001Okay. Well, welcome everybody. Um, calling tonight's board meeting to order. Righty. 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. I'll now take the role. Stella here. Uh, Jim here. Vladimir here. Brian here. And I, Shelley Saram, here as well. Next is our pledge of allegiance. Would any Loyola students like to lead us in the pledge of allegiance? We are the Loyola. I pledge aliance to the flag of the United States of America and to the republic it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Uh, would any board members like to provide comment on tonight's agenda? Seeing none. May I have a motion to approve the agenda as presented?
002So moved. Thank you, Vladimir. May I 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 say I. I. Any oppose? An extension. Thank you. Motion pass with unanimous. Closed session report. Uh, no action was taken in close session tonight. Superintendent's update. Mr. All right. A few things. Uh, we launched a joint survey on Friday. So, we are surveying our parent community. We're working with LAF, the school sites, and the district to get some parent feedback around program offerings, um, our LCAP goals, our strategic planning. So, that survey is open through Friday. We had a little hiccup at on Friday. Thank you, Dr. Bosow, for fixing that one up. Um, but we've already gotten great um numbers of responses to
003our survey. So that will be open through the week and we appreciate principles reminding folks to um complete that survey. So thank you parents who are in the room. Um this weekend of course Saturday is the junior Olympics. We are all very excited about Junior Olympics. So uh just a reminder this year it's at Mountain View High School, not Los Altos where it's been the last couple of years. So we're back at Mountain View High School. Look forward to seeing you all Saturday morning bright and early. It's one of the best days of the year. It's so much fun. Um this Friday, I know I'm going I'm assuming several if not all of you are going to the state of the cities lunchon. Um that's Friday up at the Fremont Hills Country Club. The both
004mayors of Los Altos and Los Altos Hills will be giving an update on the cities which is really terrific. Looking forward to that on Friday. Um, next week, uh, Shellyley, Brian, and I are headed to Washington DC for the annual Coast to Coast federal advocacy trip. Um, I think this year more than ever, having an opportunity to talk to our representatives around the federal funding, while it's not a huge amount of money that we get, it's certainly money that we get to support um, students with our highest needs within our school district. So, uh, we will be there for a few days next week. And then just a reminder, I'm headed um to my own son's college graduation, which is my neck. It'll be hard to imagine. Um, in this week's weekly update, I will
005make sure you have all we have a few remaining back to school nights or um, open houses. Um, we'll get the end of year concert dates on there for you so you can um attend whatever concerts you may be able to. All the fun things happen at the end of the school year and it's hard to believe that it's coming to a close. It's been a very quick school year. Thank you. That's it for me right now. Thank you. And now on to literally the best part of our meetings. It's our school presentations. And tonight we are very delighted to see Lyola. So I'm going to turn it over to you. Excellent. Thank you. Well, my name is Kelly Rafy and I've got the privilege, I say privilege, to serve as the principal of Lyola.
