001Um, I would now like to call the regular meeting of our school district board of trustees to order. A recording and or broadcast of this meeting is being made at the direction of the board which may capture images and sounds of those attending the meeting. If technical difficulties occur or persist, the meeting will continue without broadcasting. Superintendent McGonagal is unable to attend the meeting tonight due to a family merchant. I'll now call the role. Jim >> here. >> Stella >> here. Vladimir >> here. >> Brian >> present >> and I shall here as well. I understand some pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Moving on to
002agenda approval. Would any board members like to write comment on tonight's agenda? Okay. That case, may I have a motion to approve the agenda as presented? >> So move. >> Vladimir, you have a second. I'll second. Thank you, Stella. Motion to approve tonight's agenda as presented was made by Vladimir, seconded by Stella. All in favor, please say I. >> Any opposed? Any extension? Thank you very much. Motion passes unanimous. Close session report. No action was taken in close session tonight. This seemed a little tough to me. Recognition of retiring board member. That is very bittersweet because while I'm very happy and congratulating you on your retirement and I'm going to miss the perspective that you >> um I will let all of our board members say a few words and then I will >> we're
003going to complete video. >> Okay. >> It's laughing too much. >> Right. You want to kick us off? I mean, well, I would just sort of second that, you know, it'll be a very different boy. It would be a very different board without your voice and your passion. You've been here just about 10 years. >> 11 and a half. That's right. >> Who's counting? Vladimir, apparently. >> Um, so thank you for your long service and for your perspective and for your passion for our students. Well, I feel very fortunate that I had this time on the board with you and so thank you for serving alongside and um I also like I really I think the care that you feel towards students has really come across and the comments that you make at our meetings
004and I appreciate that and will miss it. >> Thank you. And I mean I echo everything that they said but um I don't know if you remember but in land far away we were on schoolside council and gardener bullis. So I really appreciated all the stuff that you've done even before you were on the board to help the students. >> So I will not forget forgive Stella and you for having run with no no opposition. just to make comments. >> Yeah. So, um if I look back on the 11 and a half years I've been on the board, there's some things that I'm disappointed in. So, I uh BCS is still around. That's one of my um between 10 and 15% of our students are still locked in as well. I could go and I
005don't think that we use research in a systematic way do and I think all of these should be distract um there is one change I think that we could make you could make and I think Brian you commented on something similar before and that is um in the section on the agenda for future board topics that you expand that section to include material that the administration is going to use in coming to a decision because right now we're presented essentially with decisions that have already been made and the reasons for that but we don't have enough opportunity to look into it ourselves and understand that's all I say >> Vladimir I want to sincerely thank you for your many years very something of dedicated service to our district. >> I need to >> Oh my
006god. Well, in addition to what everyone else, what I've always appreciated about you is whether we agreed or disagree, I always knew that adults kept our students and their academic and emotional well-being at the center with all of your decision making and I sincerely I see that and I appreciate that very much. >> One more chance to listen to my comments tonight. >> Thank you. Sure. >> Yeah. >> So there are uh rivers and unfolders. >> What's that? I support that. It's um >> business cards member of the public. >> Wow. Thank you. >> It's red because you are picking aid like hiker and boulderer and rock climber. >> Thank you. >> Is it in the shape of New Hampshire? It's granite from Newampshire. New. Oh yeah, this is >> Thank you. Um detail. I
007was late for the um close session because after hiking in Rancho San Antonio, I got a ticket. I have some recording community. >> Yes. Thank you very >> All right. Superintendent update and as I mentioned Dr. President McDonald is not here today. So there will be no superintendent update. move on to our school presentations. Block school. >> Thank you members of the board. My name is Wade Snater. I'm the principal at Intermediate, the best junior high in the district. >> Hey, >> uh before we start, Vladimir, I also want to uh on behalf of my 17 years as principal in this district service and congratulations. Thank you for everything that you did. Um it's not easy being a school board member. Um especially these days. So I do appreciate not just your service but everybody's
008service. Thank you very much. Um tonight we're going to present to you um some information around one of our no not one of them the newest elective that we've been offered um at Block Intermediate. It's called our self optimization class for lack of a better word or term. Sometimes we call it performance psychology. Uh tonight I um brought with me Mr. Jason Deubberry who co-ees it with me. Um we teach at second period um every day except for Thursdays on block schedule day. And three students, two of which Kate and Zoe are currently in the class and Millie who's uh took it last semester. Um, and so we're going to um talk to you about some basic principles of this class and why we think it's really important. Um, and so with that, I'm going
009to bring up first Mr. Dair. >> Hello everybody. Good morning. So, uh, last year as Wade said, we started this um, elective second semester. We had 17 students and we had to do some heavy recruiting to get up to that number. But this year we had to do zero recruiting and word spread. I think the students found out that there was this I don't know about exciting but there was a new elective with new opportunities to to grow and and learn about self-care and learn some strategies and um how we tick as people. So, our focus is on our physical and mental wealth and how the brain and the nervous system drive our behaviors. Basically, um, imagine that you own a car and you don't know how the engine works. Well, these days, do any
010of us know how the engine works? But go with me. Um, and one day as you're driving, the car starts making noises, starts sputtering. and it's press on the accelerator and it's just not happening. You might think, well, this this car is garbage. There's something wrong with it. And uh I maybe I just need a new one. But if you had some understanding of the engine, you might might think about it. Maybe something sparks your uh your your thought process by just the sounds. Maybe it need does it need oil? Is it overheating? Maybe maybe it needs radiator fluid. Well, We kind of take that same process with our behaviors and our our brains. If we are stressed out, if we're anxious, nervous, overwhelmed, we might think, "Oh my gosh, I I can't do this.
