we are all looking at all of our populations and there are suspensions there but there's not that difference then I feel that's when our work is getting closer to being done um so I still feel the need to close that Gap and to be able to bring down suspensions with these specific populations and you've all shown the different work that is being done to do that and I mean I heard asset-based I heard collaboration I heard um providing opportunities for student voice and agency and all these amazing things that will lead to that it will take time we do as my colleagues have mentioned we have external factors that are impacting these students and that they're
124bringing with them and external factors in terms of the trauma uh that maybe their parents or grandparents are bringing with them as well so when we look at all of that and then doing our best to say Hey What Can we all do collaboratively to address the needs of the children um I think that that's amazing the approach that we are taking so I want to thank you for that first off um I did have a question and I think it was when uh on the slide um it was slide 12 and we talked about um that we saw a reduction in the uh restorative practices it's fine um you explained that I was concerned that there was a reduction in um the student and guardian um uh contact for conferences and I think that
125that was just because it's in the way that it's reported it doesn't mean that that has gone down because I think that that is key um and I think you know Fai you know again brings that to light in terms of it really is a partnership um so thank you for clarifying that on on slide 12 um I did have a question um I know that we've talked about making classrooms welcome and making um a School site welcome there's um a practice called an equity walk when we view a school and make sure that it is welcoming specifically for these populations that we are looking to support so being able to um and I just wondered if this is something that we've ever thought to do where you walk the school from the eyes of
126African-American family or a student with disabilities or sometimes those are um those intersections um everywhere from like the front counter walking onto the campus is this welcoming do I see myself or my children represented do I see somebody who is an ally do I feel that looking at the website looking at the classroom so just having that that equity walk I don't know um we may not call it that but is that something that we've considered doing hi so we do have the welcoming schools checklist which come all of what you just said and more um and and we it's a checklist it's been used as a survey excuse me and we have um ideas about how to use that differently uh which we are in developing so stay tuned for that but that checklist
127for welcoming environments and welcoming campuses does exist and um it's what we use to inform the pick for family engagement and so it's there perfect thank you I I just had back to school night last night walking into my son's classroom and and it's like I know that as a student as a parent of a student of color being able to look it's so important for me like when I look on the walls and I'm like okay I see that I see that I look at the books all of that so um I just I really appreciate us paying attention to that specifically for these three um areas these three populations of students so I'm glad to hear that that is happening and while you're up there liette sorry I just wanted to ask about
128the home visits M how is it determined what families receive those home VI visits so home visits are open to any family any student in any of our schools and so teachers can make home visits for as many families as that will agree to it because it is a um sort of an invitation to go into a family's home or wherever they want to meet to have that meeting but as many as families as will say yes that's how many visits can happen and so some are more targeted in terms of welcoming back all of our welcome welcoming all of our incoming freshmen our incoming seventh graders but it's open to everyone perfect okay thank you um I think um yeah I just I I again commend you on trying to get our students to
129be connected and have that sense of belonging um I think there's good work being done we just need to continue at this this trajectory and will continue to to make an impact um and yeah just hope that the outside world gets a little easier for our kiddos too so thank you very much we are going to take a 10-minute break thank you e e e okay we are back and we are going to have Dr coats for start of schools 20242 all right good morning Madame President Board of Trustees superintendent Hoffman Miss avos staff and um patrons watching we're excited to present our Stardust schools um presentation this is a team effort uh and really just a way to Showcase what what it takes to get kids to school uh so we want to provide
130the an update on the Preparatory actions for a successful start to the 2024 2025 school year all right so some general information uh in Elk Grove throughout this Academic Year will serve approximately 63,000 TK through 12th grade students and when you start to add in our preschool and our adult education students add another 2,000 so a good 65,000 students that will'll be serving over the course of a year our first days of school so one of my favorite things about El Grove is we get three first days of school where other districts only get one um what that does is make any snapshot of enrollment data incredibly hard to capture so you'll see that the numbers don't exactly add up we don't do anything easy here no you no no but um but I think
131there's little better than the first day of school so to have three uh we're really lucky in that uh so year round we started on July 17th welcoming 10,840 5 students uh for coming into summer uh these are students who are enrolled not necessarily who attended on that day just to clarify those numbers uh just last week on Thursday we brought back all of our modified traditional and traditional students uh with almost uh well 59,6 students who uh we welcomed back not including track a who got their first day yesterday it's our largest track I see some very happy parents and um so it's nearly 5,000 students so in the course of all those numbers that enrolled uh over 64,000 students again this is uh data from last week a snapshot in time and we
132track this pretty much every single day until we get to seabeds in October to really um start to take a look at how many students we're serving very exciting though so School operations um we really don't stop all year long uh the team of directors have been working uh hiring working on upgrades I know many of you have been out in the community there have been massive facility projects and upgrades as well as maintenance projects throughout the district these are just a few highlighting some of the work we've got murals uh uh done a lot of work with floors gym floors concrete floors new playgrounds site modernizations uh we have um new uh kitchen carts and um point of service for our nutritional Service as some examples so a lot of really great work uh
133still going on but um really working hard to start the school in a welcoming um space nutrition services uh really focused on on professional development they have a pretty big uh Central Kitchen modernization that's also going um going on last year towards the end of the school year they were doing testing with students different recipes and um we're then incorporating the feedback into their professional learnings uh so this year we're excited we're going to have more uh Garden bars those are things that when we get our um local control accountability plan and surveys that school lunches all meals always come up and so we really do look at that even from the operational side to see how we can incorporate that feedback um and get it back into um to schools um we have those
134five uh additional fresh service carts and then a lot of team building went on uh they H held their team bir uh building over at Smedberg um training more than 350 staff and then um and even superintendent Hoffman came for a testing uh we had some scratch testing for our secondary sites where they were um making all sorts of barbecue chicken pizza just a shout out loud you might want to try the barbecue chicken pizza H it was it was quite tasty so a a lot of teamwork going on excited to to welcome the kids back and give them some new options uh Transportation has been working being really year round both with our uh uh extended school year program but also preparing for the start of the year just some interesting facts we uh
135travel more than 2.5 million miles in any course of a year and could transport more than 10,000 students each day so we have 139 routes 160 daily drivers 170 buses 19 of those EVS mostly transporting our special education students which are a quiet comfortable and cool uh with AC ride for for our students which has um been really helpful and then the home to school transports are um approximately 5,000 daily we have a partnership with um uh sack RT for a ride program for our secondary students um that have free transport and then any um Family interested party can track a bus on here comes the bus there's a little bit there but certainly go to the website if if you want to download that app for a look we don't often talk about our
136purchasing and Warehouse department but uh they do so much work and we we really narrowed down what they did and restricted it to the summer months um July and August and that really cut out um kind of June and and the first couple weeks of August but in the course of that time we've had almost 2200 purchase orders process and this number is just staggering because it's some entire School District's budgets for the entire year but $266 million of purchase order process just in those first two months of the fiscal year it's wild um we're still picking up Surplus but in those uh couple of months we had over hundred and on uh Surplus pickups um the types of items and then Mail Packages just really doesn't stop uh n million sheets of paper on
137pallets coming and then the the cind books are the uh what the student planners come in and there were people just yesterday in the print shop that were rolling those getting them ready to site some new features that have been really popular are the uh staff parking passes uh that they're they're creating so they're always looking for new opportunities but a pretty massive operation I'm going to kick it over to our friends am r thank you uh from the human resources side we have more than 6600 staff who support our students in our community we have about 2500 substitutes who uh are part of our substitute callout systems every day and currently we have 85 agreements with universities uh Across the Nation east coast and or uh local universities uh for student teacher placement field
138work experience experience and internships and for this school year we have 58 student teachers already placed and 44 interns all in areas from you know multiple subject to nursing to special education to psychologists and counselors to the next slide please sorry I'm still controlling um for Staffing and volunteer updates uh we hired 510 certificated employees so far for 24 4 25 uh some of them are rehires uh which we call Priority temps we rehire them every year uh we have hired 68 classified employees just with the August start dates so that doesn't count any other start date just for August we had had 60 and then we have volunteered uh we have fingerprinted 541 volunteers through August 9th for this new uh school year and these are all new volunteers we have done for our
139schools so 540 and then you can see some of those paper files that we process every time we get a PF from aside and every of them is you know behind every papers is a is a human being and that's how we look at those so and then we had three major recruitment events um from the HR side of the house and I want to say thank you to all the other departments because our recruitment events are actually a partnership across the district uh it's not a it's it's kind of run by HR but it's not a HR only thing and recruitment is all uh all hands on deck with other departments so we had two certificated and one classified event um we had 240 candidates who participated in our certificated events and we actually
