001All righty. >> Well, welcome to tonight's uh regular meeting of the school district board of trustees. So glad to see all of you here tonight. I'm calling the regular meeting to order. A recording andor 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 techn technical difficulties occur or persist, the meeting will continue without broadcasting. I'll now call the role. Jim >> here. >> Ryan >> present. >> Bella >> here. >> Vladimir >> here. >> And I too am here. All right. Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America to the republic stands nation. Thank you. >> Would any board members like to provide comment on tonight's agenda?
002>> Seeing none. Then may I have a motion to approve the agenda as presented? >> So move. >> Thank you. >> May I have a second? >> I'll second. >> Thank you, Stella. >> Motion to approve tonight's agenda as presented was made by Vladimir and seconded by Stella. All in favor, please say I. >> Any opposed? Any abstensions? Motion passes unanimously. Thank you. Uh, no action was taken in close session tonight. Superintendent update. >> All right. I have a few updates for you tonight. Um, starting with staff and tonight's personnel action. Uh, you will notice that we will be with your approval welcoming um, Henry Cervantes who will serve as our next director of maintenance and operations. He'll be starting kind of mid Decemberish. He comes to us from a neighboring district with great experience.
003We are so happy to have him join us. Um and then tonight I also want to recognize in the back here Dr. Valerie Rogers, our new director of human resources who started uh November 1st and also uh Valerie comes to us with outstanding experience. Um so we're so thrilled to have her here. >> Welcome Valerie and welcome Henry, right? Yes, definitely. >> And you guys will get a chance to meet Henry after he begins. Um, since our last meeting in October, I had the chance to meet with Moren Israel, the executive director of Bolis Charter School. She came um it was a great day actually. She came on Halloween was able to uh do some trick-or-treating with our preschool loveies. So, that was great. We always have excellent conversations. we were really talking about um
004getting back to talks together to talk about our future facilities. So, that was a very positive meeting and we're looking forward to getting that process back underway. Um, I also wanted to let all of you know that we have Shalley and I have a new process in place that where Shalley is reviewing our credit card purchases, the district-wide credit card purchases just to make sure that we continue to re um remain fiscally transparent and uh above board with our finances. Um, and then also wanted to share that we continue to make progress and Eric might do a little bit more on his updates later tonight. um in the design development phase for the 10th site and talking about bond is we did a whole activity with our leadership team really getting into the San Antonio's
005site and what what feedback do our principles have and other leaders in the district have around um decisions that are being made for that site um and got some feedback on the bond program as well and what their priorities are for their campus. So, we will continue to do that work with our leadership team. And that's it for me this evening. >> Thank you. A lot going on. Um, best part of the meeting coming right up. Stand a school presentation. >> Well, I am just so so happy to be here because you're here tonight. Thank you for welcoming us and thank you to our families for coming out. And a big big round of applause to our wonderful teachers. They have just been so creative in how they want to um support our wonderful science
006standards while still using our toy curriculum. They have decided to do something a little special this year. I will give it I'll let them show it. This really encompasses deeper learning, authentic learning experiences, and I think you will hear from the children how excited they are about this little addition that we have. So, welcome. Okay. So, this year um we were starting our science unit on what do living things need? Um we decided to do it with a little twist. So, we teach this unit every year as it's part of kindergarten standards. But this year as uh we're focusing on deeper learning and the two of us are in a practitioner group trying to learn more about and um strengthen our practice, we wanted to think about this unit with a few of these moves
007in mind. So for me, I was excited to try out a little bit more questioning and inquiry in the beginning of the unit and then throughout the unit documenting reading so that the kids could see the progression of learning but also see their own writing and their own artifacts in the documentation and then at the end of the unit giving them an authentic task that they could do but also choice in how they wanted to show what they learned. Um similarly for my uh for me I've been looking at provocation and using provocation to guide conversation and following talk protocols so that we can um expand on our learning and as well as have a shared learning space where we can that we can constantly use to reflect on our learning which is where the
008metacognition is concerned. Um okay. So one protocol we uh we explored this year was the top pencil which was was something that we uh learned about in our uh teacher practitioner cohort and um we started the unit by looking at what do living things need? We looked at a range of animals across a range of habitats and then we observed um some of the questions you can't really see in those slides in those in the question uh pencil protocol are what can a living thing do uh what should a living thing um what should a living thing need etc. So, we kind of use those questions in our talk pencil to generate some conversations about what they need. >> And then in our classroom, we started the unit by looking at um a live stream
009of the Monterey Bay Aquarium. And the kids just came up with questions that they had that start with the frame sentence starter how, what plan can um and I dictated the questions that they had. Um, a really good one of theirs, why do fish float and water and not fall down? Which is a great question. And then later on in the unit, we looked at actual pictures of living things. And I try to kind of um segway into here's some living things eating something. Here are living things drinking something, breathing air, etc. And then the um the notes where it's more of a children drawing is where they then began dictating their questions they had about the living seed. And next middle of the room is um and then next we then tried to make
010it a little bit clearer and more specific. These are the photos that they were looking at when they developed these questions. But then we took those um pictures and we sorted them into similar needs and then had um the children label what each group was. So um on the left hand side I dictated the word water and then from there they labeled the food uh something living things need air and home water shelter up top. Similarly on the other side um in room seven that was the range of living things across different habitats that we looked at and the sticky notes that are on there are all um students thinking about what are what they are noticing where they um recorded what they were noticing and then use that shared space to um share our
011noticings and learnings. Okay, so here's the twist. Um, when we were exploring, um, in our teacher practitioner group, we were looking at how do we use some of these deeper learning uh, moves that we've been learning about, we thought about um, how do we really hone into what living things need? One idea was that we adopt animals. We thought maybe you might friend on it. So we had to shel that idea for now. The next best alternative was to actually adopt virtual pet. So we were researching and we found this barn called Charlie's acres. And um it's a rescue barn. It's a sanctuary for rescued animals. Um and we have um some pets, some animals that they offer for adoption. And then we um printed out pictures of all the animals that were up for
012adoption as well as the story about each animal that we could read to our students and then they voted on which um farm animal they would like to adopt. So in our class on the left uh you can see the most sticky notes next to a pet named Naomi. Um she's a sheep who was rescued by Charlie's Acres um when she was a baby. she was stepped on and it um broke her um spine and so she gets around with a wheelchair. Um in room seven, we voted on a little call duck. Her name is Mcgro. She has albinism. Um she got the most um votes. So that's our virtual necklace here. >> And this is on the left Naomi on the right Monroe. And this is um these are pictures from our first meeting
013with Naomi and with Monroe. So part of adopting um a farm animal from Charlie's Acres is that you get four sessions with um your animals. So you get to learn about them. You get to learn about their specific needs as well as a little bit of um like animal kindness and care. So like today's we learned about ways that we can um learn how animals say yes please like you can be in my space I'm okay with that and no thank you. Um and this was also a huge thank you to our PTA who funded um our grant to be able to um adopt the farm animals and then have a session with them. Um on the right is our first meeting with Monroe. We um during this mim um we had before we met
014VR we had the in class had identified some important questions that the expos for little girl one of the questions kids were very very curious about was what happened to her family if she's a rescue duck well where's her mom and so in this uh first meeting the trainer at Charlie Zakers answered a lot of our questions and she did answer that burning question that Monroe. We don't know what happened to her mom, but we also met, you can't really tell in that picture, but the little duck is Monroe and the bigger duck is Rosemary. She is her surrogate mom and Charlie. So, we were very, very happy to hear that she even though she's a rescue pet, she has a family and a you know, friendships and fun. Um this is just um to