011I'm no good. I I'm not right for this." However, if we have a better understanding of how the mind works, we might ask questions. We might think, you know what, maybe I'm just on adrenaline right now. Maybe I need to I haven't connected with anybody today. Maybe my cortisol is just shot sky by. So it goes from thinking of what's wrong with me to what does my engine mean right now? So that in itself is self-awareness and that's what we're trying to instill with our students. So we take that and think about learn about different habits and routines around self-care, self-regulation. Um to have an understanding of how we tick doesn't mean that we can control everything, but it means that we can make adjustments. Um and as you can see here, these are some
012of our practices. on the right side. We um we've made some improvements as we will continue to do year after year, but this is our second iteration and we're seeing some some really fun um insightful things. We really enjoy we we have a guest speaker series. Uh we have guests come in and and teach and bring different insights in as well, different practices. So, we're really enjoying that. If anybody has any ideas of speakers, we would welcome that. We're always looking for that. Um, anyway, now the good stuff. We have Zoe and Kate coming up to walk you through some of the tenants of the program. So, my name is Zoe and I joined this class because honestly I just wanted a way to like for manage just some stress I was feeling but alongside
013like my peers and my friends and I'll give you about four quadrants of that energy and engagement and so bottom one which is a high positive it's kind of where our what we call flow state and the flow state is basically this high positive and physical energy And that flow state is where you would like to be almost all the time. But the brain naturally shifts towards um 30 which is a high negative. In the high negative you can experience like um feelings of like anger or like anxious feelings. So but what we try to do in this class is we try to shift back towards quad one. But to do this we have to spend some time in quad two which is the world positive and that's basically this high mental energy and positive
014physical and we do to be in qu two we do multiple activities such as like yoga um going to walk painting and I would like you to think like what's some like what do you love to do like your quad two time so what do you like to do? >> Um for my quad two time I enjoy reading or being outside the nature and like very mindful. And once you master from your quad two time then you go to quad one which for me is dancing because I'm a dancer that's really fun for me too like I have physical energy and a lot and for I like to do reading and playing quad one I like to play soccer because that has physical energy and then I also study how we also learned um some
015parts of the brain. The main focus is the prefrontal cortex and the amydala. The prefrontal cortex is has all your decision making, a lot of your feelings of your empathy, your creativity, your basically what you're processing and your amydala, your attention. And it stores all of these fearful memories, your traumatic like you may experience. And in a lot of like scary situations, your can often overpower your prefrontal cortex. So, in this class, we're learning how to control that amydala a little bit more to help us stay control in situations that we may be not as comfortable with. Um, >> an example is let's say like as I said before I play soccer and sometimes let's say I'm not doing the best or a ref makes a bad decision then I that overpowers my cortex and
016like what I've learned in this class is like ways such as breathing to help me calm down and just like think of things. >> Yeah. For me, since I'm a dancer, a lot of times, right before you go on stage, you get super nervous. And sometimes on stage, you can block out and completely forget what you're doing. So, because then you're just so nervous. So, that's also part of the reason why I took this class. So, I could deal with that my outcome of my performances would be how I want to. And then we also learned this conceptual model, the room model or what we call the hallway. So in your brain there's like two rooms. There's a positive room and a negative room. And in the positive room there's like feelings such as happiness,
017hope, just all the positive things. And in the negative room there's things like anger and fear and anxiety. And in this class we're learning to do we want to widen or make a hallway. So in between if someone looked at you rude in the in the corridor on the way to class, you can just put it in the hallway so you don't have to think about it. You can just it's where you it's like if someone was just being rude and you don't really want to think about it or really any situation, you can just put it in the hallway and that way you don't have to label it. You don't have to think about it and it can just completely disappear. So you can learn from the situations but you don't necessarily have to
018label it negative or positive. And we also like we just honestly learned this today, but there's also what we call sort of like tilt in the floor of the hallway where the brain naturally tilts let's say towards the negative side. So things that you experience you and free might think of it more as negative. And another thing that we do in this class is try to help that floor we call it sort of level out or even towards more positive side to make things not seem so negatively. Okay. So, my name is Mindy. Uh, I did this class last year and yeah, so I really enjoyed this class for three reasons. For journaling, for the Hollywood model, and for the understanding of how your brain works. Um, journaling first of all helped me center my
019thoughts and it really clarified them when I wrote them down. It gave me a space between reacting and responding which is similar to the hallway model. So yeah, I enjoyed the hallway model because it helps give you uh an opportunity to have your not have to set not have to like put one put your emotions into one room or the other. It can be in the middle and you can just space to process it without having specifically making it negative and positive. Um, it also embraces like decision making because you can think about it like, oh, I don't want to make this in a negative experience, so I'm just keep it in the hallway. It's a good like way of thinking about how um you can separate your thoughts for the brain aspect of it.
020a better understanding how my brain works and what I can also do to help my brain. Um, practicing strategies to reduce the negative hormone called cortisol. Um, using sharps to reduce that can help um me to further you know explore how my brain works. Um, and because of this class I have decided that my career in future I'm going to be a psychologist. So I do like to further um experience this uh stuff and also yeah just enjoy how my brain works and how it can affect how your day-to-day life works and how to keep strategies that help you. Um yeah, >> so as the students talked about, what we're trying to do is give them a a huge toolbox to deal with um all of their feelings and emotions, particularly stress. Um we live
021in a very high performance community. High performance uh comes with a lot of anxiety and stress. We've seen those levels elevate at GU. And so that was kind of the impetus for this course is how can we get stress reduction to our students in uh a meaningful form. We do a great job in this district all the way down to kindergarten and first grade. We make the little mindful sparkle jars and you shake them up and you breathe until there's down. But kids at the junior high level who have this curiosity can understand the neuroscience and the physiology of their brains. And as Mr. Dubberry kind of made the analogy, if they know how the car runs, there'll be better drivers um of their own futures. And so um looking into the future, we want
022to continue to offer self- optimization um and expand the uh enrollment as much as we can. Um we're very pleased that we have 27 students. Um, and just as a principle, I find that the class is good for um, I'll say shoehorning certain students in that might be more receptive to some of these techniques that we're teaching, particularly the whole idea of the hallway and just taking a pause and not needing to respond and react to everything. Um, we're also talking about how do we bring some of the major principles into advisory class. our advisories classes meet twice a week and so if we believe that this stuff is important and we all do then why not get it to all of our students and the best way to do that is through advisory and
023so we're looking at I mean we've got the curriculum we've we've we've built it up but which of those pieces of the curriculum will work really well in an advisory period throughout the school year um and then we of course have our thrive and vibe center that's our wellness center that's um funded through a grant um that is a quiet uh kind of soft spot for students to go to during lunch and recess. And we've partnered with them already. Um we will eventually, the kids don't know, but Billy does, um we'll eventually take them on site and do some mindful painting. And a lot of that artwork from last year hung in the Thrive and Vibe Center. Um, so we're looking for other opportunities to how to partner with our mental health um department, our
024school psychologist and our counselor Mo and um connect what we're doing in the class with the thriving vibe center. Um, so that's kind of our presentation. We are of course open for questions um and qual time that you can get encourage you to get. Thank you. Yeah, let me um I'd like to uh applaud the three students who engage in a very stressful situation right now and just speak in front of a board that you probably never spoken to before. We're very August people, very important people. So, uh thank you for for taking the time here. Uh one further comment just coincidentally uh today I read an obituary of Edward Desessie uh who um who who studied intrinsic motivation and he said that there are three aspects of that autonomy competence and related to others