140gave a 20 contingent office at our certificate events and at the classified event we had 448 candidates who participated in our classified and then more than 80 applic applications was submitted in our substitute pool from that event so very excited about the work in the group Mr mate and then on the technology Services side we did obviously just like what Kristen talked about we do kind of keep going all through those summer there is no stop but some some highlights of things we did this summer to get ready is we worked closely with facilities on a lot of different projects one of the big things we did was move computers in and out of the room and everything that goes with it so to get those rooms so if you're just redoing the carpet we
141had to get everything out of there and then back in again and stored it someplace uh interesting fact we pulled over 3 miles of network cable this summer and installed almost $1,200 n 1,200 Network Jacks in rooms to modernize rooms uh we got all the equipment ready to go we ordered all the 177,000 Chromebooks we got them in inventoried um got them all set up in our system and we delivered them all out ready to go for this first day of school for our first graders uh we've got 1,000 new hotspots configured and ready to go and we started to roll those out to sites and to parents to students when they need connectivity for home if they don't have have it um we've also done about a third of our new desktop roll out
142so we got about a th000 computers of our 3,000 we're doing right now to go into update most a big chunk of his computer Elementary Labs um but then also desktops through throughout the organization um we got all the accounts everything ready to go so we rolled over 59,000 student accounts to the next grade we updated or added in 800 new staff accounts we generated so we got 5200 new calpads IDs so those are new kids coming in they're being created so we have to go and create those um and the interesting thing is we also in order to make sure that every teacher sees their kids in their applications we have to update 125 different data extracts to make sure that it shows the right class with the right students for the right year
143right term and so on so we have to go through and make sure all of that is updated and ready to go for the first day in Synergy we set up all the terms calendars you name it ready to go all the bell schedule all the kind of basic stuff for the new year ready to go we rolled over the school year enrollment and we've updated the parent view to include that 2425 student handbook and also includes the annual update verification which is what we've been talking about with that um educational benefits form as part of that as well and then obviously information on the websites we got everything up and going with that and then we've been offering new technology orientations to new staff when they come in so this so this yeah those
144are some things that tech services did over the summer to get ready for the start of the Year real quick all right and then um uh Dean is not here but Safety and Security has met with all of the principles and gone over the site safety plans they held a safety staff training uh around mental health and deescalation heat illness and narcon training and we I think we had 75% of our campus supervisors opt into that uh which was great it was a non-mandatory training um uh they look through every at every camp uh vulnerabilities around fire drills and lockdown drills and inventoried and restocked all of our crisis boxes and uh about 9,000 updated safety procedural charts that are finalizing in the print shop as we speak what color are they this year are
145they believe they're a canary yellow no they're they're they're pink this year pink hot pink this year I think so if you walk in a classroom you won't see a yellow one you'll see a hot pink thank you very much and just a a really quick um comment before we move in here that goes back to Safety and Security I just want to point out that Dr Gay wall and Mr schwitzer worked very very closely on a daily basis with our Safety and Security Department um in terms of practice procedure Communications and one of the things that uh we worked on last year and we're getting close to finalizing our umus with we finalized it with uh the elgrove police department we're working on it with the sheriff's department which enables them to have access
146to live video feed which is important if you think about it if there's a uh a unique situation I'll put it that way on one of our campuses that necessitates them they have video uh capability so they can be viewing what's happening on our campuses back at their locations so important work all around to ensure safety and just uh as move through this um kind of when you think about maso's hierarchy Dr uh Dr coats and her folks are working very hard at uh shelter food getting kids uh transportation and uh without that nothing takes place and so uh it truly is an entire District effort and so moving through prek 6 Elementary education um just some updates to those numbers down there at the bottom actually it's now 11 new Trans or 13 um
147TK uh classrooms and it's nine new Kinder classrooms and uh the support to F support to principles and families that's happening all the time and maybe I'll just back up again for one second and we referenced Dr coats was referencing our school year actually starts it started a month ago but I was thinking um when we had the kickoff with our principles and superintendent Hoffman was uh gracious enough at that point in time he was was uh he was out of state but he uh phone videoed in um and it was very successful in kicking it off with all of our principles um and I commented uh to them that in this time of the Olympics um our elementary schools are yearound schools they're kind of the flag bearers um they're the ones who kick
148it off every single year and do a tremendous job of that um and it was a Bob the Builder theme so um if you've never seen Dr Greywell with a hard head on that was the opportunity uh to do that um but tremendous work getting things ready and also the ongoing support um all the time with our families but getting them new families acclimated into our schools and answering all the questions and the hiring of our administrators is vitally important um moving to secondary um Mr Spitzer and his team um ongoing support to our families when they're moving to the district looking to transfer all those questions that can come up we had two principal hires at Edward Harris and Sheldon six new Vice principls in the kickoff that was the bearer um the TV
149series The Bear and so um we were over at Franklin High School and got to put on my cooking apron along with others and it was very very very successful uh kickoff and the thing that I would say is um and I'll mention this again in just a second when you see uh professional learning is educating kids needlessly it doesn't need to be said it's some can view it as it's it's really pretty basic and simple it's not simple at all you know when you peel back the onion and look at what's going on anytime someone acquires new knowledge or information it's actually extremely complex and uh what we've done is stayed very very focused uh on some of the some of the basics and so our strategic goals have remained intact and so when
150we're working with our principles it's very not that at the elementary and secondary level having seen this for many years it's not here's the focus last year we focused on these five things and this year there's four different things that we're focusing on no we stay focused guided um by a focus on instruction a focus on Wellness a focus on families um and that's extremely helpful for our principles uh in terms of maintaining continuity the uh expanded learning um lots of information here minimum of nine hours of programming offered daily I won't go through bullet point by bullet point our summer program preps our kids um in order to be successful in the coming school year and you can see what is set up for this coming year um we have over 15,000 kids enrolled
151in after school programs at 50 of our sites after school credit recoveries offered at all the high schools the summer uh program had 11,000 kids in it and ongoing intercession opportunities and all of our yearound sites is available for every track so lots and lots of opportunities and supports that are set up for our kids Special Education uh significant kudos to Mr Riley Miss regalii and uh their full team um increasing access to homeschools or regions as um someone who had the tremendous opportunity to be directly connected with special ed um for a number of years this has been a primary area of focus and so enabling our specialed kids and families to go to the nearest school possible is important and made tremendous uh strides in that six additional self-contained classes seven additional uh
152Learning Centers uh and secondary resource specialist teachers and I would be remiss if I didn't give a shout out to uh a member of Dr coat's team and that would be Ken black and transportation because uh transportation is joined at the hip with our special ed folks and special ed programming to increasingly uh shorten the the distances that our kids are traveling to their programs then enhancing services to to students this this really shows a number of things this is showing the the partnership that we've had for years with um with our teachers with our teacher leadership um and the relationship that Mr rly has with our labor groups um in lowering case loads and working toward that Crisis Prevention intervention training for all staff um and then all cert or that third bullet point
153all certificated vacancies filled I cannot begin to tell you how significant that that is um it is that it is a Monumental effort that has taken place in coordination with our uh and Par educator recruitment hiring what we've been able to do in work that that under um Mr Singh and HR and their recruitment efforts um when we went through the the work that we did um and I'm just drawing a blank it's not um it's it'll come back to me the work that we did to calibrate it's not calibrating our salaries thank you I had a I had the wrong c-word it's com the the comparability studies that we did that's some of us have not no it's not to be forgotten forever will but all of those all of those efforts have made
154it so that we are in increasingly uh attractive we've always been a in my opinion we've always been a destination District but we've been we've become even more so staff development um the the staff development piece um the um the work that Miss ay does so in terms of Staff Development just just a note out so that work begins in January it's safe to say so it excuse me in January is when we begin planning for the pre-service for the for the next for the next year and making connections is the theme and it's been the theme for three years so we have been building on that I remember I believe it's about 10 years ago superintendent Hoffman when you came to the district and at Valley High School he may not even remember although
155he's got a great memory um when he came and was introduced to the district and I was like all we were listening intently and what struck me was how focused he was on the importance of connections and relationships and obviously as a teacher um and it was stated by miss blumquist that effective teaching at the core is is determined the success of that teaching is based upon largely the relationship that that teacher has with those kids but the uh making those connections and then this year it was every interaction counts and uh I think as a former principal what I used to share with my staff at the beginning of every year and it prompted me because um the only High School reunion I went to was my 10-year High School reunion and I think
156that was 40 years ago or something like that but I went to my 10-year reunion and I was teaching at the time and it struck me listening to the conversations I can't say it surprised me but it reinforced um comments that were made because it's 10 years later and people would still recall what Mr or Miss so and so War said did all those things that stuck with people and would be embedded in per permanent memory as I was driving this morning I went through and I got up to my eighth grade teacher um and I could go all the way through and name their names and so it is such a high impact in opportunity that we have that when I would share with my staff you never know what you are going to