015share the big question was what do the nicans need and we were exploring that that question more deeply with the help of our virtual pets. So we explored um you know what does Monroe need and we honed into what our living thing needs um through all of our meetings and all of our explorations with Julio. uh students drew uh the pictures on those stickies there that she needs water, she needs air, she needs food, she needs a safe space. Um in the little pond by itself, we also said, well, what about toilets and a family? So, we had a conversation about what do you need versus what do you want? Um and students, you know, really were thinking about it and they encourage, you know, independently just share their ideas. And for us, we brainstormed
016things that Naomi needs. So, kids went off to draw various things that they think Naomi needs, and we cut some of them out to add up here. And um there was a lot of grass and hay, water, flowers, things for like water and food, and then a tree for air. And some drew her with her wheelchair. And so, we had the conversation as well about um need and extras. And we decided that the wheelchair was actually a need because without the wheelchair she may not be able to walk to get water or food or if she needs to run away from something for any reason um she could not if she doesn't have her wheelchair and she's also very fast with saw session. Um these are some pictures of the way our um students chose
017to share what they um learned. Would you like to do a course for this? >> Yeah, of course. So um in the pictures on the leftmost area, you can see two students are working on a mural that they wanted to make about Naomi, her needs, some extra things like her wants, um her habitat, and then next to those um two students decided to make a puppet show. So, they made a puppet of Naomi and then um some things that she needs, some things she would want. We also learned that she um goes to physical therapy every other Wednesday and on physical therapy days, she also gets to go to the beach. So, some kids made the beach a part of their puppet show as well. Um and in this way, just really trying to honor
018the choice and getting to choose the way they show what they've learned about Naomi, things she needs, the things that would make her life better. Um, and we were really hoping we could have some of our um, scientists share their murals and their puppet shows. We've got a little through our right now. So, luckily um, we've got some friends from room 7 to share a little bit about what they've done with um, with um, thinking about Monroe. >> We have some friends here at program 7 who would love to show you what we made. What is this coffee? Show you. Yeah, we were making habitats for Monroe. U some things we thought about including in her habitat or in her home are what does she need? >> She needs water. >> Oh, very nice. Can
019you show where the water is in your habitat? >> Yeah, that's yours. >> What else did you think of when you were building it? She needs water and >> air. Very nice. And what's the structure that you made? What is my god? What's the Oh, would you like to show us? That's Monroe. >> I don't know if you can see, but they have in their habitats. Uh, we thought about that we should include air, we should include water, and we should include what else in there? food and food. >> Hey reason why watch. Yep. Dr. Rogers and I on Friday were lucky enough to just pop in right during the gallery walk time where the entire room seven was walking around to look at each other's habitats. It's amazing. >> And finally, before we say
020goodbye, we also wanted to invite you all to our Nutcracker performance which will happen on December 19th. So, have some invitations that we'll pass out to you and we hope that we'll see you there. Thank you so much. Happy That was very I'm so proud of you guys. Wonderful. Like a lot of fun. We're going to continue on with our meeting. It's not going to be nearly as cute or entertaining as what you just saw. On to the consent calendar. Um, are there any questions from the board on the consent calendar? >> Seeing none. >> Um, I don't see any requests for public comment on this item. In that case, would any board members like to provide any further comment on this agenda item? >> Okay, then may I have a motion to approve the
021consent calendar as presented? >> So many. >> Thank you, Vladimir. I have a second. >> Second. >> Thank you, Jim. >> Motion to approve the consent calendar as presented was made by Vladimir, seconded by Jim. All in favor, please say I. I. Any opposed? Any abstensions? Thank you. Motion passes unanimously. Employee request to address the board. Uh we have from the California School Employee Association, Kim surprise. Uh, so I just picked up my lovely child from her day camp at Waldo West and it reminded me, not that I ever forget, how much we love our bits and labs because I saw them when I dropped off my child at 9:00 a.m. and they were there when we left at 6 p.m. supporting our kids because they are the people who know what it means to
022educate every single child that comes across our threshold. And most families will never interact with them. But when you're a family who needs a bit, they mean the world to you. And it's amazing that these people show up. And I will get emotional because these are people who your child might kick them. Your child might say something unkind to them. Your child might be having the worst day. And they still think tomorrow's going to be a better day because every day they come back to school is a better day. And they believe in your child in a way that honestly is just outstanding to me. I have seen them on both sides, which makes me especially emotional because I've seen I've been the mom picking up from them and I'm the mom who also watches
023them with students who are not my own and sees the deep belief they have in showing up every day for kids. And they also show up for kids who are not always exactly on their load and they will jump in. They will never hesitate to support a child. They really truly give it their all all day. They are dropping their lunch to run to another school. They are texting before they get to school because they're figuring out where am I supposed to be today? What kid needs what? They're thinking ahead 17 steps. They really are here for so many kids in a way that off often is not obvious also because they're often just standing in the back of the room quietly and you have no clue what they're there for because also they're really
024respecting privacy but also having students grow and a lot of that's one of the things that's so hard to explain is that even sometimes I'm explaining it to staff is they're stepping back because they have to see what this kid does when they step back and but then they have to learn to step in and so they're just thinking of a million things and they really are amazing at what they do and just over and over again it means so much to see that we have this amazing group of people who just think that every kid can us be a little bit version better version of themselves every day but it's really about bringing themselves out so that they can be whatever that looks like for them because they also really speak to the fact
025that they are not trying to make every student look like each other. They want a child who has agency and student voice and also is able to meet their own the child's own expectations for themselves. It really actually is deeper learning in its own version because it's allowing our kids to access that on a day-to-day basis and it just really is wonderful and I'm so grateful they're here. Thank you. >> Thank you. That was >> a lovely insight into the world of our needs. Yes. >> Oh, did you think we could see it before or after it started? >> Bur Yeah, it was kind of during. >> Okay. So, if you want to submit a speaker card for public comment, um it kind of has to be before we get to that um that agenda
026item. So, unfortunately um we received one speaker card for consent. we'd already started that agenda item. So, uh I'm really sorry but that I'm not but feel free to email your public comment to the board. >> Okay. So, oh to provide public comment on an agenda item speaker cards are to be submitted to the superintendent. The speaker cards will not be accepted once public comment begins. Your name will be announced when it is your turn to speak. This time is reserved for members of the public and employees to address the board on items that are not 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
027on a future agenda. The board may make a brief comment or ask clarifying questions. So on non-aggendaized items, you've got we've got two people. So, um, you'll get three minutes each. Can we give them three minutes? >> Um, the order will be Haley, then Pat, then Jessica. Kaylee Sers, Pat Broadkey, and then Jess. So just come forward. >> Hello board Sandra at all. Many of you know me as the spirited speaker possibly from my past LATA leadership role or my project-based learning extraordinaire events in the therapeutic special day class at Santaorita Elementary. Some of you don't know my name at all, in which case I will introduce myself as Miss Kaye. Recently, my moral compass has been shattered. Now, as I do love an underdog performance, I believe it can be repaired, but not without
028careful tending and an open mind and the utmost respect consideration. I am extremely disappointed in a decision that was made without discussing it with our TSDC team. With that said, I believe we as a district have the capability to practice what we preach and showing the community around us what inclusive and integrated practices look and sound like. I trust that more members of this community can explore and shine empathy, and I honor those who already do. There is a growing concern that decisions affecting our most vulnerable students are being made without transparent communication or meaningful involvement from all stakeholders. When those with firshand knowledge of a student's needs, history, progress, and supports are excluded from the final decision-making process, and individuals who have never worked in this field or with the student make critical determinations.