025relatedness to others and so uh the neuroscience aspect of this is I think uh interesting as well and then of course there's my colleague Mikalli say that again Mikali Chenza Mikalli who was the guy who invented the concept of flow >> and you mentioned that as well so >> it's can you spell it? >> So thank you. Oh, well I um did have one suggestion from Mr. Dubberry regarding a guest speaker. I don't know if you've brought anyone in who kind of specializes in the teen brain, but I thought that might be a topic of interest and all the changes that are occurring at that age. I I would have to second that because um there's a whole thing now in juvenile justice where the the um the research that's being done on teen brain
026development. Our justice system hasn't caught up with it. And so we're still penalizing children, teenagers, uh in a way that's just they don't understand that some of the stuff that you do is completely appropriate to the brain development that you're at. And so it's way decades behind. But um I really want to applaud you guys because I think this is so important and to see that you're doing it with an open mind and an open heart. I think that's really really great. Um it takes a lot of adults like a few years to come to the things that you you're realizing now at this young age. And so um I would love to see that you continue this, you know, because you know life is only going to get more stressful, right? And so, uh,
027I think you're you're very well equipped. >> Well, thank you so much. Really appreciate you coming down tonight. Thank you. >> Thank you. >> You are most welcome to stay for the rest of the meeting. We're gonna move on to the consent calendar now. >> Are there any questions from the board on the consent agenda? >> No. It's only as I consent. >> Uh you can I would like you to submit your >> I one don't understand the this is my first time. >> Did you want to speak on the consent agenda >> on the temp site? No, the temp site will be items not on the agenda and something to that. >> There was one for two and three. Well, they're about specific contracts. >> Um, public comment is one person called parents. >>
028And just for the rest of our audience, there is no requirement that you identify yourself with your name, which I'm sure you >> Yes. Please. >> Um, hi And I want to ask and pull out items two and three under and um my point is that uh again we only spent $15 buying the that you don't need um with declining women all Santa County did a recent study and it show that enrollment is declining every so and for the last 10 years number haven't gone up to your highest in 2014 14 2015 and then when you bought the site we were hoping to recoup 73.79.3 million on the TV and as of August 2024 based on the newspaper you only got to sell 10.4 million. So there's still a big chunk of the million of
029dollars that you going to spend on tax payment building a school site that you don't need when all is ask is collaboration and your effort because you were voted on the board to be you know to to safeguard the taxpayer money you know the to be good stewards tax and what you're doing is you're wasting money you're fiscally irresponsible because 155 million is on the purchase of the land itself and then measure E $350 million and you were talking about you know we're talking about a building and you're lowering the cost of the building to n I think August 2025 you estimate the building cost at $95 million but in February when superintendent send this data is at $17 million plus 10 to 15 million in soft cost. So that's like 14% increase, right? So
030that's over budget. And on the October 13, 2025 meeting, superintendent say that LSD has more than $700 million of badly needed updates for existing n sites. So you still need a lot of money to fix your existing site, and you're not even worried about that. And now you're wasting money and you're probably going to ask for another bond which is more money taxpayer dollars. So please be fiscally responsible. Do I have >> 15 seconds? >> Thank you. I think the public comment is now closed. Would any board members like to provide comment on this agenda item? No, sorry. >> No. >> Okay. Then may I have a motion to approve the consent calendar as presented? >> So, >> thank you, Vladimir. We have a second. I'll second. >> Thank you, Stella. Motion to approve tonight's
031consent calendar as presented was made by Vladimir, seconded by Stella. All in favor, please say I. I. Any opposed? Any abstensions? Thank you. Motion passes unanimously. On to employee requests to address the board. from Los Altos teachers association. Alex Sher evening, Alex Shter, Los Altos teachers association president. Um, first of all, I just want to start by expressing our gratitude for our recent uh negotiations. Gratitude towards the district's bargaining team working with us to reach our final work. Okay, >> I have parents that can't hear what's going on. Oh, >> okay. If people could try to speak up, but there's not a microphone in there. voice teaching voice. Okay. Um wrapping up this bargaining cycle is a significant milestone and it does reflect the collaborative spirit both teams brought to the table. Uh we'll be
032bringing the full package of tenative agreements to our members um to vote and we look forward to that update to the board as well. Um, the next thing that I really want to address is the upcoming process to fill the board vacancy that we are going to have. Um, we as Los Angeles teacher association find this to be a really meaningful moment for our community and we hope that the interview process will be both structured in a way that invites board stakeholder participation. Whether that means in person attendance, the ability to tune in live, or access to a recording consistent with how other public board meetings are handled, I have not been able to find an exact time of when those interviews will take place on the 19th. Um, but I I would hope that
033they would be available for all of us stakeholders to be able to see and be part of. Transparency in this process absolutely matters to us because educators have a genuine vested interest in who joins this board and the research tells us that this matters quite a bit. Teachers are the most stable workforce in any school system. Nationally, teacher turnover runs about 7% per year, meaning that the vast majority of teachers build long careers in their districts. Principles, by contrast, lead their schools at a rate of roughly 20% per year with an average tenure of about just three to five years. Superintendent follow a similar pattern. Teachers are the institutional memory of their schools. We are the consistent adult presence for our students. We are the backbone of our district's culture and year after year, regardless
034of who sits in the administrative offices, we remain. As the research is clear, teachers who feel supported by their leadership are more than twice as likely to stay. And the connection runs straight to this board. For LATA, an educator friendly board member isn't just a talking point for us. It is an actual measurable practice. We are hearing from educators in our districtricting neighboring districts that board members are connecting with them via phone, in-person meetings, onetoone conversations. They make time for these relationships with the people who are the true foundation of the system. We are looking for that as the standard for our board members who sit on this board and we would appreciate to have that in whoever fills that seat. We look forward to the process that reflects the values and openness and the
035community that this district strives for and that our students and our educators and our families deserve. Thank you very much. Thank you from the California School Employees Association. >> First, I just want to say thank you, Vladimir. You were here when I started. You always gave me the warmest of welcomes. I appreciate all thoughts and really do want to reiterate that also when you've come to meetings, you've been thoughtful, kind, and really just interested in learning more about our students and their experience. And that is what we're hoping. also will go forward with our next school board member also is just someone who also is curiosity. I really think about that and how much it means as a staff member when someone comes onto your campus and ask you not only who you are and
036what you do but a little bit more about your experience. How was it going this week? Tell me what you guys need. How is it feeling this year? Those things mean a lot. I hear from staff members when somebody comes and they say, "Oh my gosh, I saw Sarah McCree the other day and she just stopped and chatted with me and wanted to know how kindergarten was." Those things matter to people and we would love also basically I would like to invite you also to when we're de bargaining also to come and make relationships with our new board member with some of our CSA people. I feel like I've had so many opportunities. I know all of you very well and realize that I will just say talking to Stella the other day and a
037lot of our CSU members don't always actually know you guys as well either and don't have that same comfort level of sharing their thoughts and feelings and while I am grateful that I get to share that via these meetings, it would be wonderful if actually more of our members also realize that you are here to hear them and that you're available. So, I would love to also collaborate on having just a little bit of a closer relationship as especially we're transitioning to not only one new member, but actually two people who've joined relatively recently and just really starting fresh and getting to know each other in the springtime. Thank you. >> Thank you, Kim. related to clarifying. >> Oh, sure. >> Do you know when we have our um when we appoint the new board
038member, will that be called as a special meeting and it will be agendaized and posted uh to the public 3 days at least 3 days 72 hours in advance. Right. >> The special meetings are 24 hours. >> Oh, 20. Okay. >> We already have the date though. >> Yeah. >> So, >> we just don't know the time. >> Yeah. >> Okay. and it will be recorded and it will be on the Tuesday. >> Thank you. >> Comment on agenda item. Speaker cards are to be submitted. >> Yeah, speaker card will not be accepted once public comment begins. Your name will be announced when it is your turn to speak. We're going to start with community comments. This time is reserved for members of the public and employees to address the board on items that are