157say or do with a student on any given day that will stay with them for the rest of their lives so be really careful to make it good because it's a tremendous opportunity that we have and that's what we've been working on and it's it's demonstrated here in terms of all the work that we've done so it's really been a three-year building process in terms of how we've been kicking it off um for our staff development um moving forward our orientations um lots of wonderful things we have uh BSU student Leadership Summit uh it was a week-long summit focused on growing leadership skills and learning about the school district and school governance jump start took place at all nine of our uh middle schools and the orientation focused on getting Rising seventh graders so we
158were looking at some of the challenges that can take place in as a former Middle School teacher and principal it's a unique time for kids so we focus heavily on that and a TK orientation to help families and students meet their teachers just some examples of the orientations that we do to get ourselves started up this was actually talked about earlier as well so we have our newcomer welcome centers um and M Lasser and M La have done tremendous jobs and they provide incredible Services as noted there talking points food distribution parent view activation all those types of services that they're providing our our newcomers to the district the at benefits form so if that seems a bit obscure to folks um it's a very important form and it's important information because that that data
159is used to calculate our District's supplemental uh funding for our schools and so vitally important that we get accurate data so that we get the money that we deserve and that our kids need and it shows it's still tight and still and when is the last day Dr Co October 31st there you go so we've got several months yet and we are diligent and I will say this having uh gotten to know Dr coats um I appreciate very much her diligence and dedication and commitment to uh uh making sure that all of our attendance data and everything that we have is lined up the way it should be so that we do get the money that this District deserves and our kids need health services um lots of lots of immunizations vaccinations over the summer
160support to staff um over 1800 1812 total students districtwide have medication orders or health procedures St have contact and and uh Guardians for current doctor's orders coordinate to ensure health staff are in place for the first day of school so um Melle Matari who does a tremendous job under the direction of uh Mr Ross and under the overall direction of uh miss a continues to do tremendous work in the health area for our kids and families and that concludes a quick run through of all the things that we've done to hopefully ensure that uh every one of our kids when they wake up in the morning uh feels like they're coming to school and it's a a place where they feel welcome they feel safe they feel known they feel uh also like they have
161the opportunity to be successful every single one of our kids with that if there are any questions we're happy to respond thank you very much uh Miss Alani would you like to start thank you for the presentation I do miss the excitement of first day of school just a little bit but um all I this is all great stuff and I really appreciate the dedication to getting those forms in um I understand that that's what's going to get a supplemental or not get a supplemental funding and so and then there's also a big push on attendance so um as time goes on if we could get some board updates on how our enrollment settles out and how our attendance numbers are looking this year versus next year would be greatly appreciated thanks Mr esposa thank
162you for the report just a couple of questions and a comment um so I'll start with the hard one how much of this onboarding and staff development is shared with substitutes if any um and I recognize it's a little off topic I understand you may not be prepared to discuss that um and and I asked because sometimes you know we can have long-term subs and we have some favorites right who spend a lot of time in our district and I'm just wondering um if there's a process of deciding kind of what's critical and what can be shared with some of these folks who spend a lot of time in our district Mr Singh has info for you on that topic that's a great question um we are we are doing some work on that it's
163it's not perfect so there is some stuff on wording for substitutes we we do some of the mandated stuff with them that's part of their own boarding they do one of the things we are starting to do this year is to do some additional trainings with them and some of this is geared individually I'll give you an example if we have a substitute we have a concern about and let's say the concern is around classroom management then we allocate some classes that kind of help them through that and it's very individualized it's in our Public School Works uh platform but what we are exploring is maybe uh having substitutes attend generalized just overall training and pay them for that now in terms of Subs who are signed up from the first day to do long-term
164jobs they are part of the sites onboarding they are part of the site PD but for Subs who are day-to-day Subs we're exploring possibly giving them additional training through the platform that we have and having classes about you know classroom management connecting with kids some of the generalized topics we think will be valuable to them so that when they take that we will pay them for that day as a additional day of work but they will actually be engaged in staff development that day thank you I appreciate that I I think it's definitely an investment worth worth exploring you know as as was said in the presentation even one interaction can have a tremendous impact positively or negatively um the educational benefits form I really appreciate all the work that's been done there I think
165we have more to do I've been in some rooms even recently where I think it's not clear to the staff responsible for disseminating and collecting those what the purpose is you know sometimes it's described as uh I don't know why they want this I think it's just data collection um so again if if they don't know the why they can't transmit the value to their school and and the district um so I I think we may want to spend some more time on that um and just uh the first numbers that were shared enrollment that does seem to represent an increase in enrollment over last year right okay it does as it shakes out um so that's everyone who's enrolled and so there are students who might not have attended yet and those won't drop
166until we're free sure knowing that they won't come and we we do that after like 10 days so okay yeah but yes we do look like we have an uptick over last year okay good stuff that's all for me thank you Mr fortina thank you I just have a couple of quick questions and I will make one comment um probably one of the best ways I judge the start of school is how many Communications I get and uh uh so far this year I've only received uh I've been copied on two Communications regarding Transportation um so I I I consider that pretty good um under under safety security Kristen what's the stat status of our our cameras and lighting so I'm going to defer to Steve I think all of our cameras have been installed
167but we're now working through the maintenance right because of the life cycle yeah so yeah all of them been installed I think there's still a few out at elgrove high school because of the modernization that's going on out there um that are out there but we've got all of them in um we are now actually working so the maintenance on it but we're also working on getting all of our administrators the right access um and that's been more challenging than I would have thought it would be um but we're still working do that so it's fully up and running and operational though um last time we talked about access um I think it was last year on the board um are our principles to your knowledge are principles satisfied about the access process access to
168the cameras or access in general the cameras well we haven't gotten the access to the principales yet so we have it to all the directors and that's the part I've been talking about that's the part I mention has been a more of a challenge than I would have thought we are so close to getting it going for them um so I should have more information uh soon on that but um they don't have the access principales don't have it but our directors in uh Elementary and secondary both have access to the cameras yeah way the way it currently works if there if there's an issue on a campus they they can they can identify it talk to their director and then we can get get them to it but we're working on their ability to
169do that themselves that piece is already there yes that right so if something has happened on a campus and they need to have the access they just have to make the request they have to go through the directors can help directors have access right there and they can help them get what they need yeah right okay um Mark um it it's it's it's really great that uh uh we have so many new kindergarten and and TK classes and you mentioned and you mentioned that uh that we've done that with the assistance of Portables um to me it's amazing that we had space to house all those new classes were were there any problems that arose for you on that I'd actually defer over to either Dr greywall or who who' have more direct um information
170about where they specifically we're located okay yeah as I as I go out to the schools I mean like it's easy to say like there's no room at the end uh and then you got all these new classes we've added um TK at every school and several classes at every school so we're able to make it work because we're doing the AM PM you might have a a morning Kinder and an afternoon TK so it's working out right now we've had some Portables put down as well I I can't tell you how many maybe six plus but overall it's working AB one thing just as a as a tool that we have in elro UniFi that others don't have and don't want to start an alarm anywhere but we do have the ability to change
171calendar to a yearound school if needed and so that's something that we closely Monitor and we will be bringing um our latest analysis of that process as well so there's a lot of tools that are in our toolbox toel that address those kinds of issues and Mr frina were were you was also the question like literally do we ever have a have a challenge we may have the the kids but is there a challenge in actually finding a space for a portable is that also what the question was part of it um work we work with our facil with with Kristen's team and and they know what they're doing in terms of where it's located and I don't mean to speak for her because she speaks about this much much better than I but uh
172based on on the experts we're able to do it and we're not jamming facilities in there I'll add one please one I'll add one piece that is just challenging with TK or Kinder but certainly the expansion of transitional kindergarten um because there our littlest or youngest Learners excluding PK you do need access to bathrooms a good s of vision and playgrounds that are age uh and developmentally appropriate and so when we think about the challenges when we're talking with uh with program and with special ed because we're working on inclusive playgrounds as well those are the challenges that we're work working together to solve what's the best space for TK and and sometimes we land a portable and other grade levels get moved so TK has access to what they need yeah and I you
173know I was happy uh when uh we were on NY and I were on the long range facilities plan that you have the awareness that those kids are coming and what we need to do and my last question could either be uh Davids or amri um so where where did you get the magic hat that you were able to pull out all these special ed teachers who don't exist there is no magic couple of things we did um we started the contingency office process very early on we we have a program specialist through collaboration with special that now lives in HR and their work has been very big on going out and observing student teachers and working with our reach Grant working with our Partnerships with skoy and the uh I'm going to say this