029It sets a troubling and deeply discouraging precedent. Beyond the procedural concerns, these choices raise significant ethical questions. Whether intentional or not, removing children with unique needs at the very moment they are struggling but therapeutically improving with us at the same time and doing so without input from the professionals who understand their disability and behavioral needs creates an outcome that feels exclusionary and disproportionately impacts the very students our program exists to support. This is not aligned with the values of equity, inclusion, and non-discrimination that our district publicly upholds. As educators, specialists, and advocates, we are committed to collaborative student- centered practices. Our hope is that moving forward, decisions of this magnitude will include the voices of the people who work directly with these students every day. By ensuring transparency, teamwork, and a shared understanding of each
030child's needs, we not only strengthen trust, we safeguard the integrity of our work and honor the moral responsibility we all share to support students, especially learn how successful our program has been. I will share with you anecdotes from families over the years. As a special education teacher, I can wholeheartedly state that our work is important. It's a micro part of a macro system. And within the entire system, everyone must be held accountable. Lest we not forget that students with disabilities don't lack something. They have extra battles they have to overcome. Sure. >> And please, I ask you to remember. Hi. >> Thank you, Paty. Sounds like my alarm. >> Good. Um, please join me in an exercise. Think of all of you up front and include me as a group of 10. Imagine that we
031are immigrants from Mexico. We live on California Avenue in the apartments near showers. Yes, it's diagonal from the new school site. We came to this country many years ago in search of a better life for our future children. We are established in our community. We know that education is critical to our children's success and we want them to have far more than the elementary education that we are able to access. We are busy parents and we have figured out ways to drive our children the 1.6 miles across town to Almond School where they have attended since kindergarten. We want nothing more for our children than for them to succeed in school. And we struggle to help them. We don't know English very well. Our educational backgrounds are limited, and we can't afford to hire private
032tutors. Well, congratulations to Vladimir, Marcy, and Brian. Your children are achieving a grade level. They're on a good path for high school and can likely attend Foothill, maybe a 4-year university. For the rest of us, I'm sorry, our children are below grade level in their skills. As the years go by, they will fall further behind. They may be two or more years behind in their reading levels. They'll be very discouraged and they will feel shame for their poor performance. It will be a struggle for them to complete high school. They may not pursue any further education. So while the Los Alto schools help most students achieve far more than the state averages, this is not true of our community. of the socioeconomically disadvantaged Latino children in LSD, only 30% or are three out of 10
033are achieving at or above grade level. When we speak in terms of percentages, it's easy to forget the 70% have names, loving, dedicated parents, and hopes and dreams for the future. Thank you. >> Thank you, Jessica Mullen. Are you ready? Jessica Mullen, I'm Sanorita parent and a CACF member. Another year of CASP results and soon we're going to hear about all of the improvements thanks to our amazing staff that we have in this room and our principal and the deeper learning. But looking at the breakdown of data by the LSD schools, you'll see >> sometimes I don't mean to interrupt you, but is this on student performance data? >> Agenda item. >> I don't want this time counting. It's not about >> it's not going to count. >> Okay. Yeah. No, it's not about I
034mentioned the data, but it is not about data. There's more to it. >> Okay. um you're going to hear about deeper learning and looking at the breakdown of the data by LSD schools, you'll see that Sanorita is still at 21.55% below the standard compared to the 14.55% at the district level in ELA and we're 23.37% below standard compared to the 14.54% at district level in math. We're still at the very bottom of the district schools. What concerns me most is not test scores or cast, but there have been conversations in this room at LAF with board members and even district employees that Santaorita is behind. We need resources and support for years now and we still don't have them. Perhaps our reading scores would be higher if we had a beautiful library like Covington and
035we were not in a portable trailer. Perhaps our math scores would be higher if we had credentialed aids in classrooms helping students like mine who were struggling. I sit on the CACF committee. I know about the budget struggles. I know that we can redistribute funds to schools based on need. There is a lot of talk about right sizing staff and aids for the budget, but there is no talk about rightsizing school resourcing. Perhaps Santaorita can move to the front of the line for an appropriate kinder and TK playground. Perhaps we can pause and upgrade to something that is a nice to have for Sanorita to get enough aids so our TSTC and RSB RSP aids can take breaks and have the classroom supplies that they need. I stood here last year this exact same meeting
036and highlighted these exact same issues and I'm kind of done being quiet about it and waiting to see what happens. So, I'll see you next month and every month and I will continue to share data within the community so everyone knows that Santaorita is still behind the other schools. I am begging you, can we please redistribute funds to make the schools equal? Equality is not the same as equal. Thank you. >> Thank you. All right, we're moving on to our first agenda item, 202425 student performance data. Mr. Chieman, >> good evening. I'm excited to share with you tonight uh results from last year's CASP assessments. Um I'm going to share some of our great achievements and also point out some ways that we need to continue to do some work to ensure that students are
037um achieving at or above grade level. I I do want to start here just we the work we do is based on all the work we do is based on the science of learning and development. Um we we know that the outcomes we get from kids the things that they know, understand, do and become is directly related to the quality of experience they have in their classrooms every day. And the converse is true. when we when we aren't getting the outcomes we want from kids, we need to consider what are we doing for kids? What's their experience? What's what are the what are they experiencing every day that's leading to the outcomes that we're getting? And so we are holding these two things, outcomes, experiences, is an important part of looking at this data today.
038Um I'll jump in right in just to add some some context. Um this for the state of California, you can see that um there's a lot to be desired in how students in California are performing relative to the standards. Uh 49% meeting or exceeding in ELA, 37% in math, and 33% in science. There's there's much room for uh growth there. There's uh urgency and opportunity in that. for LD over all our numbers look very different from this and they have for for several years. I'm just going back three years here and I think I've been giving presentations around this for well over three years and we've seen the numbers look very much the same year after year. Um our students since 2022 we've been hovering right around that 84 85% range in ELA and in
039math the same story is true. is right around 84 85%. We're seeing a slight uptick in the last couple of years. When we start to look at into student groups, you can see that um there's a trend general trend that we're starting to see we are seeing small bits of growth for for our subgroups of students. That's not true in every single case, but generally we're seeing little bits of growth. For example, um our among our Hispanic students in ELA, they move from 55% of students at or above grade level to 59 across those through that threeear span. Um and our economically disadvantaged students in ELA going from 50 to 54% and Matt 44 to 52%. I want to zoom in uh just briefly on Almond and Santaorita schools. I last year when I was
040here, I showed you this slide. I added the the new year to this just so you could see how how things are changing for these two groups at Santa. These are those two schools combined. And so you can see that we're we're making some small bits of growth for for these groups of students. An important note here, something that this data um doesn't tell us, sorry, my notes are like pairs. Uh something that this data doesn't tell us is about students who fit both of these categories. So students who are Hispanic and also economically disadvantaged. And the the numbers are very different from this for those students. Um we have in this case uh 32% of students and this is across LD not just at home and Santaita but 32% of students met in ELA
041and 28% of students met in math. So it's an alarming number when we consider this. It's 85 students last year who took the test who are both Hispanic and economically disadvantaged. And among those 85% of students, there's a very small percentage who are achieving at or above grade level. And it's an area where we need to continue to give focus and attention. Um it is an incredibly complex problem. And I think an important note here is that um while they have while students in this category have these two things in common, they might not have anything else in common. every student has a unique profile and a unique set of needs. And so, um, when we're thinking about the solutions that will actually move things forward for kids, we've tried and done so many things.