039not on the agenda. The board is not permitted to discuss or take action on non-aggenda items except to instruct the superintendent to review the matter further, report back to the board at a subsequent meeting or place the matter on a future agenda. The board may make a brief comment or ask clarifying questions. shel clarify. Okay. >> All right. Well, before I call out names. Uh Han, did you want to speak? You're not first, but I just want to clarify. Are you speaking on community comments? >> Yes. >> Not on the on the agenda because that's age. Okay. So, I think you filled out two parts. >> Okay. Perfect. And BCS parent, you also put down H and community comments. We just want to make sure that we get to you when you're when you intend
040to speak. >> Interesting. Looks like we have sorry we have Jessica Mullen, then Han Wang, then Walter Bullet, then BCS parent, and then parent. Uh I think that's five. So we'll do three minutes each. Yes, you want to leave us off here checkin. Um this week group of Sanorita parent Sanorita parents enjoyed having a community meeting with members of this board and our district office who were present to listen. I want to acknowledge that the district office followed up with an email today which was greatly appreciated by all the parents. That said, the email did not include specific timelines or dates for next steps and we remain without clarity on when or how this work will move forward. Tonight, I'm here asking for urgency and specificity. I hope that the district will commit to meeting
041again with Sanorita parents ahead of spring break or right after, not the end of April, so that we can optimize for speed and addressing the issues that were highlighted. The more time that passes without action, the longer the concerns raised on Wednesday go unressed and the more time our Los Altos children are left without the support they need. Specifically, I am requesting a follow-up community meeting to clearly explain feedback from the 25th meeting and that it's how it's being translated into action, including outcomes that you are working to achieve and concrete steps already underway. The community meeting was the very beginning of rebuilding trust between families, the district office, and this board through transparency, followth through, and clear communication. particularly as our community looks to this board for leadership and accountability in a very important
042year. I cannot speak for all Sanderita parents, but I can say that I will continue to be present and persistent and advocating for tangible prog progress for our children, our teachers, and our schools. Thank you. >> Just way board members. I'm H I'm L tax. This is the first time I'm making so bear with me if I make that and today I want to make comments on the third campus um on third campus on the test campus site and I'm speaking from LSD perspective um like giving the the past enrollment in ASB which has been declining for uh in the past two years from uh over 4,000 students to current state. Um there is no reason to build another campus instead the money should be spent on uh upgra uh modernizing the existing campuses and
043spend on improving their curriculum and raising teacher compensation. And from speaking from a taxpayers perspective, I ask all the board members to reconsider the decision and to eval re-evaluate the all the options on the table to uh fulfill your the tools be basically uh respons to all the members and um the other reason I don't think it's a good idea to use the campus is from saf perspective um the San Antonio site is known to be noted to be a not safe according to the police website it had uh it had a it had like um hijacking uh incidents in the past and uh I don't think it's a uh a safe decision to put our young learners elementary student learners in that s and please reconsider the decision and make the save the best
044choice on behalf. Thank you, >> Walter. Yes. >> Oh, looks like May I ask a question uh to Eric? Uh can bond money be spent on teacher salaries? >> No, not >> thank you. >> Hi. Um nice to meet you all. I'm relatively new to the district both as a taxpayer and as a parent. Um I feel incredibly blessed to to to to live in this district. Uh we have such an abundance of excellent schools. Um in including both the Springer School where where zone 4 and the police charter school where I chose to sell my children and Mr. Ivanovic I really this is my first time meeting you. I was really concerned to hear when your your retirement concerns uh not having been able to close uh police transform again as I'm a new
045parent uh in the area I have heard that there has been some bad blood or some issues or some I don't know what but um I just want to say you know whatever the history is and I rec recognize this board has a lot of history and probably lots of things have happened there are new families here and I I will just say I'm speaking on my own behalf as an individual not on behalf of of of of any any organization or anything but as an individual um I am concerned about how uh there seems to be an expectation that uh my children will move school sites without parents in in our school being consulted. Um I not a you know an expert on on all of the things but I would I would hope
046that we can as a community all of whom live in this area and all of whom want the best for the children in this area. Uh I I I think we we we we all all share this. um we can work together and I am yes really really really concerned about the upcoming the beginning of demolition beginning of breaking ground on a school where I understand I don't want to say no one uh but neither me as a parent of of one child already school and one child who will will attend um and many other parents I have spoken to really want to move to I understand no no children from the current school district are No, no school as a whole wants to move to within the school districts or within BCS. So I
047am I am really concerned about the the the intent or the apparent intent to make families who have not been a part of the discussion uh want to move. And again I apologize friends of of of this of this school for any issues that may have uh had me say that. I I was not a part of that and many other parents have not been a part of that. We just really want the best for our children. feel very blessed for the amazing offers that that you have. I mean, Springer is an excellent school and BCS is also an excellent school and I have chosen and I think that they said a a fair choice to to to go to the other school, but I still would love to to to be a part of
048the decision. So, thank you very much for your attention and I hope we can build great positions going forward. Thank you. >> Thank you. >> May I offer a brief comment? >> Yes. Um, I'm always happy to meet with anybody. So, I encourage especially new parents who may not have all the contacts, please reach out to me. I would be happy to set up a meeting and your contact is on. >> Yeah, it's on the the district website. >> Perfect. I will follow. Thank you. >> And I'll offer myself up as well. >> Thank you very much. And even though I'm rolling off the board, it's my last board meeting. If you have three hours of spare time or my children always offered myself up to Polish charter school parents I've not heard many. >>
049All right BCS parent when the timer goes off but please say something. mistake. So I have also been a group parent in we recently posted a home. We used to live in Fremont where we used to have wonderful schools similar to schools. Uh but we moved all the way here. We spend millions of dollars to purchase a home here precisely for BCS you know because PCS has some things which other public schools don't. I'll just give you some examples, right? As as I've understood the way it works, they offer woodworking or carpentry. They offer cooking classes. They offer uh maker space where you know my son has done beautiful things in just a few months that he has been in these years. U maybe other schools may offer this but as far as I know
050they don't right are just not there offer all these wonderful things. uh so lot of people so we had options for multiple areas to settle down we we were settled in FA which is a very beautiful place where there but we moved here for BCS right we didn't choose a certino or you know whatever other place we have we chose LA district for BCS and I never knew that I would be sending my son to a school in a shopping mall right so the thing is whenever you hear news about all these things happening in the you want to keep your kids away from a very public place when they go to a school, right? And when I heard because I did not know the entire details about what happened in the past, but when
051I heard that soon our kids, we have to say, will go to a shopping mall for a school, it just sends shock down your spine, right? and you're like, "Oh my god, I've spent millions of dollars to purchase a home here for a school that we want to send to." And maybe they'll offer a similar quality in that location as well, but this location itself is not something because we had a better place in Fremont, you know, where it's a very safe place, right? We have upturned our life to move here for the school and suddenly we come to realize that the location is becoming a shopping mall, right? So um we like we in a very fixed place right our public school is equally or even better than LSD school in Fremont it's is
052a very good school district we came here and then this is happening to us so that is one thing one more thing is that um when the so the way BCSS you know they've gone about their construction and everything in the places they're trying to integrate all these beautiful things they offer in whatever facilities they have, right? And I've seen the amount of effort that they put into build out these spaces and in a new place unless their inputs are provided and they're part of this production and everything. It's hard to create a carpentry class, you know, it's hard to cook. >> Thank you very much. >> Yeah. >> Next. Oh, I guess just >> uh reiterate something that our superintendent has shared, which is that we have met with the BCS cohort and invited
053their input into the construction process. >> Absolutely. And I before we get to the last person, um again, I'd like to reiterate there's a lot of misinformation and I highly encourage you to reach out to the LP board, meet with us oneon one. We'd be happy to spend as much as you need three hours. But um and the other thing I want to say is just caution everyone when you're talking about the San Antonio site, don't forget that you're talking about somebody's community, somebody's neighborhood, somebody's home that is not just home to LSD students, but is home to very many BCS students. That's all I'm going to say about that. Next parent Hi. Um, I want to talk about these. This is my these are my reason why not a good idea. Fiscal responsibility. Why