174wrong the S smt Grant that might be wrong but we have a grant with scoy that does that so um I think uh the we started in December we really did and we went out to universities talk to University so we actually had a dedicated person who spent a lot of time just going out and calling people and interviewing and I think there was one week She interviewed about 40 people uh we also did something um uh little different we reached out to all our substitutes who had a bachelor's degree and some background in special head or even a background in education and got them which the board approved through our uh need for qualified Educators the tip and the you know the stip process so we actually got on that really early so that's
175why we are where we are today well congratulations because I I I I I don't have any data but I would imagine we we stand alone in the category of filled special ed positions uh I think we've gotten some phone calls from other districts saying why are you stealing our people that's the phone call I've received but uh and I part of sorry yeah sorry but not so uh I think part of this is also the unique salary schedule we've had with special a over the years it's really helped us recruit and and show us uh you know get us to a better place David were you going to add something yeah I was just going to add um relative to drawing teachers veteran teachers from other districts I think the work the collaborative work
176that we've done with eg to improve working conditions for our special education teachers um I think you'd be hard pressed to find other schoolers that M maintain such low case loads that enhances the level of service for our students it allows us to expand the inclusive experiences for for our students uh we meet on a monthly basis with EGA leadership and the four coordinators and we talk through possibilities of programmatic change they're they're part of the team and they help us communicate to the teachers the why and so I would say the last four or five years we've seen great rides in that collaborative work and I think we become an envious District to to serve students with with disabilities so uh hats off to Human Resources an regali and her team and uh I
177have to in the EG leadership um Vanessa medano is their director of special education she's done a great deal of work working with the teachers um and bringing us together to make things better for students so I think that's a huge um as aspect and it's it's the board too um you know I'll take off my special ed hat put on my labor relations hat um the things that we've achieved in negotiations the class size limits for self-contained classes that that makes a significant difference for those teachers in those classrooms uh on a day-to-day basis so it's all of us really together well something to be proud of that's for darn sure yeah thank thank you miss chadus me also had one more comment yeah just really quick Mr fortina reminded me of um acknowledging
178the what what the silence mean some mean sometimes um I for many years um received a deluge of messages on the first day of school all three first days of school it would be calls texts emails direct messages on every single platform generally about traffic and circulation at pickup and drop off and that was was every single first day of school for many years and this year I didn't receive a single one um so you know I know so much has been done on our school sites um with you know the safe routes to school committee with the cities and the county that we work with and you know thank you for reminding me Mr forina I think it just it really needs to be called out as a success story and and thanks to
179everyone who played a part in that Mr Pettis well um I invite you to go to ader cir Gator Elementary and check out the situation at that site and and some other ones that I've did some reviews on-site reviews of traffic um like I said before there are growing community in region one um the other um low income multi housing has not been uh what do you call it um people haven't moved in yet with but within weeks as my understanding they be there that would affect Floren Elementary which also has a problem of traffic and where to park and educating those people where to park we need bilingual staff out there directly and they're doing it um there's people that are very um impatient I understand that but that's what's what happens you know
180it's not only within area one it's happening in other areas traffic issue yes that's the one issue uh facility issue um you did not do any input on that within your report did I miss it or I we just showed the pictures of a lot of the work there were major facility projects going on we also wanted to showcase just that one okay maintenance and operations team and grounds teams were out as well okay and uh you mentioned busing and uh why isn't we do not have like a a bus station in the north side instead of going back and forth when over there at the south side of our or the north side of our district there hasn't been any uh talk or about you know having something on the North side or the
181South side of the district for uh our buses and or you know work something out on that Mr Black and I have conversations about satellite um stations for transportation which would uh really impact um the ability to to manage well but it is something that we continuously explore knowing that our geographic area is so large exactly uh we look for ways to cut down on route times but um the discussions that we've had and maybe areas that we've looked at have hasn't um nothing's come to fruition yet um 12 years ago I requested the transportation unit to purchase a GIS mapping software for routing has that been done yeah they use uh transversal Geographics Information Systems mapping okay routing not Arc they're not using specifically arcgis but they do have a a GIS routing software
182that they use yeah it is incredible but yet as my understanding why did we have to purchase another one where our our view already does that because it it um routes with the bus so we can see where the kids are and it it it's actually it has a scheduling feature as well which arcgis by itself would not do does it no um I want to give a shout out that this is this report you should have included your report it's very good it's a handout or that you download at the at the El Grove unified school district overview of 23 24 you should maybe hand that out it's an update that um that I looked at I found at the website and you have okay it's very interesting but it brings to my attention
183that you know our students of color you are the majority but yet our staff is not there yet culturally linguistic issues I still have so uh that's you know a personel issue over here so that you look at the difference and that is one of reasons why you uh would improve outcomes and communication skills with these students English language Learners and non-english Lang okay so anyway um also I tried to also download the newsletter that's on the web it's a great newsletter it has the vacancies that you put on there that uh but when you try to print it out does not come out perfectly in in in a typing mode or format so please check into that uh but and that needs more visibility because the the information needs or the information that you
184have there is very important to different communities job openings workshops oh I was very impressed on that that that little um that little newsletter who does that by the way okay yes [Laughter] excellent job um like I said but just the fact that it's not the way you for you print it out it's not doesn't come around right something I try I spend about half an hour on that um and I'm glad you uh uh work with other you know especially Personnel about all the vacant and recruitment efforts and all that I'm glad you mentioned Head Start and all the new uh um sites I think that's important at one time Rudder element Elementary Rudder Middle School had a a daycare program there on that side on the right hand of the campus I was
185wondering why you know could we possibly have another one there come back they had it's was a trailer right here on the outside on right inside of of the office there was a I guess um driveway in that area but they had a really good um preschool or something like that what was do you recall that a pre a preschool program at the middle school yes uh Rudder at one time prior to 2012 I you probably r around it I was around so uh so anyway there is room for that there so I just want to bring that to your attention Okay um on page 11 human resources are hold on I'm not even going to ask this why isn't our prince shop Union KN they are part of the Union they're part of asme
186asme yeah then why is it they cannot produce my um they cannot engage without the union bug I'm sorry I interrupted your question yeah so the so I went there 12 Years 2012 to get uh my you know the business card I was really talking about what you call it uh this is 2012 when I was elected they gave me a business cards uh you know El gr Unified School District CR SE cards and uh I cannot accept them because I support unions and if I is not the item on the agenda this is not the item on the agenda violation of the brown Act okay so why why why can't they have a union bug on there we've explained this to you before we're not answering it now but we've explain you've asked this
187question before well we need as as a board that's a board item that we need to to vote on we do not please get back to the presentation all right don't want I'm talking about okay how many retired newants are presently working for the district I'm assuming you're asking how many retired May a classification a retired newans are we presently hiring are working for district so most of our retirees come back and sub for us yes and uh I can get you that number I don't have that number on top of the head but we do have a quite a large number of retirees who come back and sub for us after their six-month period waiting period is over right I know that yeah and I I encourage that I encourage that because they're they're
188they're experienced teachers we we actually track them down after six months and send them an email saying would you be interested in exactly what I was going to tell you so that's the process okay very good excellent that's what uh I was wondering about how you did that um keep on doing that um also you mentioned um the recruitment event you that was very successful I saw that drove by a lot of cars out there you had 448 candidates did we get a a very much of an ethnic pull of that of those individuals sorry Mr pres I mean people color I mean I mean how did you reach go out reach a Latino Community non English speaking Asian Community M Community like that did we do special type of announcements to the community through
189different medial Mr Perez I can speak to that okay so yes we advertised with Univision and with Crossings which is um M uh TV um so we've done some advertising to for the recruitment in various places what about presentation to those organizations that are within our district yes we have um we have a couple of different Affinity groups but we've also spread the word out through that and then they've advertised as well one of my directors in HR actually was live on TV M she did great and she did fantastic in the now I'm going to Univision I think was the channel and she was on the channel live at 6:00 in the morning and then it was broadcast I think early in the morning for our community so that she showcased our school district
190okay very good excellent where were these new ites uh three new sites you mentioned we had 11 new transitional kindergarten classes and then we had from seven new kindergarten classes now we have nine where were those extra ones at I don't know I don't think we have the the SES off the top of our head we could provide we don't have the sites off the top of our head we could provide that were they in my district they're across the district across the district when are we going to get I would like to have a cop of where they might be at please we can say with certainty that every school every elementary school has transitional kindergarten offered a full year ahead of um implementation required by okay and um as far as funding any
191issues uh as long as we are Ada our average daily attendance and our Ed benefits forms comes in that's the best that we can do to control um our funding we've reported on that with our adopted budget we'll do that again at un audited actuals and at first inter we'll keep providing the board updates on where we are and how much funding and staff are we putting on try to get those horns back the entire team is working all hands on deck what we do and uh hope they're more successful than last year they were amazingly successful last year getting us back over the 55% mark but I think we they were amazingly successful last too long we should have been above the 55% um the last question okay we our schools it's a nutrition