042Um, and we need to continue to innovate around the things that are going to work for kids. we have focused on early learning um with our work in um expansion of of TK um our work in early literacy uh all of our teachers and you'll hear me talk about this in a moment but all of our teachers are now trained in Orton Gillingham methods in grades K through two um our uh we have a screener in place which I've talked to you about before the um dibble screeners so that we're catching early the students who are slipping um and we can get in with some early intervention. So, we've done all of those pieces and I will continue to talk um in a moment about some of the other things that we're doing, but we
043know we need to do more for that group of students. Um, despite all of that, uh, we are seeing some successes and I've already highlighted some of them, but I I pulled some images from the dashboard for Santaita and Almond because I think that they do a good job of showing some of the some of the progress. Right now on the dashboard um, for Santaita and ELA, we don't have any groups of students in red or orange. um so economically disadvantaged students remain in yellow and all of our other groups of students are um green and blue. When we zoom in on ELA, I'm I'm going to show these three for for um Sanorita and Almond ELA and math. Um you can see that there is some significant growth um for Hispanic students that um
044were 19.5 points above standard with an increase of 5.3 points this year. English learners 12.3 points above standard, 22 points increase this year. Economically disadvantaged children are still a concern. Um it looks a little different for math whereas economically disadvantaged students are in green. You can see that while there's economically disadvantaged students are uh still below standards, we we have made an increase with them this year. Um for Almond, uh the good news here is that there are no groups of students in red, orange or yellow. Uh, and you can see this tremendous growth for Hispan Hispanic students at Fullman School. Um, jumping 63.2 points on average. Um, and for English learners, 29.4 points. Uh, in math, same thing. In Almond, no groups of students in red, orange, or yellow. Uh and we see that
045same trend where we we're seeing increase in points even when for Hispanic students even though they're still below standard. You can see that there's been some improvement there. Um the the trend here that you see also is that we have a concern around our economically disadvantaged students. Um they're they're below standards and in some cases there has been a slight decline. Um but we need to give that more attention. Uh I've named some of these things already, the things that we've been working on to support all students. Um in addition to the things I've already mentioned, um we have, you know, mental health counselors across the district support children. We've increased paraprofessional support at Santaorita school. Um our teacher training has really been brought you heard Bailey in Terome today talking about a group called
046practitioners. This this work that we're doing around deeper learning is not just about our students who are high achieving. Deeper learning we truly believe is the pathway to equity for all students. When we think about the things that we want for kids for them to leave our schools with a sense of hope, engagement, belonging, ready for the future and academic achievement. We know that we have to give them experiences that lead to that. And when they have opportunities in school, when every child has an opportunity in school to do something that matters to them, that's purposeful, to be truly included in a classroom that is safe, where they belong, where they're challenged by their teacher and given the support that they need, they do make growth. When we have high expectation for kids, they rise
047to those expectations. And our work around deeper learning is about that. It's about how do we include every single student in the type of learning that is really going to develop them as full people. And we feel very very confident that as we continue to do this work, we're going to see this expand for kids. Um so while we have some real successes and some real challenges, we also have some um bright spots ahead knowing that this work that we're doing um around changing the quality of instruction that's happening in classrooms. We anticipate it's going to make a difference for kids in the long run. So yeah, I'm happy to answer any questions that you have. >> Great. Thank you. Maybe um sorry Gavin Williams did you mean to make public comment on this item?
048>> Yes. You know I wasn't sure to put it on an agenda this agenda item or or the non-aggenda but I I did it is largely related to this item. >> Okay. Because letter I is board administration comments. >> No no >> it's this section >> this section H. the wrong speech. >> Okay. >> All right. Sorry about the confusion. Um, board members, any clarifying questions before you go to profit? >> Brian, Vladimir, Jim, >> um, I haven't been I can't remember what the s are for the for the dashboards. So I for almond socioeconomically disadvantaged is no performance color. >> Um >> because the the group of students >> is small I didn't I'm surprised that 27 is too small. I thought when we had to start not reporting results because of the privacy
049it was so smaller number than that but >> I actually don't know the number. Do you >> I don't know that exact number and I actually think it's different depending on which thing you're looking >> that's fine. I just sort of wanted to flag that you know even though technically we don't have anything in orange or yellow like that those results orange or yellow >> if if they were signing a color >> based on under numbers that are on the slot >> y >> um when you say u let's say static student you can say 16.3 points below standard what is the standard of course >> sorry which slide are you >> oh just uh any slide uh what is the standard in in points? >> I want to know how big 16.2 is compared
050what the standard is. >> If I remember correctly, it's something like 2,000. >> It's a fairly large number. So, we're talking about somewhat small margins here. Very small margins. I can get the exact number. >> I just want you question. No, >> one or two questions. >> So, you were talking about um and I know um we've heard from the public about this, but Hispanic and socioeconomically disadvantaged students being a area of concern. And so in if somebody is both, do you know where they fall when the dashboard is preparing information by chance? Like do they go into both? >> They'll go into both. >> Oh, they go into both. Okay. Then um just my other question is also for that group of students or any group of students that is um not experiencing the
051same gains on CASP testing because testing CAP CASP testing is a moment in time >> and we are doing these um check-ins with them as part of the curriculum or >> whatever. >> Yeah. >> Um are we finding in those check-ins that they are also not meeting um the standards or the grade levels or are >> it's so dependent on student. Okay. Um we're talking about across the district. Um there were 85 students highlighted here, right? And um we have students who show up in our screener as >> really at risk. And so we'll put them into an intervention program and some of them make great progress and we see it. We monitor their progress regularly also using dibbles to ensure that they're making progress. And if they're not, then we >> take some further
052steps, right? We escalate the >> we escalate the interventions. And so we do we see kids who make great progress. >> Okay. >> And we see kids who are not making great progress. >> Okay. >> Um >> I I think it probably is worth us investing some more time in following this specific group of students. >> Okay. Um, >> so, >> oh, and I just wanted to clarify, could a student qualify as socioeconomically disadvantaged um because of parental educational attainment and not because of economic circumstances? >> It's both. >> So, it could be either one, right? So, if a parent didn't have a high school diploma, they could also fall into that category. >> Into what category? >> So, economically disadvantaged. So, it's not just economically disadvantaged. It it could be that you're >> okay
053>> similar on that. >> Yep. >> Move on to public comment and then we'll do board discussion. >> Gavin Williams. >> Hi guys. >> Hi. You have three minutes. Thank you. >> Gavin Williams, parent of a of two Sanorita kids. Um and again, I wasn't sure to put this in non-aggenda or agenda. It is related to the scoring. Um, as a previous public commenter mentioned, Sanorita does rank about 8% below the district in both ELA and math. Um, 8 8% fewer met exceeded, 8% more, you know, uh, below standard. Um, so I guess, and this has been for many years in a row, the gap has narrowed a little bit in the last year, but that that gap does remain. Uh, I do have one question that I'll ask the board if if it's possible
054to generate this. But, um, it'd be great to see that data broken up out between those subgroups. So, the how those data look like year-over-year between economically disadvantaged, you know, English language learners, etc., just to see if if if the gaps at Sanorita if it's driven by demographics and the greater v vulnerable populations of the district or other factors. So, that's just kind of one question I had. Point two, as we all do know, I think Sanorita is amongst the districts that has possibly the most vulnerable populations of of students. It might be close to another district, but I think it is at the lowest level. So then I guess take if I take a step back and I hear Sanorita has the lowest scores and the most vulnerable population. To me, it does seem
055like pretty kind of a a rational next step to say that Sanorita should have a higher on a per capita student basis set of resources to try to bridge that gap and try to care for those more vulnerable populations that our school has. I'm not as well informed as the previous public commenter about all the different resource buckets and allocation methodologies. I'm going to try to learn more about that. Uh but my sense anecdotally is that it's not that if anything, Sanorita has more kind of resource disadvantages. We don't have uh you know new libraries and new playgrounds like are being done at some schools. We don't have a theater facility like most of the schools in the district have etc. So I'm going to be personally trying to track down some of these resource
056numbers on you know faculty level aids resources you know capex expenditures age of facilities etc etc and come back and try to put that together for you guys. Maybe you guys already have that but my just comment is mainly that low scores vulnerable population should equal more resources not less. So that's that's kind of the main thing I want to highlight for the group and really try to get to the bottom of where what's you know that seems to be a kind of a disconnect in my mind when I when I think think of those simple pieces. So just wanted to bring that to the board's attention. >> Thank you. >> Thanks. >> Great board discussion >> question. Um, I know that we're that when the child is at school, we're trying to create the
057most supportive environment for learning, but are we working with parents just to talk to parents about how to create a um a supportive learning environment at home? >> Like I just I wonder what happens when they leave here. >> Sure. I I mean I think there are more opport there are opportunities for us to do more in terms of parent education supporting parents at home. >> Yeah. >> Well, I wanted to build on what you said and I remember we saw something about the parent university >> um last school year and I really loved a lot of the proposals there and that's the sort of thing where I think it would it could well be the types of resources that could make a difference here. >> Sure. Um and then I also wanted to comment
058um you know and not to dismiss any of the valid um differences that people are highlighting here and I completely agree that we need to do more to address those but I also think we have you know much to celebrate as well in your um that you showed us in the slide and I mean going back to one of the slides that had outcomes across the district I mean there was a 9% improvement um for English learners in math and 8% % for socioeconomically disadvantaged students like across the district. And I think I I think we would be remiss to ignore that and not to celebrate the good work that went into that and you know hopefully we can whatever led to those successes you know that we can build on that and expand it.