054are you spending over $500 million for school? 250 million for construction. >> 250 million for just as according to trust ev 28% in the last 10 years from 4675 in uh on 2014 to 3370 in 2025. So there's no need for 10 school need money to refurbish and modernize the existing site. Second safety site is not safe for any school kids even defense the school kids will be out of about shopping center before and after school um after 4:30 we open to the public a lot of the BCS kids have program to work which is you know in the past two year like I mentioned have two traffic fatalities uh fatalities in the working next year there's a staffing and state break within the last two and a half year um if you go to
055this website called MPPPD citizen or IMS You can zoom in to their website. You see all the crime happening on the area. Recently, I just looked on Valentine's Day on at noon. It was called burglary at the 24-hour just right next to the co site. There was like across the street constant nodic offenses, burglary, carjacking. You did not build enough parking space people. you have 41 parking states built, you know, where our existing site, we have 76 parking spaces north and 23 parking states for business south. Um, and just so many issues, you know, and then the sixth offenders, they're allowed to go shopping, grocery shopping, all this stuff. Men, trust me, I mentioned last time there's parking garage where they can look into and they're allowed to do that. You know, our kids have
056program after drama club sports and all stuff. How if you're not going to put your kids in that school, why do you think it's okay to put 36 kids in that school? The shopping center 600 kids, it's just not safe. You're going to put yourself in liability of legal some something really bad happen because sixth grade in middle school still the same number of the kids in black 2014. So there's the new sixth grade uh black and the Roman will be close to their enrollment 10 years ago. So again you don't need to spend 500 million which is half billion of that. Um there are 900 industry kids that have to cost me thank you very much. Again I will encourage you all especially CPS parents to reach out to the board. There's a lot
057of I'm very concerned about the amount of misinformation that is out there that I'm hearing and I'm also concerned about how someone's neighborhood from the lunch home is being spoken about a little bit about that. Move on to action discussion items middle school update. >> Um yes, I'd like to invite uh Mr. Greg Drummond, our director of teaching and learning to share a a preview of planning related to the middle school program. Good to see you again, Greg. >> Good to see you again. You know, I would like if joining the list of folks appreciation for what I've been coming to speak to the board for a little over 10 years and for those 10 years I've seen your face and um often often is very friendly asking some good questions often challenging with my
058thinking of it and I appreciate both for all your service. Thank you. Um I'm I'm here tonight to talk about the planning that we're doing prepared for um um a change to our configuration for middle school. Um this the work that's happening right now is around the instructional shifts and the program and structure that will need to take place in order to make that change. Um and we're really using this as a grounding a grounding um It's not a question, but it's the word that's coming to my mind right now. There's no question mark where a successful LCD middle school should be a place where it's grounding us in a vision for what what we believe and know from research that that a middle school should look like. We're we're working on designing specifically for
059for adolescent learners. There's a there is a core team right now working um together on this project. We've just begun this year. We know we have some time. I'll talk to you a little bit more about timeline um shortly, but we have uh junior high teachers from every department in this group as well as uh three sixth grade teachers um and our junior high principles. And Ken Armstrong is listening right now. I need to apologize. Jamie King's name is not on there, but he is a part of this group also doing some learning and work with us. Um this is a group that will go out and seek input from uh our community both teachers, students and families so that we are sharing information and collecting feedback so we continue to meet the needs of
060people who are right in front of us. Um, I was in a room in the district office where there are old records and I just happened to pull a binder off the shelf that uh and randomly turned to this page and it is a long range study committee from December of 1978. That was my birth first December on this earth. And um there was a group of educators right here in Los Altos that were considering um the middle school model and what the developmental needs of adolescent learners are. And I have the report right here. Um and it actually is a really beautiful report where they outline um a rationale for why this kind of a change is necessary. um and some of the qualities of a middle school that really do meet the needs
061of adolescent learners. I'm going to read you a very short line and if you want a copy of this, I'm happy to give it to you. Um the middle school concept has evolved from the premise that students in the pre and early adolescent stages of development undergo physical, psychological, so social and intellectual changes that are quite unique from those experienced by other students. The middle school is designed to meet the needs of this age group. It is by definition not a watered down high school, nor is it an overgrown elementary school. And it goes on. I mean, there there's there's really some worthwhile things to read in here. Um but the and and ever since I remember this is my 14th year in LMC and ever ever since I can remember um the the conversation
062of a middle school in LAD has has been here and I know that um just in the time I've been here there have been uh groups who have done very similar to work work to what we're doing right now and it hasn't come to fruition but we are planning once again um and are are very hopeful about about where this this might lead us. Um this question we've shared before um and share with you. It is a question that is is really a a northstar for us in our work with educators and um in our planning. Our big goal for kids is that they develop a sense of agency that they leave our system knowing that no matter what they want to accomplish, they have developed the skills to be able to accomplish those things.
063And this is true for our youngest learners and it is true for our LD oldest learners too. And they have very unique needs. this um you may or may not have heard of the group before, the Association for Middle Level Education. Um they've been around for about five decades and they um do incredible work in um as a as a group of committed middle level educators who drop in research to um provide resources and supports for school systems like ours who are really striving to meet the needs of adolescent learners. They have a what they call a position paper um that they call the successful middle school. this we believe it outlines um some of the needs of uh middle level learners and ways that school systems can be responsive to those needs. Uh and
064they I pulled this up just because it echoes exactly what our uh Los Alto school district folks were saying in 1978. The middle school is not a smaller high school. is designed to it is a bridge designed specifically for the developmental needs of the young adolescence. Um so here's what we learned that um and this is not going to be a surprise to you that adolescent learners need a sense of belonging particular particularly at a time of such um strong emotional changes. They need to they need a place where they feel like they fit in and they belong. uh they need a they need a sense of autonomy and that they're doing some they're doing things that matter to them. Um that the work is relevant um that they have an opportunity to make the
065work what they want it to be and they need stretch and challenge. So to be responsive to those things um Annalie outlines uh the essential attributes of a successful middle school that it should be a place where we're responsive to who young children are and uh both their interests, their identities, their cultures, um their uh instructional needs uh that we need to provide have high expectations and um work to move learners no matter where they are in the developmental spectrum. Uh that we create environments that truly empower kids um and that they're equitable and engaging. There is uh much more work to do in this area. Um this is what we've been talking about is really vision and this is very high level. Um, we luckily have many resources that point us towards some of
066the structures and systems that uh, when put into practice really have a history of doing these things for children. Um, things like teaming and advisory and schedules that allow for um, access to different kinds of electives than kids would have access to in a in Ksix setting. Um and what we are working on is um not really the question of um are we moving to the middle school model but more around what is it in our context that we need to consider so that we can give kids this type of experience. Um and so so that team I mentioned right now this year we are working primarily on vision. We're we're not into the weeds at all around what the design will look like or this structure or that structure is. We've been working to
067understand the needs of adolescent learners and what that means for schools. As we get into next year um we will we will get into more nitty-gritty around the design. Part of this process as I mentioned will be including our community, teachers, students um and families in in understanding perspectives of the whole group all community so we can integrate those into the design and um we're looking forward to uh implementation in the 2829 school year. Um, so we have a we have a runaway right now. Uh, but there is much to do and 2829 is going to be here much sooner than we expect it will be. So we will continue our work. Um, and I am happy to answer any questions that you might have. >> Thanks. That's very exciting. Um any clarifying questions? Right.