192issue so our schools give free lunch correct correct and breakfast breakfast all schools all schools but when I was at the at at the area one and some other areas District are region area one websites of the schools do they still have to fill out those for online forms there are certain schools that that do it's part of our um Community participation so everyone does that and it's tracked by the um information we need for the federal government the Ed benefit waiver also can be uh kind of supplemented in its place but every three years what we call C schools go and redo an enine of students so some schools are part of that threee cycle right have we report on that website um filling out those forms do we have anything internally reporting to
193you or somebody within the St how many people fill out those forms or go to the actual school that filled out those forms which what is more successful what's I think it's so Michelle Drake and her team um they've got team out at every single site they're looking at that really closely those forms get turned in and they get submitted to the state and then we do something called direct certification and it automatically factors into our unduplicated count and we're able to track which students have filled it out and which ones haven't so if they receive U um the new name isn't food stamps but uh snap or um Wick the Sun the those Services they're automatically right right yes okay and they're not denied uh food because of that reason no Universal meals what
194we have Universal meals at all of our schools great great I'm very glad that we have that and all the community of non-english speaking are aware of that it's a big deal okay very good excellent U I saw something on TV the other day pertaining to something like this said that was your last question what you said that was your last question no just a I have one comment those are questions I have one comment well anyway somebody in our media unit is did some very very good uh announcement right now I I do not recall what it was but maybe it's in my notes over here but again thank you for all this pertinent information my suggestion again get this out to my fellow board members very informative that they go out there and
195speak and they could have the data and uh yes oh the there was an issue that we have gone down graduation rates at certain schools so you know um again this is districtwide but yet we need maybe something that at by regions that's okay with you Mr superintendent thank you bye thank you Mr Pettis thank you very much for this presentation what I really love about this is that it really gives the community an idea of all of the people that it takes to educate our children I know that we see our teachers and our administrators you know kind of front and center but I think oftentimes people don't realize all the work that goes into uh preparing and uh maintaining uh a school for our children so I just I really want to shout
196out all the workers and the amount of time that it takes it's not just oh two weeks before school starts we start getting ready so I just I really appreciate um being able to acknowledge everyone involved so thank you yes um a point of information we do not presently have 55 according to you your report here we have 58% which terrific we should have been a little bit High I think we could go a little bit higher than 58 but uh again uh the social demographic uh uh Community is according to this report is at 58 it's above 55 thank you can I just get a straw pole uh from the board do we want to do lunch now before we get into handbook let's do the handbook can we before can we have a
197shorter one lch in the half hour so that we can get onto the handbook fine by me yeah the handbook okay handbook okay we will go into the handook Mr Hoffman okay thank you very much Lisa can you man the uh clicker for me here so again this will go as quickly as the board wants it to [Laughter] go no pressure um okay wait for it to pop up so just know this is uh annually uh we do um bring the board the uh the handbook giv the opportunity to reflect upon things the protocols and U practices that we've been doing for the past uh past several years and um we have a few few items that came up from members that we'll discuss and then we'll also talk about the uh agenda topics that
198have that I've listened to over the past several months uh from the board and we'll be scheduling on to confirm that these are the topics the board wants to cover um and then we will um make sure we get those scheduled and we'll have a updated version of the board agenda calendar probably a week from Friday that will show all of the topics through uh the end of December so we'll have the the first half of the year um taken care of and then the only other question was a quick conversation about November 5th um because that's the uh we have a special board meeting schedule that day also happens to be election day um and we do have a bond on the the ballot and we have a number of members up for um
199election so just to check in with regards to maybe a timing on a recommendation on timing on that day so that's the that's the overall um piece and look like we're getting closer so if we go to page two we slide down um I just covered all three of those things so I think we'll slide down to next page so what I what I tried to do is um to give you the um the topic that a member had a question about the page number that it um that it was so you could take a look um and then a brief idea of what the what the conversation was about so the first one um page four of the handbook requesting an item on the agenda I think the overall process um has been working
200well uh there was a question with regards to we need to specify a timeline uh with regards to um so open that up to anyone wants to share their thoughts is there a committee where this no let us you're going to want us you going to go around the table on that one anybody that you start go ahead Mr fora yeah um I'd made I'd made a request that uh we add language about timeline um currently the process is that a board member can make a request uh to the superintendent and board president and then they discuss the request for the board agenda item and then they either accept that and and get back to the board member who' requested it or they deny it and the board member can then bring it up for
201request at the full board meeting but there's no time associated with the process so a board member can make a request and maybe they hears one week later or six months later but you don't know when you're going to hear back so uh I think it's appropriate that so everybody have the same understanding that there be a timeline uh associated with the request so that the board member hears back uh what the status of the request is so I've been thinking about this one a little bit um and um if you go a week you know two weeks it kind of gets they get things kind of um goofed up from time to time depending on when board board meetings happen to be scheduled on those kinds of things so I was wondering instead of
202a um a days or a week's piece could we tie it to uh um you know within two regular meetings of the request so that way if it's during the summer and we have we only have a special meeting and we can't I was just want trying to think of tying it to a number of regular meetings versus a number of days or a number of weeks just depending on the time of the year holiday season and those kinds of things so I'd put that out to the board if we did um within two regularly U within two regularly scheduled meetings um the the president and um that see that seems reasonable to me um I know sometimes you know the intent is always to do it as promptly as possible but sometimes we do
203run into like people's travel schedules not aligning and you want to have the conversation in person as much as possible so I think I think that's reasonable and there is research there is research involved sometimes depending on the on the topic that needs to be done as well yeah but we have a contract employee uh Educational Services could do that or Califor School Board Association need need to speak on a mic yeah and then sometimes they would need time to do that if if we made such a request of one of our partners they get those requests from all over the state and they might need some time to do that that's kind of what I'm saying sometimes it might require a little bit of time uh then I I would suggest that um go
204to the California School Board Association website look at the Golden Bell awards every year they they announce the be the best governance team or District boards and their documentation and award recognize they recognize school districts that submit their own idea like somebody in the staff to get those type of awards and and and the governance hand books of those districts and and share those with us board members uh the other issue I have is that we're moving on to topic rules we're moving off the topic we're on one item right now still on the topic we're on the item we're we are on requesting the item board member recommendation of timeline yeah I I I can go along with two meetings again on the basis that it's specified and and so that would be okay
205with me personally and just make sure it be clear be two two regularly scheduled board meetings regularly well I would say yeah I would say two board meetings what's there there any difference between regularly scheduled and special it's a matter of when we schedule um because we don't like on these schedules we on these meetings we don't have the U Future board agenda items topic so um I'm just thinking if we if we use regular board as we run through if the board member didn't if if it was decided that that item wasn't going to be on the agenda and the board member wanted it to be brought to the full board it could only be brought to the board during a regular meeting so that's why I was just I was trying to TI
206it to regular meetings cuz it was that's that's kind of when we do that work yeah and I understand that piece but if if if it's two regularly scheduled board meetings you have a special board meeting there then it could be a month and a half or two months before you hear it would never be that long well it' be a month and a half yeah I mean we we we never have two special meetings back to back right so if you had a regular meeting and a special meeting and then a regular meeting and the request has come in certainly prior to that first board meeting it could be a month and a half I don't think we ever go more than a month in between even even like in the late summer and
207in the fall well I've then I'd like then let's put a month instead of two board meetings I'm open I mean I really don't see why I personally I don't see why it takes even a month to say yeah we agree and we're going to put it on the agenda or we don't agree and there a general rule it hasn't taken that long I mean Mr forine I think I have items who we're going to talk about that have been a month well we've agreed they're going to go on they're going to go on agenda we just haven't picked the date yet ex yeah but we've agreed they're going to go on yeah but we just agreed last week last Friday when we met or whenever it was no the decision's been made that we're
208going to do it we just haven't found the time yet the when we're going to schedule them well then i' I'd like to see a month cap personally me too I I think two regular board meetings is fine all for the vote I I think it works out to be the same I'm I'm fine either way whatever uh the president superintendent find easier to work with a month or or two regular board meting be the tiebreaker J it works out to be the same I think just two regular board meetings just makes it clear so I would I would go for that do regular board meetings from from the request yep okay no regular meetings we just said oh okay thank you on that one okay U the second one was um request for information