059Um and and it's, you know, even if we are disagregating um sort of like Hispanic students as one group and the socioeconomically disadvantaged students as another and we're not looking at the intersection exclusively, we did see actually a huge increase in the percentage of students meeting and exceeding expectations. And so I just I want to applaud all the staff and um you know time that went into getting us those outcomes. >> Yeah, thank you for pointing that We we have done over the last I don't know 10 years. >> Yeah. >> But particularly in the last five years since the pandemic so much work to and with early learning in particular you know like there's a lot that has happened to support kids and it is validating to see that there are some results coming
060from that. So, I mean, I I don't want to downplay the successes, but I think that the numbers are small enough. I find sort of the the CASP stuff a little bit frustrating also because when you're comparing different populations of kids, it's never totally apples to apples. I mean, we have a different set of kids now than we did two years ago. >> Sure. and sort of even the increase in in sort of English language arts across economically disadvantaged students is small enough that I can't tell it's because whether it's because the population is slightly different than it was or because we're making success. So I would love to see as we go into sort of the planning cycle for the next school year. I I would love to to see first of all do
061more goals which I know we do on sort of behind the scenes around sort of the dibbles you know the sort of just in time the testing we the real-time testing we do not the state stuff which comes out a year later >> but I would also love to see have goals around improvement for students sort of a little bit to Vladimir's question about you know how many points how many points is a year of progress that kind of thing like I would love us to set as a board a goal of any student who's below grade level should make at least like a year and a half of progress, right? Because that's a goal that doesn't really matter what population of kids you have right now. It's just looking at like is every kid
062either at or above grade level or catching up because those are the kids who really run in trouble or kids who are behind and just get further behind or stay behind all the rest of it. So yeah, I would love us to sort of try to focus around that. I'll be back in uh January, I believe, to to look at our local assessment data and show show what's happening there. Um I was disappointed in the uh sort of seeming lack of progress that are most vulnerable students. Um, and I have to say that actually that's my board's fault. We're not because it's been the same way for 11 years that I've been on the board. And um, I think we need to do something differently. I don't know what we're doing. Um my first observation
063was that and this has nothing to do with the most vulnerable students. I wouldn't I guess my expectations that we achieve over 90% our students above overall um in both math and English mining arts. That's just I have no no basis for that. uh standard. It's just, you know, I'd like to see 90% of our kids. >> It's represent some improvement. >> Yes. >> Yeah. >> Um a quick comment about uh years of growth. Uh Stanford has a website that has that information. I don't know if they break it down by subgroups >> of students, but they do have years of growth for um uh for uh different districts and I think they also have it for schools, but I can go check on that. Okay. Uh they don't use CAS, they use uh uh
064NAP uh >> M the math the >> NWA. >> No, they use the uh national whatever the national the nation scorecard test is for their data. >> Okay. um NAP. Anyway, um years ago, uh five years ago, something like that, I was at a uh network publication conference and one of the speakers there was a a man who at the time was president of the NAACP and he came from Jackson, Mississippi. and he said, "We know how to eliminate the treatment gap and they're doing it in Jackson, Mississippi." Um, so fact that we can't do it. Doesn't speak highly of what we're doing. I don't think you or anybody else in the district is slacking off, not doing the right thing, whatever. You know, just spinning wheels, whatever. It's But we have to do something
065different. I agree with you. Um, one of the things that uh, again, this is I'm sure you know it's very uh, one of the things that would be interesting is look at the spread of uh, how students are in these various subgroups because very well and you mentioned this. there a group that are doing quite well and then there are a bunch of of students that are not doing really well and then you mush them together as an average and that sort of eliminates that distinction because for the students that are doing really well we probably just want to continue what we're doing the students that are not doing really well we need to do something different so we need to identify those particular students there that are not doing that well Um, one other
066thing is uh we need to I think it's reasonable to pull out of this data not at the state level but for our use pull out students who don't speak English because it's sort of unreasonable to expect them to score highly. think if they just don't understand the language. >> Well, that's why I think you should be measuring how much progress they're making. I'll just add one more thing. I would be interested in um hearing more about whether there's any research on um you know like what interventions or supports are most effective in particular for um or to help students sort of exceed what you might expect their outcomes to be based on parental educational attainment because you know like that tends to be highly predictive of student performance. performance but there must be cases
067where students exceed that right and so what's working for those students like to know >> well I agree with everyone that something needs to change and we need to do something differently but we do have some successful strategies because you are showing gains so is there um sort of like our own LD best practices like are there strategies that you can pull out that are working so we can do more of in addition to the research on like maybe what they doing in Jackson, but there other strategies that we're employing that are working. >> There certainly are. >> Exactly. >> Yeah. And there's the more uh focused interventions that we're doing that we see working. We see the progress that many of our students are making as well as we are truly seeing classrooms transform
068this year in the way students are engaged in learning that matters to them purposeful work and we're seeing that among uh more of our subgroups of students that they're engaged in a different way. See I mean it's all anecdotal. I'm walking through classrooms and I'm seeing this there's we're seeing this we're walking through but um I don't I don't want to downplay the the work that we're doing around deeper learning is the important work that is um the experts in our field are saying is going to lead students to to um greater success both academically and in life. the learning to learn word >> it's off topic I think >> complicated it's very complicated >> so much >> um even though we spend a lot of time looking at these >> cast scores um they're