068Um any clarifying questions before we go into public comment? Like we have one speaker for public comment. Parents, you'll have three minutes. Um I think um I do support school um statistics. I think that's a great idea. Um I do have some data. So in 2015 2016 and block have 1,17 students. In 2024 to 2025 and block has 95 students. Sixth grade have 600 I mean sorry. Sixth grade has 307. So second grade and below less than 300 student but I guess you can say the moment with sixth grade it's close to the seventh and eighth grade 10. So this to my point that you don't need attempts to site everybody can work your magic be fully responsible stop wasting money don't break the ground we can skip stop it also there are 900 salary
069kids now we don't want those kids to have to cross me to go to the shopping center they should have the same right to walk in bike to school as all the other who choose to go block or eating um they they should have that same right just because they have different learning philosophy they want cooking they want workshops they want hands-on activity they should have the same right so this >> we take more >> well it just says So, but I don't know >> need to submit speaker cards as I said earlier before public comment. >> Thank you. >> All right. Any feedback? >> I'll wait. Anybody else speaks first? Um I just had a question which was and you may not know yet since as you said you're at the beginning of this
070timeline but um one of the questions that I sort of had is will we need to have a um shift in teachers like are we sort of expecting that the sixth grade teachers in 2728 will then also shift sort of with the students to the middle schools or do we need to hire a different cohort of teachers or retrain our teachers? Do we have any sense of that? or any sense. I mean, we will be moving a number of students from our elementary schools to junior highs. So, yes, we will need sixth grade teachers to support that group. So, I anticipate we need to move teachers. >> No, I'm I'm sorry. What I meant was like is that is it a similar teaching at my understanding is in elementary school we have sort of generalist
071credentialed teachers whereas in junior high school we have specialist credentialed teachers. So, I wasn't sure if there's a mismatch there. um structure this in different ways and so yes it is a little premature for us to be there right now we're working on what is what what do kids need and like what are the different ways that people are doing this and then the question will be what is what is this going to look like in solos >> just to just to add a comment um a multiple subject teacher could teach core at the junior high >> and core being like English and math Yes. Yeah. Okay. Yeah. >> Yeah. >> Thank you. >> Yeah. >> Greg, first of all, thank you for your attendance. And I'd also like to comment that both you and
072everybody else in the administration, I have no doubt about your your good intentions. And so there's stuff. Um I'm encouraged that the district has identified at least one source for its um decision to move the little school model. I wasn't born in 1978, but had I been the idea, I would have supported uh uh research and some uh data there, but I would encourage some sort of skepticism about the successful school model for a couple of reasons. First one is I'm bothered by the title which has the words this we believe and I don't think that beliefs and opinions are sufficient grounds for uh doing something as fundamental changing educational lives uh a lot of our kids. Um, this is al a personal observation. The middle school movement has the whiff of a cult. Neither
073you believe or you're wrong. My personal view. Um, in my very brief look at the at the book, I didn't see any discussion of why the middle school model was substantially better than the junior high model because twothirds of the junior twothirds of the middle school model is junior high and um I think that would be a valuable piece of information to have. How much better is it than the country in Hyrule? About half of the references in the book over 10 years old and um the genesis of that is 60 years old. And I think that social science has moved forward a lot in the last 60 years. In fact, in the last 10 years and as you pointed out, the um successful middle school book identifies five essential attributes successful schools and 18
074characteristics. Why do these and not others in the book that identifies why those are important? And you know in my perusal of the book I didn't I saw lots and lots of assertions and uh about all sorts of things but I didn't see any um elaboration of how important a particular attribute or particular character was. What's the effect size essentially of of that attribute? Um I don't I feel that what's been proposed is at least in the book you is entirely reasonable but I think we need more than just reasonable reasonleness and opinion uh if we're going to change the simplest fundamentals in the school. Um so I would as I said before in comments um I think we need to use data and there's very little so I would encourage skepticism deep skep Um,
075I have >> issues. >> Yeah, I do. Um, you mentioned that you're concerned about the lack of data. Do you have any data to suggest that it is not successful? Because I would argue that we actually have data that shows middle school is successful. >> Okay. I'm not saying that. >> Okay. What I'm saying is that we don't have data that shows that the five attributes and the 18 characteristics are important. >> Okay. >> So, and the another question to ask is how does the importance vary depending on the characteristics. >> But that's something that I believe this group is working on to figure out. Right. >> I that's something I think that needs to be done. I it's possible that we could do it looking at our students doing a survey um and doing
076some uh analysis but typically that's done by a researcher who looks at 20,000 students for instance. 100,000 students in but there's a lack of data all the way around right there there there's no data that you can bring to this discussion on either side really right other than I can we can say that there have been middle schools in California for however long there have there are currently only I think 53 junior highs in the entire state so I think The middle I think the middle school model has proven itself to some degree, right? I I I don't I I'm just trying to understand because we've talked about this data thing. So I'm just trying to understand and it seems to me that Greg and the people that were identified are doing this work of
077figuring out how make look at middle school model make it successful. Um there's um this book I don't know if you've seen it before. >> No. >> Um it's a metaanalysis of uh 2300 studies. >> Okay. >> And it looks at 350 different attributes and for each one of those attributes it gives you something called effect size. >> Okay. And that's a measure of how effective that particular attribute is determining the outcome. And we don't have any of that. This is different. This is achievement. >> Okay. >> What you're looking at is effects of middle school to achieve the goals that you put down there of uh inclusion and uh equity and those kinds of things. So I'm asking for >> data that may exist out there but does not exist in LSD >> is
078data out there somewhere >> I so if the data is not out there someplace you think we should do it >> no I think we don't truly need to >> because there's no data to support that right >> I disagree >> uh okay Okay. What? Let me ask you a question. Why did we move to the snow? >> Well, I I mean >> Brian is signaling that there's some >> Okay. >> Well, I have an answer to your question. >> Yeah. >> Which is that >> in my mind, this decision is not about the abstract question about whether 6 to8 is better not than 78. The question is, how do we effectively deliver education here in LSD? And what we're dealing with on the ground is declining enrollment, as some people have pointed out, such