209uh which was on page five and um this was really and what i' heard and Mr forc can speak to it is really about um accountability so to think the process works okay but what happens if a board member doesn't do that but I'll lead that up to you Mr forina yeah um you know I made the request for uh the addition of a statement on account ability and and I understand on the one hand it's difficult that to to uh to enforce uh accountability at the same point in time the purpose of the handbook is is that to have an efficient board that the board agrees to certain behavior and when the board and the public are subjected to behaviors that are not conducive to a productive meeting and that behavior continues then then
210I think that we as a board need to take action and say you know whether it be a censure or whatever um that it's that it's unacceptable Behavior because we have made the agreement uh for like I say the best interest of having a functioning board and being respectful to um the public and being respectful to our staff now I don't know what kind of teeth we can have but that does but I had put it up for discussion in terms of what people's feelings are do we want to pursue looking at uh accountability for Behavior or not I I agree that there should be some accountability I don't know what we can do in terms of Legally um to be able to do that like or in accordance with brown act and what what
211um I guess autonomy we have in creating that but I I think that there should be some because we clearly we can't rely on self-regulation to do that I have a comment um this board does not follow Robert Rules of Order that is correct and and doesn't and does and it's my understanding it never does not want to follow Robert rules or make it a policy to follow Robert Rules of Order and and put it in the in the book handbook you will have uh faster meetings if you did that and everybody knew the procedural things instead of cutting people off and misinterpreting their passion their dis their uh a variety of Health not health issues feelings how the the meetings have been conducted and and the lack of transparency that when you ask the
212question um they get cut off and and and sometimes the misinterpretation of those individuals are very passionate about issues and and and just like some of our um people who come up to the polium over here and express themselves they have come up here you know are you going to not are you going to dismiss them also it goes both ways the the item request for information is is really very specific and it says that the individual individual board members will uh work with the superintendent and appropriate staff pror to the board meeting to seek information that they have we waste a considerable amount of time uh at our board meetings and we waste public time uh because questions are asked uh that could have could have been asked prior to the board meeting uh
213certainly that is the agreement of the handbook so the extent to the extent that that any board member uh asks a a variety of questions uh that catch catch people off guard uh it's to me it's almost meant to embarrass people when you ask for inform when you ask for information that you know people probably don't have uh right at the tip uh their fingers then then you're then you're asking the question to to embarrass but uh let me finish get your get your hands off the microphone um and quit laughing see that's just another example of your attitude um uh again this is this is not yeah I do too I got a great solution um what is it uh we have a replacement board member for yeah for region one but um anyway
214did you support somebody else top we talk about you're off topic uh anyway it this is just a simple one um our board members going to respect the agreement M or not and if they if they don't then what's the accountability I think simp you know it to me it's a simple issue and that is that the president can just cut them off uh cut the person off here if the person is is uh just elaborating and wanting to be heard and grandstanding and most of which has nothing to do with the questions of the presentation Then I then for me the accountability would just be to give the president the opportunity to cut that person off that's but um I I did want to have it for discussion just because so much time is
215wasted thank you Miss Alani and then miss jaus Espinosa it's not your turn I have my hand before her no no she had it before Mr forina go ahead Miss Alani um I I think the power of our Governor's hand book is included with the um with the buyin and the sign to accept it every year as a thing and I will say when I was President not every board member would sign it or turn it in so I I really find it is a hard spot to cure when actual board members will not sign and commit to following it so I I'm not sure how you solve that Mr forina but I do support cutting people off thank you hold on here well see this is this is a privilege she's asking a question
216no no I was going to respond to you but you I I didn't have the he didn't ask you he a specific question that's a big issue I have here there asking him a specific question there's certain board members who have privileges versus me stop okay I don't think that's fair I think it's discriminatory discriminating go ahead did you want to respond to question well yeah what I was going to say is is that um by virtue of of the board vote on the handbook uh the majority holds um so IND individuals may not agree with it but by virtue of the majority vote to me they're still bound to to adhere to the requirements therefore if they don't they're out of order and the president has a right to cut them off Miss chadis
217has been say you had a question hold on did she raise her hand before I also had my hand up before you sir who is not running the meeting um I take issue with well first let me back up just about every president that has served since I have been on this board has had to do a deep dive on this issue unfortunately really for the same reason um and I think we've all come to virtually the same point with one exception that I'm going to mention um beyond the tool tools that we have to maintain order in a specific meeting there there is no accountability available to us other other than you know the will of the voters um the exception is there actually was a change in law a couple of years ago
218uh about the board president's ability to eject people from the meeting it is not specific to whether it only applies to members of the public or members of the board so that exists um we've not used it even though some of us have been president and been aware of that statutory change because this board does have a tradition of trying to keep everyone at the table as much as possible um so I I want to be clear about that um I take issue with uh the the with the issue of of privilege being used in this manner when the issue that we have had on this board generally speaking is uh the some male members falling back on this very gendered stereotype of unprofessional and abusive conduct being characterized as quote unquote passion um so
219if we're going to talk about privilege that that is probably the biggest issue that this board has encountered so I I just you know I don't ever want that excuse to be thrown out and to not have it called out for what it is so with that per the request I 100% understand the frustration and appreciate the challenge it has been for this board I do not think there is anything that we can do in this handbook or otherwise about it I do think that um we could state that if uh if a board member has been warned uh after the second warning just as we do in our public comment that after the second warning the uh the president has the the right to turn off their mic that's my recommendation I I just
220wonder about the wisdom of I mean I can take it either way putting it in the rules I I don't want anyone to to believe that the powers of the president are limited by what's in the handbook right so you have that power regardless of whether it's in the handbook but again I will defer to whatever folks think will make it easier to run these meetings and I think that if we all acknowledge that that would be an agreed upon practice then it doesn't necessarily have to be uh written in the handbook but an agreed upon practice we G to go back to Mr Perez or well first of all you're going to have to give me a mic this is Mr for Cena's mic which I have to share and and if you would
221see everybody on this board if you if would see everybody on this board they all had their individual mics why is it that Mr Perez region number one have to share a mic with Mr forcina share a mic with Mr okay ask that and and and it has been that since we mov in here and and you know that's the type behavior that I get disrespect from these individuals that why don't I have a mic you're embarrassing you're embarrassing yourself think about that Mr Perez hold on I'm speaking don't not interrupt me you asked a question you asked a question no no no hey you can answer after I'm finished you can answer after I'm finished do not interrupt me another when you need to be interrupt every time when I speak you know you
222interrupt me do or or it's a plan effort to interrupt my you're not allowed to lie you're not allowed to lie from this dis and we're going to correct you every time do do I have the Bic yes or no do I have the mic you share you share a microphone just as we all share there are five mics and there are eight members of this board why why why do we because we all got here early and got a mic oh look I'm not going to answer that so second question you show okay look if if I ask the question the solution to that issue that and thinking that I'd answer or question make a question regarding to embarrass something no I do not that's not my objective number one one that's a false
223lie um when I ask questions I want Clarity it's out of clarity and also the bottom line the individual does not have the answer to my question the simplest thing they could say I do not have the answer I will get back to you at the next board meeting or I would put it in a board communication very simple very simple there won't be no problem what is the problem if I ask some questions because of clarity transparency or research those are my Board responsibility to keep our staff and my fellow board members to be aware of issues that have not been brought up or have I'm concerned about with within my uh regional service there's nothing that I have mean intentions to put people down that is ridiculous I mean that is almost the
224same thing with I'm not even go there that they had done to somebody in our community who were was a board member these are false allegations you know it's it's you know and and number two if we had a strong governance board handbook very clear if you and I invite the general public to read this it is sad document people it is a sad document you look at other board members districts and look at the governor's handbook you know it's maybe how many pages is ours four or six pages terrible but that's and we requested this revision many moons ago many but procrastination procrastination but maybe they wanted that way we do it every year they want it that way so yes uh what was the other issue my trainer thought was kind of a
225oh yeah transparency is number one data I want data and and and we do not get it at the school site level or the board Regional level okay that is not part of this handbook that is not part of the handbook those are questions I have to ask you know and that's my duty I have the duty for to keep our school district accountable to the funds policies etc etc that's all I'm doing the respectful thing to do is they ask the question ahead of the and then staff would be able to provide you the answer yes there and you looked at the California educational code I have the right to ask questions R I have the right look at all the members have the rights Mr the issue the issue that we're discussing is
226not whether or not an individual board member has a right to ask questions what we're talking about is uh simply is is the third bullet out of four and it says an individual board member will in so far as possible work to let the superintendent and staff know ahead of time ahead of time when a request for information will be made in public so the staff can be prepared to answer in a thoughtful way to says to be prepared to provide a thoughtful answer there's two things inherent in that in that statement one uh it acknowledges that the board member will be responsible for their behavior with respect to the respect for staff so that staff can be transparent when they respond in public to a question of a board member so that that's that's