069they're good reasons to believe that they're fundamentally flawed >> sure and Um maybe if it were my drugs, I wouldn't present this at all. I would present what we think is important in terms of student work. >> And uh I'm thinking, you know, you're talking about all of California that does this. What do our particular students need in order to be successful in their lives? Now that may be similar to all students, but it also may be subtly different from um the rest of California. And so that's why I don't if you ask me on on a good day as opposed to today being a bad day. Um if you ask me on a good day, I say this is worthless stuff. You know, as far as designing programs to make these scores better, I
070don't think we should do that. >> Uh it's these scores will become better as an outcome than doing something else. I guess that's what I want. >> That makes sense to me. Yeah, that's right. >> Thank you. Thank you so much. Thank you so much. Thank you. >> Right. Next agenda item. Establish date of annual board organizational >> All right. We'd like to welcome Grace Choy and our fantastic tech. Hi, good evening. Uh, my name is Greg. I'm one of the coordinators in our curriculum instruction office. I am here to share with you the work that our AI workg group had done this past trimester. Uh, this work actually started at the end of last year. Uh, Mountain View High School with Dr. Kip Glazer along with the tech interns were invited to host a
071AI play. We had students, parents, staff, some of the schoolboard members too, I believe they're just getting our feet wet into AI and topics around AI and playing with some of our different uh AI platforms as well. And clearly from that event, one of the needs that surfaced was to continue our understanding our um beliefs around AI as a district. And so while I could have easily plugged it into AI to create a you know policy on our behalf, it really felt important to have all the stakeholders there to continue the conversation. And so with that beginning of this year, we started to meet as an AI workg group and we have our lovely students here who are going to help guide the conversation. Um we had in total 10 students and we had an
072outcry of students who wanted to participate across our sixth to eighth grade students but we wanted to keep it a work group and so we limited the size to 10 students, eight staff members and six parents. We have Yosh who is a junior at Mountain View High School. We have Nikita a senior from Mountain View High School also. Both of them are on the exact board of their tech uh MBHS tech interns who will share with us uh the work that we had done. We also have north side of campus being represented. We've got Arman representing Egan as an eighth grader here. So on Y and I'll start by talking a little bit about the tech internship at Mountain View. So this is a program that Dr. Kid Blazer, our principal started last year to
073really focus on helping parents, students, and staff um with just tech support. A lot of these tech issues that are really common, it wasn't meant to be focused on AI. However, since then, we've shifted our focus into more AI, focusing on our community, involving our school district and the LD school district as well, and just talking a little bit more about how AI affects us. So for our work group um we split it up into three days. We started by framing the conversation with a card game that we built. Um we built this card game to really talk about AI and then using the card game. We decided to brainstorm and draft ideas. What do we want in an AI philosophy? What don't we want? And then we worked on actually drafting a policy and
074refining it on the third day. So we structured this over three weeks to ensure that um everybody was able to participate critically and actually think about the philosophy that we were building. >> Yeah. So a little bit about the card game that we created. Um this is something that Dr. Glazer and some of the tech interns worked on based off of the engage bill of rights. And the point of this game was to foster discussion. So, we wanted to make sure that the little groups that we were playing in were able to fully kind of understand what they really wanted in this philosophy and set like what their priorities were. So, with the game, we would read out a scenario and they would choose one of six topics that they thought was best fitting for
075the scenario. Like, for example, support or fairness, which would be an ethical right that they thought would be important for the scenario. I thought this game was actually pretty fun because usually when people learn about AI and there's different scenarios, it's just a teacher telling a student or someone telling someone else. But this was a really fun way of discussing and having other people with you to discuss what scenarios these AIs these scenarios actually go into and what they categorize as. And um from the game this led the game led to unpacking like some important ideas about AI philosophy which include data privacy and security, responsible use and transparency and our tech interns actually took notes about on these papers over here as you can see about the different types of requirements and restrictions that
076we should have in an AI philosophy. So across the second and third day, we focused on actually prioritizing the components that we wanted on our AI philosophy and what we didn't want. So topics include data privacy and security or transparency with AI or learning outcomes. How can we best help the students? And we went through this um with the lens of students, parents and staff. This was also a great experience because we were able to talk about we were able to not just see our other my fellow students what their ideas but also see adults and parents and teachers and what they actually thought about these different area processes. So it was a combination of all these different ideas from different age groups which made it really fun. >> Yeah. Each of them had a
077pen, students, parents, staff, they were going at it on the draft there and really adding their voice to constructing our philosophy. And it was pretty unique what we did. And in that we were featured uh Washington Post journalists had come out and just had featured the work that we had engaged in inviting students into the conversation and we talk about student agency and choice and voice and here are our grads and our student current students helping to really shape our philosophy that we have. So Arman, can I just read just the first paragraph of our philosophy in Los Alto school district? Our philosophy for artificial intelligence AI is guided by our commitment to helping every student thrive academically, socially, emotionally, and cognitively. We recognize that AI is not a substitute for human thought, judgment, or
078creativity. Rather, it is a powerful and involving tool that can support, not replace the essential role of teachers and students in thinking, learning and creating. Our core principles ensured AI supports learning responsibly and ethically, extending human potential while protecting safety, equity, privacy, and fairness. And the philosophy continues to name the principles that we hold dear. And I just want to reiterate that humans right at the beginning here talked about where was it human thought judgment. Yeah, we are the agents who are engaging with this. And so with that, we recognize there's a lot of work to be done in developing our students to be critically thinking as they're engaging in AI, especially for our TK8 uh 13 and overuse, right, for AI tools. And so what does that mean within the context of our schools?