079that we now only have two sixth grade teachers per elementary school campus, maybe three at Covington. But 15 years ago, we had four at all of our elementary schools. And the teachers had a system where kids rotated around. And it was a nice little It's probably very similar to what middle school is going to end up being. But we don't have that anymore and we're not going to get it back in the foreseeable future. Which is why I think every sixth grade teacher that I've talked to in my 10 years on the board has said sixth grade right now should really be at the junior highs. And they cite lots of sort of concrete things whether it's elementary school bell schedules in a way that I as not a teacher can't fully comprehend. when every
080everybody I have this conversation with repeats the same sixth grade we can't deliver sixth grade curriculum on an elementary school bell schedule then I I sort of have to assume that they're all correct but we also have again because of declining enrollment shrinking junior high schools our junior high educational offering is not as good as it could be because we don't have as many students to amvertise across to offer things like drama and we haven't been able to offer music to s or sort of music at our junior high quality which is exemplary to sixth grade students. We haven't been off able to offer foreign languages to sixth grade students in a way that I'm hopeful we will be able to when the sixth graders are on the campus with the foreign language teachers. So
081I'm not I sort of take your point about abstract, you know, can we prove that 68 is better than 78 if you sort of wave a magic wand and everything else is equal? But in my mind, everything else isn't equal. And frankly, I think we would have done this transition 10 years ago if we'd been able to work out the space on our campuses. And and I also like all of those things that Brian says about the time and enrollment and electives and all that stuff that students do is important, but for me talking to teachers and administrators, being able to deliver an appropriate curriculum and academic program to our students that's developmentally appropriate is the reason to move to the middle school. >> Why do you say that? because I talked to teachers. I
082talked to administrators. I didn't like what was that question because you've got sixth grade teachers on your team. >> And what is the feedback that you've been getting from six? But are our sixth graders ready to move to junior high or is it better for them to stay on? Well, similar to Ryan, my conversations with with sixth grade teachers, especially when we get to this time of year, is um our sixth graders, number one, don't really fit with their peers in grades TK through five. The developmental changes that are happening for them really set them apart um in some unique ways. And um in addition, it's true that our structures are limited when we have two classrooms at a school set. They just they just are. We can't we can't do the same number of
083things that we do otherwise. I do it's okay. I'll elaborate a little bit and say I do hear your point, Vladimir. And um what we're doing right now is really in that group is is really the work around understanding adolescent learners. This book does a very good job of presenting that story. Um and the references in the back seem to draw from many different researchers who have helped to to paint a picture of what adolescent learners really need. Our next phase is about as we get into structure and programs and what's the best way to really put all of this together for our learners. We are going to need to go further out and look somewhere besides just that book. Um but we're using that book as kind of a grounding place for right now
084to help understand the learning. Um, I think that one of the things that we don't do organization is start with outcomes and move backwards. And we can see that in San Rita is where we add uh different kinds of aids. Uh we add um uh specialized teachers um things like that and then we don't see the outcomes change in this particular issue if you want topic. Um, I would urge you to concentrate on the outcomes that you want and then move backwards from that to what the inputs that you want into the um to to achieve those outcomes. And that's where I think that we should go out. And yes, I did look at um about a half a dozen or more of those uh references in the book and they are um building and
085that's important but the book itself I think is needs more work. Just gonna ask if you don't mind sharing that 1978 LS2 report. I'd be curious to read it. >> Is it okay for me to give you a copy of it right this minute? >> Sure. >> As I happen to have some paper. >> Do you also do you also have a time machine? >> I would like to see that. >> I'll try. I feel like you're still the very beginning of this process. So very care progress. >> Oh wow. >> Hands up. >> Okay. We're going to move on. Thank you to the 2026 CSB delegate assembly election. This uh item was continued from our last meeting and I thought that perhaps um all right with the rest of the board that I supposed
086to be more expeditious that I could propose a slate and do a discussion. Is that available? So there are four spots available and so the slate that I am proposing is Elizabeth Holiday who is not an incumbent. Carol Preszanka who is a writing candidate um she's an incumbent uh she is from Cambrian Elementary School District and Campbell Isabelle Hubris Flamurich who's also an incumbent she's from the Sunnyale Elementary School District and our own Jessica Spizer who is now at the county board of education. So, those are the four that I'm proposing and I shall open it up for Oh, before we go on to comment, is there any request for public comment on this agenda? >> Public comment is closed. Yes, >> please. Um this is well I'm under the impression that because Jessica is
087of the county she's in a different delegates. >> Yeah it's a little um a little complicated. The county does have their own >> but that does not preclude them from being one of the um region 20 delegates. >> Okay. All right. Okay. >> So there is someone in the county seat from the county board. I believe right now it's my mother. >> Okay. >> Oh yeah. Yeah. Uhu. Okay. >> So Jessica was a delegate assembly member. She got elected to the county board. She continued, >> right? >> And now Okay. I'm sorry. Sh. >> Yeah. >> Elizabeth Holidayiday. >> Uhhuh. >> Carol >> Pazanka, >> Isabelle Hubis Flambridge >> and Jessica Spicer. Thank you. >> I watched the um candidate forum that you posted. >> Thank you. >> And um you know, I read the
088applications and um I did receive a couple emails from the candidates as well. Um and I was just curious since you've been a delegate yourself and you've worked with them um if there was any reason one of the incumbents within the recommended. You know, we are very lucky in this county that we have so many good people who want to serve and unfortunately not an unlimited number of spots. Um I can tell you like Elizabeth Holiday for example, she's not an incumbent. Um but I thought she did a really great job um doing the the trustee professional development workshop and we actually like she designed it um got the speakers did the whole thing and I thought that she did a really great job. Of course, she did it cos her from Morgan Hill Unified.