227the first part of that um the second part of that is really just simple courtesy if if you want to have an answer to a question that's great I I ask so many questions I I I can St I can attest to this staff staff could could speak uh and you know personally on the issue they'd go we would like fewer questions so staff responds to the questions if you have a specific question staff will respond to it again inherent in that in that bullet is that we as individual board members are accepting responsibility for ourselves such that we will ask staff questions prior to a board meeting so that they can prepare that thoughtful answer and and and if and if a board member doesn't do that then then they they really to me
228forfeit the right to answer the question period or to request the question um you're you're acting like some some other party that I POS um there have been many times I call the superintendent up I tell them what I'm the issues I'm concerned about sometimes I do ask some questions that I'm going to bring out and sometimes I do it's not like like um I ask them a certain questions I come here think I have another one in in my uh in my back pocket but a lot of times There's issues that come up or or are brought to my attention to by other community members and they want to know and at the last minute they're concerned about some issues or what they ask me about this no so I have the right to
229ask even though if I ask I asked those questions of Mr for I mean not forena but Mr superintendent I if I don't uh if I discuss those issues and I come over over here thought of another question am I wrong for asking that and there's all the all the time we have board meetings many board meetings there's more than one or 10 questions that I might have that might be popping up at the last minute or just reviewing something or something that was brought up by my fellow board member so I I have the right and and there's no uh malice intent and uh I think the the objective is not for me to speak up about these issues at the bottom line just like what happened at the last meeting regarding the board
230the bond issue I was shut down on asking questions to communicate to my fellow board members and to the staff here on bond issues that I'm concerned about that but I shut down I was shut down what point of point of information okay let me ask you this point are we on and today have we corrected the three to 36 cents per dollar $100,000 in the report not on the agenda another issue so so the the it's not on the agenda I know it isn't on you can't talk about it but that's an issue it's not an issue yeah that is is act issue because you're breaking the law that was an issue that's example of a question i' never SE I I I didn't even think about or knew about until I further digest
231the presentation or saw the present three cents to 36 cents per $100,000 okay that's a big mistake it's not a mistake not on the agenda right now cents or clarification the second request the second bullet point was about accountability from page five and I think that um I took a straw poll here that we are in uh majority agreement that if there is a second uh warning that a microphone would be cut off and that that would be in practice not necessarily in policy how can you do that when I don't have a so I think the third we're on to the third one then I believe if we yeah we slide to page four so this actually kind of overlaps a bit but I think there's a um so um St reports and deliberations
232um kind of kind of go together I did um M jamers and I did receive um one communication um from U from Mr Vargas with regards to and the idea the idea of potentially um um limiting board question or time on staff reports to a maximum of five minutes each uh giving the president the authority to extend time U for any and all board members um if appropr so it was just a a thought that he had as he was as he was looking through and I know this is one that Mr forcen had a question about as well did you want to speak further to your question yeah what what I had uh uh specifically uh was um board members um the acknowledgement that the board member has the ability to follow up on
233comments that others have made for clarification uh after they've spoken um and over and this is an over the years kind of thing there have been Pres idents that have allowed that and there have been precedents who haven't so um I just think that certainly again um in in ensuring that a board member has all the information they need to have prior to making a decision uh that they have that right to to ask for clarification on comments that are made because that could that could either either help that board member uh a confirm their position or change their position depending upon further information they get I'm thinking about this one to Mr fora if you go to the the bullet that you highlighted which is the the fifth bullet so the board may ask
234for further clarification of Staff following public comment on an agendized item um I'm just wonder so if we said the board may ask further clarification of Staff or other members yeah that would be fine with me I'm just trying to think of a way to just kind of um they have members and if that's reasonable to others yeah I and I just yeah I like that I mean it states it's a clarifying question it's not a probing question so I think that that if we stay within what's already written that we're good Madam president um I wanted to be clear that this does not supersede the president's ability to to End discussion or Q&A when things get either unproductive or duplicative um so whatever we want to do here it just needs to be clear
235that you know there there are some things that supersede right and unfortunately we are not always going to be in agreement about when we have reached that point so the the chair needs to be a able to rule kind of regardless understood yeah okay so I think that takes care of the first two bullets there and then the last one was it has to get recorded that's why you have to speak in the mic um standing up at a board meeting is that an issue I have a health issue when my back and sit down so is that going to be an issue or do I have to work uh fill out a worker disability card to verify that issue if you have an accommodation that you need please share it with us well you
236have one it fell down it's an issue when you use it selectively to stand over people and Shout at them yeah you people are uncomfortable when you do it is part of the problem that's that's why that's why I'm over here is there is that an issue if you have an accommod if you're requesting if you're requesting an accommodation then you need to do that that's where you I'm asking the chair of the board and I'm deferring to the superintendent if you need an accommodation yes if you are in the middle of questioning already so I have to re it I'm not aware of it so you have to share that with me yes if you are standing up in an aggressive manner in which makes other board members feel threatened or uncomfortable then yes
237you'll be asked to sit down while you're doing your questioning you can stand up and stand many of us have at times when it's been a long meeting have had felt the need to stand up and we move so that we're not a distraction to the business that is being done I have another question um right now at any board meeting yes you need to speak into you need to speak into the microphone so that you are recorded which is why we need you to sit down when you are speaking to the general unravel the core just speak into the mic I need I need to extend it over here um when we have a board meeting do we have have security out there in front what's the policy no is that going to be
238in in our uh handbook no that's under governance that's under how I take care of the the meeting that's how I take care of the meeting I make sure our staff is safe and the public is safe well right now and if there's nobody out there security officer so do we have a meeting that is not part of the question on the handbook that's why I don't there's no security out there right now you're not comfortable then you should leave no it's a board issue it's a if you're not comfortable you should leave you needed to put that to the superintendent if it was a handbook issue need to put that ahead of time be so no addressing a specific item right now and we need to make a decision and then move to the
239next item based on our responsibility to have submitted questions that we wanted to have for discussion it's it's so simple we've taken care of the first two items on page four so we're on to school visitations yeah with respect to school visitation uh the board has addressed this item uh numerous times and we discussed it again as we did the board self evaluation um what I'd like to suggest is an addition uh to to the item in instead of the board understands visitations are important um that that language be changed such that there's an addition of an agreement on part of the board members to visit a minimum number of sites per year um I if if you know uh a a board member and and I will speak for myself here or I am
240speaking for myself a board member's responsibility and that's why we put it in here is to visit schools and that's for a lot of reasons one your visitation uh your visibility sends a message to staff that that you care about the work they're doing visiting School sites gives a board member an opportunity to understand the challenges of of the different School sites because they are different and it gives a board member the opportunity see how policies and and programs that have been approved by the board are being imp implemented for the benefit of the children so there's a lot of there's a lot of reasons why we we put that particular item in there but the reality is that that and for different reasons not everyone uh visit School sites on a regular basis and
241um the for for the 20 324 school year uh Beth had even offered to have a spreadsheet to see what sites are being covered because uh uh all Sites need to be seen um and you know one of the things we we discussed a lot when we had to go to um the elections by District as opposed to districtwide is the fact fact that board members have a responsibility for all the children you're elected in a trusty area your responsibility is not the trustey area your responsibility Still Remains the entire school district and so I I would just like to you know we we've made the commitment that the the visits are important um like to see the addition of you know a minimum number specified that people are going to commit to trying to
242uh hold to so you one one thought on that would be um I thought he just agreed I thought Mr P said he had his hand raised um are you referring to me it looks like I'm GNA take it that this is item you bring it up because you say you say that I'm I'm not out there no that's not why I bring yeah you just brought it up earlier why do I go to schools and all this let me tell the public myow hold on here hold on don't disrupt me don't disrupt me this this is he's talking about me personally and uh he brought this out how come I do not go to schools well let me tell everybody in this room and the community my mother was born March or April excuse
243me 1931 home alone she decided to stay home alone during this covid when did the co start to all of you four years ago 20 right so who's those so provider me Anthony Joseph Perez when I got sworn in here at the other office she was here she was very proud of me very proud of me because we dealt with education from elementary junior high high school college and and uc's my mother decided that my only concern was her financial situation and her house issues I can not make change so I took the responsibility to self isolate why because I spoke to Public Health officers experts in our community nationally can I infect my mother home and being 93 years old she could pass so I isolated myself it's not because I did not want
244to go to that schools any schools I had my main concern was my f myself my family and my mother yes I did not go on sites inside us walk to schools why because I did not want to infect my mother with what Co okay that's over she died this year she died this year by herself that's the way she wanted to go now my commitment is yes I could go to schools and there was somebody on this board he went to one of my schools okay in my district and tells me he got infected sick ended up in the hospital ain't that a shame why didn't he wear a mask or she wear a mask that's the prerogative those individuals have in our society wear a mask or not so Mr forena yes it