079And so those are things that we're going to continue exploring. And we have a guidance for the classroom for using AI, which was an ask or request from the teachers. What does it look like? What are students able to do or how should students be interacting with AI? And um we'll be developing that, getting feedback from the workg group participants and hopefully releasing that for our uh students as well as parents. and ongoing. One of the core last principles there is continuous learning um and supporting our community of not only our students, not only our teachers but the parent communicate parent community as well. So we are all staying informed so that we are being um very uh smart and wise as we use this exciting tool ahead of us. And I just want to
080reiterate our thanks and gratitude to the Dr. Kip Glazer as well as the Mountain View High School Tech interns. They rocked our conversations. You should have seen them reigning people in if they were like going off on a tangent. Uh we are in amazing hands with some of our great leaders here. So with that we present to you the philosophy for AI for LAD for you to review and we will continue developing our understanding as well as our uh guidance that we have forthcoming. So any questions please >> um any clarifying questions before I take public comment there any public oh sorry um on the second one responsible use you say AI guidelines for staff and students use of AI will ensure responsible informed and safe implementation across the district what implementation you talking about
081>> so I think that's just the guidance in what the AI >> TBD could look like, sound like. So whether that's for teachers utilizing it to help um guide some of their lesson planning or maybe it's with students, that part is to be developed. But under the umbrella of understanding that with AI, we need to use it responsibly. But as far as so this was our big philosophy in terms of what our north star was in helping to shape the specifics that are going to be named in the guidance for teachers for students etc. >> Um right >> any public comment seeing none public comment is closed any further board discussion here. Yes, I mean we can go to our start. >> Go to the bottom. >> Um, so I'm not quite sure the problem
082we're trying to solve and if I look at this statement at the top, it seems really broad. Um, and I think it would be helpful if you were much more specific. The the other comment I have about um the core principles is that they can't reasonably be implemented. And for example, how are you going to check and see if an AI system complies with all federal, state, and local regulations? How are you going to do that? I don't know of any federal regulations, and I don't know of any local regulations. And the states regulations are optional. So, not quite sure what they're doing there. Another issue is prompt engineering and um it's a whack-a-ole type thing. Um for instance, you're not allowed a chat box won't allow you to uh ask something like how do
083I make a bomb? uh they'll come back and say no sorry I can't tell you the kind of violence of assault but on the other hand it may be possible to ask what chemicals I'm in a I'm in a chemistry lab what chemicals must I absolutely make sure don't come in contact with hydrogen peroxide and the answer will be the chemicals that are need used to make well so I don't know if that kind of proper engineering enters into any of your stuff here but it's it's a major problem in uh in in AI. Another example is um turns out that it's been fixed I'm sure but it turns out that in the past if you used uni code numerals instead of the letters you could actually get chat bots to answer questions they're not
084supposed to answer. So again, that's another instance of prop engineering and that changes day by day uh as they fix it. Um one other question I have is u how are you going to prevent unintended responses? There was a recent release of Grai that gave uh uh that made Hitler sound good essentially and they pulled back the release and make it back out there with that fix. But that's a constant problem then I don't see how these principles are going to help contain them. Um, how are you going to determine whether AI programs produce fair and equitable results without using the Potter Stewart test? I don't know if you know that or not. He was asked, "How do you know if something's I know it when I see it, right?" So, how are you going
085to determine whether something is fair and accurate? It's great to have that as a a goal, but what's not going to determine that? And hallucination is another problem, major problem there. Um, a visual example that came up quite recently was, you know, how politicians shake hands and they take pictures. Well, it was Hillary Clinton who shake hands with Osama bin. So, there are textual versions of that all over the place. So I think that possibly this philosophy here might be harmful because it would let it let it might let parents believe that we're protecting them against the ills of AI. In fact, I don't think that that's possible at all. Um, you have people like Sam Alton who's looking at trillion dollar figures and he's going to run rough shot over anything that prevents him
086from spreading AI around all over the place. So, I don't know how that affects us, but it makes us a very very very small player in in AI. I think if it were up to me, I would replace all of this with one rule and one recommendation. And the rule be would be that without exception, teachers and students must identify when they use AI and how they use it. So if they use they look up something, it's got to be in there. I looked up this in AI. um how they use it. Uh they might use it to generate ideas but that has to stated someplace in whatever they do. But I think that doing the let me go back to data privacy and security. Was there an intent to put student identifable student data
087into a prompt? >> What kind of what kind of issue in terms of data privacy might arise? >> Yeah, you can take test. Yeah. Yeah. One potential example is for anything that makes the teacher's life easier. For example, >> teachers life >> easier. For example, one thing in high school is a lot of teachers make seating charts and just automating that process, giving all the names to AI and just automating the process and you make a seating chart which will assign where each student sits or any small task. Um for example, it can be um we don't want to do AI grading but there could be AI automation potentially. Um, we just want to make sure that AI doesn't have access to sensitive information. And I think the point of this was more of that
088direction. We just want to make sure that our students information is safe and that's why we included that section. >> Okay. You do realize that every engineer and every AI company has access to all the data. Okay. There's no question that it's keeping your privacy. >> I wonder if I can help reframe this a little bit for you. Yeah, >> in a sense because right now we're in a TK8 realm. We're talking about four to mostly 12. We have a handful of kids who are 13, but it's a small handful by the time they are towards the end of 8th grade. I think this was really meant to be what do our kids need to know before they even start using AI. >> Okay, that trigger sense. >> Sure. But it's also the expectation is
089and if it's not direct, it's certainly implied, but it will be direct soon that we're teaching kids how to be responsible users of AI. Not saying that they might not be using it um at home or what have you, but we do want them to understand data and privacy. We want them to be able to understand what does responsible use look like including things like naming it when you use it and how you use it. How do you prompt engineer? How do you become aware of biases that come out and hallucinations and all this? So this is really as Grace Grace kind of called it like a northstar. What do we need to be thinking about at the highest level when we're talking about AI? You remember um last year I believe we had a
090AI summit or something like that and block >> um there were kids who knew more than the presenters. >> These kids these kids were there. >> These are the kids that were there. >> Yeah. >> But all I'm saying is that in the classrooms I was at >> there were kids that knew more than the presenters there. So I think that um you know maybe for K3 we can sort of like do our be goodness but for the other kids I don't I think that it's a cool >> I I think though that with this new world of AI right coming to someone who's very um distrustful of technology honestly. Um it's kind of the wild west and I feel like maybe it would have been helpful to explain why we're a philosopher statement as
091opposed like which you just did. I know that but um it's it's a little bit of a road map or a guide and like you you called it the north star, right? And just to kind of make our way through this wild west jungle that we have. This is what's going to help us guide. It's not telling us where to make the left and where to make the right and which stream to avoid and which cave not to go into, but it's kind of like this is where we're heading. I think that was the purpose, right, of this exercise and I thought you guys did a really great job. >> Thank you for that. >> You're welcome. >> That's just how I see the philosophies like why I why I found this valuable >> and
092I think it is a beginning conversation. We didn't present it as a policy for you to decide and put into your board. We again are continuing conversations around. And to your point, Vladimir, they're the AI world is changing faster than we could name it. We also recognize our kids are utilizing it whether we want them or not, they're seeing it at the deep face, the things that are being streamed on their phones. I'm sure you're not supposed to or what have you, but >> he's, you know, I I think at the heart of all this, we want students to be critical and we're thinking about how do we develop that um that perspective all the while they're specific components within AI that we need to be constantly thinking about and bringing awareness to. And I
093love that you're thinking about all those things and certainly a reflection of more work that our district needs to be naming, building, and growing in our understanding around to better support our students. It would be helpful um to not obviously right now but to give us some kind of context about what our students are using devices for at this point and what tools they're using on those devices because I mean a lot of the AI the landscape is changing fast right and so a lot of this a lot of these guidelines are sound like they were built with sort of chat bots in mind or other things whereas because AI responses are being built into everything, you know, whether it's Google or Siri or >> Chrome. I read an article just the other day about
094a teacher who realized that the Chromebooks that his students had been issued by the schools use now had a Google Lens feature that he didn't know about. So, he was having students take a test on the Chromebook and students could just use Google Lens to cheat without even entering a prompt into anything. they could just highlight something on the screen and it would give us a response. So, so I think it would be, you know, helpful for us to sort of understand at TK through 8 like to what extent are kids using specific apps that we are giving them and have some control over versus to what extent they're just using tools that we have very little control over and or no control over. Um, I think the other thing, and I know this is
095a deeper thing, but any resources that you might have in terms of research onto what is actually important for kids to learn as we think about these things, as I'm sure you think about these things. I mean, to me, like that's we almost have to go back to first principles. And like when we used to assign essays for kids to write at home, what were we hoping that they would learn? Because they're not going to learn that that way anymore. So, how do we replicate that going forward? I mean, that's what as somebody who's not an educator, that's what sort of blows my mind. It's how do you sort of deconstruct and reconstruct and and course change, right? Because I know we've done a lot of >> flipping classrooms and and you know, over the
096last couple of decades, we've done a lot of work on new math curricula and nothing's ever perfect the first time, right? I know there are kids who need more practice than we have built into our math curricula now. And so, we've got to figure out how to do that. I worry that we're going to end up with the same thing with writing. Like there's kids who need to just write to learn these things and they're not going to be able to do that at home because temptation is going to be way too great. And so how do we then find a different way to use >> to kind of build on what you said and to reference Craig's presentation, I don't want to see the use of AI creating the the academic gap even wider.