089Thought she did a really great job and she's on the slate to be treasurer for the SECSBA, which we'll be voting on the next time we have our meeting. Um, Carol Pazaka is a former president of the SECSBA. She's the immediate past president. Um, I think that all these people are very smart. I don't know. I think she's very smart. She's done a lot of good work. Uh same thing with Isabelle Kubis Leverage. Isabelle brings a different perspective in that she is she's served for a long time on the legislative action committee or SECSBA. Um and I believe she is stepping she's either going to be the president or the vice president, forgive me for not remembering of the California Latino school board system. Yeah. Like that why this one too great. And Jessica I
090think has been doing a really great job. She's on the legislative committee of CSB and the delegate assembly, you know, and I think that sometimes if people are doing a good job, they want them to continue there, which does not mean that the other incumbents are not doing a good job, they don't want them to continue. Uh nothing like that like that at all. So sometimes it's good to have like a new person, >> just some fresh blood if somebody served for a while. >> Exactly. Exactly. And I'll just say real quick to your point Elizabeth did apply last year, she didn't get it and she is motivated to apply again this year, which is something that I kind of look for like didn't get elected, are you going to give up or do you
091really want it? >> Um, but since you've watched the forum and and I also got something else from some people, but was there anybody that you thought was particularly interesting that you would maybe want to throw out. >> I have no disagreement which okay Sally's recommended play. I was just curious to hear her um insight since she may have worked with the incumbents and I haven't worked with any of the ladies and you can only get so much from a three minute speech. >> Yeah. No, that's true. That is very true. >> Um you know, one of the incumbents who would get bumped off with this would be Jod, >> you know, from Santa Clara Unified. Jod is wonderful, very smart, also a past president of SCSBA. Um, she's still serving on the county redistricting
092committee or commission. So, she is still in a position of leadership. So, she's still able to do good work for our students and our council. with Jordan. >> No, I thought everybody, you know, everybody is qualified and passionate and I'm sure everybody would do a good job. So, I'm willing to take your guidance. >> Thank you. Then um in that case, so this is an action item. So, may I have a motion to approve Elizabeth Holiday, Carol Pisanka, Isabelle Hubz, Flambridge, and Jessica Spiser for the 20206 CSB Delegate Assembly? >> I'll move. >> Thank you, Stella. May I have a second? >> I'll second. >> Thank you, Jim. All right. Any further board discussion? Okay. All right. So, motion to approve. Elizabeth Holidayiday, Cal Prazanka, Isabel Hub Slamridge, and Jessica Spiser for the 2026 CSB
093delegate assembly was made by Stella, seconded by Jim. All in favor, please say I. >> Any oppos? Any extensions? Thank you all very much. Motion passes unanimously. And Marcy, you have enough time to >> Oh, yeah. >> Thank you. Next is the know your educational rights adoption. Do you want >> Sure. Um yes, this item is related to uh board policies approved at our our last meeting in February and it's about the checklist for immigrant students and the families attending public schools. This document has been updated by the California Attorney General and this evening we're asking for the board to uh update adopt the updated version and we'll be posting those here at the district office and on district and school websites. Any clarifying questions before I go to public comment? Are there any requests
094for public comments? Can make public comment is now closed. Any further board discussion or public comments? Okay, great. I'm glad that we're doing this. Um, in that case, may I have a motion to approve the updated know your educational rights checkbook? >> Thank you. You have a second. I'll second. >> Thank you, Stella. Any further board discussion? Okay. So, motion to approve the updated know your educational rights checklist was made by Vladimir, seconded by Stella. I'll take roll call vote. >> Yep. >> Jim, >> yes. >> Stella, >> yes. Brian, >> yes. >> I too vote yes. Thank you. Motion passes unanimously. >> Thank you. >> Board policy update. >> Um, yes. This is another set of board policies for uh review this evening. Approval will take place at the next regular meeting. >> Any
095questions? Any request to public comment? Public comment. Any further discussion? >> Um, has we had any dropouts ever? >> Not that I'm aware of. >> Not that it's not adopted. Yeah, >> it's someone. >> Okay, we won't allow it. >> What's that? >> We won't allow it. Going to close this item. Board policy deletion. Okay, this is um a recommended deletion based on a new updated policy board policy 3300 expenditures and purchases in the prior set. It's a duplicate language. So next time we'll ask for your approval. Any clarifying question? Any request for public comment? Public comment is now closed. Any further board comment or discussion? Great. Thank you. We'll now move on to the board and administrative comments. Should I start with chair? >> Sure. I'm pleased to announce uh we have a new
096maintenance and operations director, Henry Giannis. He's actually an almond parent. Uh we're very happy to have him. He's been here for two weeks. Uh so we're really excited to get him going. We'll have him come to a meeting. You can meet him at another time. Um want to um let you know about the little spring cleaning we're doing in the front of Cington. You can see the bushes have been hacked down. Uh, and that's really great by our our great groundskeepers that are CSCA member communities here to hear the compliment. Um, the area kind of got a little overrun and so we can get under there and get all the weeds and clean it up a little bit. All that stuff will grow back. There's a lot of dead wood and things going to clean
097out. So, we're really excited. We're doing a lot of deep spring cleaning um right now this time of year. uh staff has been very busy working on secondary term which we'll bring into the uh rule of next meeting uh tomorrow night is a CACF and uh the CACF will be tomorrow. Then I have a present for Vladimir and I want to thank him for all of his uh support and hard work. This is a signed copy for so I did autograph it on this side and it's a personal note but thank you Vlad's been very supportive uh since I've been here. It's been almost four years and I really appreciate all your support and your service to our community and so thank you very much. >> Thank you. Um I would also like to continue
098with the gratitude Dr. Vonovic. I hope our book club will continue. I appreciate the peer-reviewed articles that you send me on the the weekly and all of our discussion and discourse and and I so appreciate your confidence and trust in me. Eric and I were hired I think about the same day we came to the school board and and some of you many of you were there and part of that process but it's been a wonderful time for us here and and we just thank you for your service to our district and to our students. I really enjoy our our connection. Also want to thank Alex mentioned our bargaining teams. We've completed our sixth session with the LATA and we're looking forward to bringing uh results to you at a a future meeting. Um finally,
099um I just want to thank the board for helping me this evening um and supporting and those of you that were able to attend our Sanorita parent uh community input session. We really appreciate Denise Khaled, our district team, all of the parents um and teachers who participated in those sessions that day and those of you that could attend. So, thank you. question. Um, how much time do you think you'll need to review the material that was presented that the the comments that presented and formulate a reasonable plan? Something >> the phasing that we've talked about is having a report back to parents by uh end of April. >> Yeah. Um I was at the center meeting but other than that >> Oh yes. So I finished my third masters in governance. >> Thank you. It
100will probably be my last for a while. >> Yeah. And um I attended the math curriculum presentation at Santaita with principal Khaled and Greg Drummond. Um and I also attended their second grade recommends like book display at the library which is very cute. Um and this weekend I was invited to attend a robotics competition at the Kohl's site in fact and um uh there were two teams from Mountain View High School competing. It was more of a practice competition but um it was very cool to get a tour and I also wanted to share that I felt very safe. >> Yes. >> Thank you. So >> um >> uh I also attended a Santa meeting and I owe you some notes of that but they're very it's hard to hear everybody talk so much. >>
101That's it. >> Um I just went to the Sanita community meeting. I want to um compliment Carrie and the whole team on a very wellthoughtout and well put together event. Um I had to leave in the middle of the fourth rotation unfortunately but well because I had a Santa Clara County School Board Association meeting that night which is but yes but I thought it was it was great and I can't wait to like hear the debrief you know and the ideas that had come up. Um I went to so there's a group here called the Muslims around Los Alus and they had a um called the dev talk which is the dinner that breaks the bast in Ramadan that was on Saturday evening and I was very happy to go and um support our Muslim
102community >> did not get invited to not get invited that even though I was invited to previous ones >> no did you get >> I don't think so not >> well we should let to remedies that next year >> actually no people in that group have a conversation. >> It was a really lovely event, I will have to say. Um, and the last thing I just wanted to say is that the school boards association, county school boards association holding its annual legislative brunch on March 14th. If you haven't purchased your tickets yet, I highly recommend that you do. And that's it. With that, I'm going to adjourn us. Thank you. Good night, everyone. Thanks for hanging it off.