245is my duty to go to schools yeah now that that I feel safe and I will not infect my mother with you know spending you know 3 to four days per week I chose to do that but I have not missed one board meeting I commit probably 5 to seven days prior doing my research on every issue we have and is My Prerogative to ask questions you know It's my prerogative to make sure that this fell board Madam president top accountable our back to the point that is being discussed Mr pz I that's is add a minimum Mr pz the suggestion was to add a minimum number of school visitations per year do you have a response specific to that yeah uh my response to that at least for okay do we want to talk
246about regions or we do not want to talk about regions so we talk about regions yes I think every board me board member should go to at least three uh sites within a variety of re our seven districts I mean yeah seven regions that's excellent okay thank that's that's an excellent idea so you would go to the elementary okay middle school and high school I'm fine with that okay but why let me explain why no Mr P Hold on here here let me explain why that I I want that because you know what every region within our district is different our school district's too big it's not every area one and three is the highest poty biggest problems okay other districts middle class you know they have different issues and different uh educational like we
247all agreed we all agreed if they would go to my district and look they do yes go and look at the data that the state of California again you are off topic off topic thank you Miss Alani I know you have to leave so I will allow you an opportunity to speak to this I'm sorry I have to you leave I oh my I want to say I think once you make a commitment to be on the board that is part of your job we are working as a board to encourage those um but I am more open to an encouragement than a requirement than a nanny um because a foure commitment is a long commitment and there are times when things are harder to do than others and when you have young children which
248I hope lots of you know people on our board have children in our school district you gen you organically visit many schools as your kids go different places and you talk to people and so I for one um while I appreciate the idea of it I I feel it leans to um I don't know the term Nanny stating um I I just think it's micromanaging and so that's why I would be against it myself and I have to go pick up my daughter from the airport um yeah what I Mr Hoffman had had a suggestion about this as well I believe just a thought because I have talked to individuals you know in one by one-on ones about um about the topic um one one concept would be since there are um there are seven
249board members um and there are 68 schools you know one way to do it is if we did did the simple math it's about 10 schools per member um and if we did that over a two-year period so so it's really you know commitment to five per year but if the board did that and we kept track to make sure all the schools are you know on a two-year cycle every um School District or every school would be visited by um you know by a member of the board and if he leaves then we don't have quum anymore yeah I got to go it would just it would just you I have an health issue uh and Mr um superintendent knows that I do not my eyes and when they're too bright I have these
250attacks so and it's issues I hope you feel better right so I'm I have a headache and I'm going to the doctor all so you have a quum we are not taking any action say you know govern hand uh when when someone takes a job and and I certainly see being a being a board member is a job you're making you in this case it's an elected job when you take a job you don't get to sayi do this part but I I don't want to do that part so you know to me is like if if you can't fulfill the duties and responsibilities of physician why why you even sitting at the table so do I understand things happen yeah but the suggestion you just made my God I cannot believe that any board
251member couldn't go to 10 sites in two years for Christ sakes I mean it's like come on this District this school district has things that go on seven days a week day and and night understood so step it's a step further than we're currently doing and the board making a commitment that each school um at a minimum this this is just just be at a minimum that each school would be visited by a board member um over a 2-year cycle we we could do it over a one-year cycle I'm just trying to make it a piece that that does accommodate you know one year might be tougher for a member so they might you know make up in a second year um so that just just doing a simple math equation that was my thought
252so first context and I'll speak to the superintendent's proposal here um so one thing that's really important for all of us to acknowledge is that we want a very representative group on this board right and unfortunately there are barriers to to even running for this office and that keeps us from having a more representative group um so one of the things that we're going to continue to to face is that we've got folks here who you know are retired and have more time and God knows I personally would love to visit as many schools as you do Mr fortun I really would I don't expect that yeah and and I know you don't I know you don't but I just I think think it you know it's just something that we have to acknowledge right
253so you know Miss Alani mentions kind of the organic interaction that you have with schools when you do have kids currently in the system um which is true but it also is a limitation on your time to kind of get out of you know your own uh part of the district um so that's that's just you know an unfortunate reality um you know Mr P has mentioned you know things happen in our lives whether they be Health whether they be personal tragedies God knows I'm I'm familiar with that especially this year and you know that's kind of the hesitation that keeps me from from thinking that a flat requirement is a good idea because realistically life is still going to happen for folks um so you know I I think I think Mr Hoffman's proposal
254is a good kind of starting point right kind of in that direction and if the board wanted to go that way and kind of see how it works because we took it from a from a board perspective the goal is that every site gets visited by a board member at least every other year and so we keep track of that and there there may be members in a given year um that can hit more sites than others so so it does give some flexibility but it's really a commitment of the collective board uh versus individuals that that was kind of my thought process and I and I also really appreciate the fact that the emphasis is on the schools right and not the board members or their particular districts it's the fact that this is
255a collective responsibility to the entire District so I I really like that approach and I I like again I think when we take this type of an approach if we are a board member who is having a year that is making that challenging to know that we can and say hey I don't know that I'm going to be able to get to my number this year is there anybody else who can take on a couple extra uh schools I think that allows it changes the culture to be that of a little bit more supportive versus kind of competitive that that some folks might feel but I think that that might um it might lend itself to that I I just also want to concur I also want to concur with Mr you're not at the
256Das you do not have you are not able to speak nope we we cannot take comments off microphone it's a brown act violation especially from people who told us they were leaving the meeting so I also want to confer uh uh concur with Mr fortin's comment about um and I think Miss Alani also raised this about School site visitations being an integral part of this job and you know I will be the first to say that the moment you realize you cannot do this job to the standard that is expected you need to do the responsible thing and step away whatever the solution um and and that is incumbent upon all of us right we saw that at the national level this year we saw you know the president decide not to run for re-election
257and you know I'm certainly not comparing myself to that but I think that is really important uh for all of us to acknowledge as hard as it is you know personally we've inv invested a lot of time we really care about the work that's being done here um there is a standard and you know the the moment that we know or believe that we can't meet it I I wholeheartedly agree with you that um we we need to do the right thing okay so we I'll work on some language um with regards to uh to that um so the last piece like two pieces um this is just the list of the um topics that I have um either from Individual members have brought forward and spoke to um the president um about um and
258Y yes I need and want to participate in this I need two minutes and there only two of us three of us here so but I need I need to go I will be right back we are about an hour and 20 after lunch that's fair I will say this is just a discussion piece and no action to just given Direction the board will take action on the um adjustments to the um to the board handbook at a future meeting when we bring the the edits to you so I think we are okay uh we're not going to be able to go into close session um because we have we have lost a quorum but I think we're okay finishing this this conversation so it's not um there there no decisions being made did you
259want did you have anything further to speak to the this slide about do want to wait till Mr porcini came back okay I think I think these are the top the Jeopardy music you can recess until he comes back if you like yes we will recess for two [Music] minutes e okay okay so where where are we my mic go off again no okay um so this was my collection of um topics that um I had heard from the board over the uh uh the past uh few weeks and just wanted to make sure um that these were the topics and I'll we will arrange these um over the next uh next several meetings and we'll get a Dr or we'll get a um copy of the um schedule of meetings that we share with
260the board that shows where the different topics will uh will show up um through the end of December okay and and that doesn't prevent us from adding more right it does say it says well this is this is what I'll say is the purpose of this the purpose of this is these are these are the things that we we've agreed to are are important um okay and part of the the idea is that as we commit to these cuz staff's going to start doing this work um and if there is another idea that comes along I will ask the question from time to time okay is there something on this list that could put to the side because this is now more of a priority but it is an agreement once a year that these
261are the things we're agreeing to in August are our priorities well I I'll put the three items I thought about today on hold thank you I appreciate that look forward to that discussion it's all funny except it's my life it's okay and then the last thing I had was uh you know November 5th um special board meeting um scheduled and U it is it is election day so I did have a recommendation that we try to do a a 1:00 be done by 1:00 so if folks have family friends coming in for any such reason um that um that do this that was just a a note to see if the board was comfortable with that pretty much no comment that that concludes the item okay no we still have consent and we can't oh
262we can't do consent can't consent or close session so um Madam chair yes I do just want to express uh my apologies to the people who were Personnel actions on today's consent agenda uh that we won't be able to take action on due to our lack of quum so yes yeah so um September 3rd will be next time where the board will take official action um that doesn't stop us from moving forward with doing work that we need to do to get to get work done so just want to make sure the board and the community is aware of that but you know some folks will be in some spots um doing work taking care of kids and then the board will take the official action um on September 3rd sounds good okay all right
263then I would like to adjourn this meeting at 1:24 good job