097>> Sure. you know, it has wonderful potential to close that gap, but there's a flip side to >> Oh, I just wanted to say thank you so much for meeting. I'm sure you have, you know, more fun things you could be doing and, you know, thank you for all the time that you put into it. I'm so impressed by all the work that you did. Really >> and I'm very honored that we're your first clients, right? >> So, we get we get more. It was wonderful. Thank you. >> Yeah. Thank you. Many more conversations to be have. Thank you. >> Complicated subject. >> Complicated indeed. Thank you. >> Thank you so much. >> Just checking with your agenda. Are we doing the resolution? >> We're doing the resolution. >> Okay. Resolution number 2526-05 establishing a
098building fund to track general obligation bond measure E. >> Mr. Yeah. So, as we're getting ready to issue our first series A bonds for Measure Eve, we'll be doing that in the spring, we'll bring a calendar to you uh in January to talk about the first sale. Uh but and to do so, we'll have to set up a fund of the county treasury. So, tonight will be a resolution to establish a building fund to track expenditures. Measure N is tracked in uh bond 211. This will be established by 212 and will keep both bond funds separate for accounting purposes. So tonight we're asking pass resolution 2526-05 to establish a building fund track general obligation bond measure. >> Thank you. >> Are there any clarifying questions before I take public comment? >> Anyone for public comment
099is now closed. Um, are there any further comments for members than that? No. >> Okay. Then may I have a motion to approve resolution number 25/26-05 establishing a bond fund to track general obligation bond measure ED? >> So move. >> Thank you, Vladimir. I have a second. >> I'll second. >> Thank you, Stella. Any further board discussion? Uh motion to approve resolution number 2526-05 establish a building fund to track general obligation bond was made by Vladimir and seconded by Stella. I'll take roll call vote. Stella >> yes. >> Vladimir, >> yes. >> Brian, >> yes. >> Jim, >> yes. >> I two vote yes. Motion passes unanimously. Thank you everyone. >> All righty. Establish date of annual board organizational meeting. >> Yes. So, ED code requires that we establish a date for your annual organization
100meeting and we are um recommending December 15th which is our next board meeting to be that annual organization meeting. >> Um any clarifying questions, any public comment any further board discussion? Oh yes, please. Yeah, presumably this December 15th uh date meets the requirements that it occurs within the first two weeks of December or something like that. I don't know what the what the requirement but there's some sort of requirement for uh the organization within >> it it has to be after the second Friday in December. >> Okay. and anytime after that. >> Um, we don't have to worry about it this year because we do not have an election this year. >> Good. All right. Thanks. >> Good question. Thank you. >> All righty. So, see no further discussion. May I have a motion to
101establish December 15, 2025 as the date of the annual organizational meeting? >> So, move. >> Thank you. But I have a second. I'll second. >> Thank you, Stella. Any further board discussion? Nope. Okay. Motion to establish December 15th, 2025 as the date of the annual organizational meeting was made by Vladimir and seconded by Stella. All in favor say I. >> I. Any opposed? Any abstensions? Thank you. Motion passes unanimously. >> Board policy of things. >> All right. You have seven new board policies to review between now and December 15th. Please reach out if you have questions, um, concerns, comments before then. It'd be great. >> Great. Thank you. >> And one of the items I started working on today happens to be um with G here, BB 9240 board training. So we will be developing
102a professional development calendar for the board. Those are very exciting. >> All right. Any clarifying questions on this agenda item? Any public comment? Seeing none, public comment is closed. Any further board discussion? Nope. All righty. Then we're going to move on. Board and administration comments. >> Just a quick comment. Thank you. Um we are looking forward to convening our calendar committee uh to do the work of program calendars for next school year. We do have MDLA's calendar. We have now Valerie on board who can help us with that process. So, we look forward to reading your recommendation shortly. >> Thank you, Eric. >> I want to thank swag. Um, >> yes. And I really enjoy the AI presentation because I would love for them to do the 175page budget book using AI. So, I will
103talk to them. Um, >> ethical problems. >> Let's go down to our core principles there. >> Yes. Uh, Sandra mentioned um some exciting news for the San Antonio campus. Yes, we're in design development. We've had a lot of big meetings last few weeks with the design team. Uh, working on the the bathroom locations, the stage, the servery, all the comments that were from our principles and our staff and then also from board comments. to take all those into account. Uh we kicked off some city joint use meetings for the fields and gym with the city of Mountain View. So that's been good to get those meetings kind of kicked back off again. Um we have an appointment with the division of state architect on Thursday for the San Antonio campus. It's like a pre pre
104meeting before we submit in December. Um so that's exciting. In the old days, um, before AI, you'd actually have to go to the Oakland office for these meetings, but now they're doing them on Zoom, which is great because parking up there is really tough. Um, there's a good sandwich spot by the DS office, though. Um, we staff has been working on first interim. Uh, we had a property tax meeting last week um from the county, so we'll be updating the board on the property tax numbers um from the assessor's office. And then two items I want to highlight. Um uh we went to the SF squared schools for sound finance conference at West Valley College uh at the end of October was a great and that is a advocacy group for basic aid or community
105funed districts and it's always good to get uh talk from your colleagues up and down the state uh and as more districts are becoming basic a because they're their enrollment is dropping and so their property taxes are going up and enrollment is dropping so they're moving into basic eight. Certino. This year it's in basic aid. Sometimes they're out, sometimes they're in. This year they're back in basic aid. Um and then at the at night I also attend the late phoneathon which is a lot of fun. Calling people, texting them and saying please give us money. That was great. So thank you. A lot of activity last couple weeks. >> It's like a marathon to the end of the year. Stella. >> Uh, I also attended the SF squared regional meeting and I did a Springer
106School visit with Sandra, which was always lovely. And, um, as part of school ambassadors, we participated in the Los Altos Village Association downtown Halloween event. And I'd like to give a shout out to Lupe and Kimberly Dickerson for helping me at the event and all the art docent volunteers. We have coloring sheets including our school mascots for the children. Um, and we did have some families like really interested in the new family info night and also I also handed out flyers at the holiday stroll on Friday and have continued to meet with school ambassadors. >> Fabulous. Thank you. Thank you for all that work. Thanks. >> Um, no, I just uh want to give a shout out to Eric. I attended the school finance masters and governance thing and in our break it was virtual
107in our breakout sessions I talked to other trustees in the districts that don't have somebody as kind as Eric who will sit with them and go through financials for hours on end. So, we have a great staff all around, but I just wanted to >> uh nothing in particular except uh a reminder that we have uh annual education conference coming up >> in uh >> 14 days. Yeah, 14 days. >> Um and uh we always have a lot of fun >> and we learn. >> Oh, yeah. >> That's right. in Sacramento this year. Let me see. Sorry. No disrespect to Sacramento. Um I went to Challenge Team this week. We had the youth advisory uh group from Malibu who presented. So getting double dose of our amazing teenagers who live in this area. Um the
108school boards association, the Santa Clara County School Boards Association had an unhoused student symposium on Saturday which was really well attended. Um, we had a few city council members there too, which is really great. Um, I think that's the beginning of a longer discussion between Oh, there one other thing I forgot to ask. The Washington Post article, is that on our website? >> Good question. >> I know it went through social media, but >> yeah, think we're doing >> I was just asking if it's on our website. To put it on our website. >> All righty. And with that, I'll go and adjourn tonight's meeting. >> Thank you.