006This year, our dedicated teachers and staff have fully embraced the principles of deeper learning. And each teacher got to choose an area of this year. is either learning through um inquiry, amplifying student voice, activating six keys, or making learning public. And tonight, we're excited to spotlight educators and students present their work on making learning public. So, you'll soon see that the beauty of deeper learning is that you can't do one without doing all of them. So, you will see bits and pieces of all four in this, but deeper learn or making learning public was what we focused on. And so it's my pleasure to introduce the incredible fifth graders and the inspiring fifth grade teachers of like to introduce my grade level partner Marry and I'm really happy to be here tonight. Uh so we
007are looking at our uh this is our focus our deeper dive learning. We tried to include as much as possible uh of all the different uh moves that we learned uh in our professional development. And uh our big our driving question is how can we help our community it's and we're gonna talk about the way the timeline that we used uh is it very full uh we started off and we have deeper learning moves within the timeline up here We started off by asking the students how can we help our community and that was an authentic task and uh so we had we went ahead and surveyed the students about what their needs what they what about what needs they were interested in and we gave them choice. Then uh we decided to give them
008what's called a pro provocation uh where we're introducing uh a book called Maniac McGee by Jerry Spinelli. And that was our class mentor text as a fifth grade at the time. Uh getting them to look for possible issues uh that would be coming up within that text uh to help them decide on their on their choice. uh for service and then we went ahead and surveyed them again to finalize their interests and uh and then we set the expectations for the service project. After that we then moved into uh grouping our students based on their interests, their common interests and creating an action plan for that service. Yeah. And then once the students were grouped, this is where the fun stuff starts happening. Um, it was a lot of students choice and being able to
009explain with their voice what they want to do. So, I think it was really great how they were grouped by their interests and they all really passionate about it. Um, one of the ideas that we did early on was while they're still just in this brainstorming phase, we got this idea from actually our own cross school collaboration was that we actually had some students switch from our classes that had similar groups, similar topics to share their ideas. very early on in the brainstorming phase and I think it just kind of helped build more ideas and also kind of start critique and revision early on because you can do it at any at any stage in the learning process. So that was really great to get them um engaged early on and then once they had
010more of a direction we started to imple implement their student project their service project sorry and that had a variety of directions which was really exciting to see. We have some groups that decide to actually make a more call to action by organizing events and raising money. We had students make their own websites to raise awareness. And something that we had all students do was to do kind of mini presentations to almost every classroom at our school just to kind of talk about like, hey, this is something that's important to us and we all can do something to help out our community. And then once they started to implement more of their service project, as we're starting to wrap things up, we then introduced to them what a TED talk was because we wanted to
011culminate their their work in a nice TED talk style presentation to also teach a different way of presentation skills that's not just reading from a slide. It's a little more natural. Um, and that was a lot of good practice. We saw a lot of great um examples to help inspire the students and we then did a TED talk conference in our own individual classes where every student was able to present and get critique and get feedback to then prepare them for our Loyola TED talk conference where we all gathered in a multi with family and um community members and friends to come and watch and support and see all the great things that we've been doing for the past about two months of great work and just throughout the entire process there was just so
012much peer and teacher feedback to really help guide the students. So now yeah we are ready. Yeah that's all I'm pressing. So now we're gonna have our first group. We have two groups to present their pet talks to us. I love it. So maybe you can just kind of say like when move to the next slide. Hi. Many of you don't know. So my name is these are my friends. I'm Lily. I'm and I'm our topic is called helping. It's a really important topic because people are starving to death all around the world. And are we doing anything about it? No. We have to take action and help the hungry. Oh, absolutely. Stop. Like you cannot wait to Yeah, I'm guessing most of you. Now, would you take this feeling and I've been feeling this
013all day every day? Well, that's how some people feel for most of their life. You know, not thinking about it, I would felt so hungry it hurt. I was walking around to like recess holding my stomach going like like with a slow steps, you know, and this was after skipping breakfast, one meal of the day. So after feeling that, I felt much more sympathy for the people who fell out every day. Why are people starving you may ask? Well, people starve for many reasons. One of the main reasons is that people don't have enough money to afford food because they have low paying jobs or no job at all. Some other reasons people go hungry are because of war disabilities or uh personal hardships. Put yourself in their shoes. How would you feel if you
014had nothing to eat? Weak, right? Well, imagine your body temperature becoming very low. Your mood becomes very irritable which makes it really hard to concentrate. Also, your muscles contract which makes it very hard to move around. This is a very serious issue. So, the main one to not die. There are variety of things you can do to help the hungry including donating food or money to organizations that help the hungry or you can even volunteer in a food organ organization but the least you can do is spread awareness about hungry people. We need help to stop this problem. So it is up to us and you guys to to start a make an impact. It takes so little time and effort to take the take the energy to donate to food to food organizations or
015volunteer at other other companies that help us food the hungry. It's it you know the saddest thing is that 9 million people die of hunger every year. So please help us lower this number. We started a food organization and we we collected about 61 items of food to donate to second harvest. So we want to so we we are so grateful to each and every person who donated to our food organization. Did you know in the 3 minutes it took to share this TED talk with you 33 people died of hunger? Please take into consideration what we have shared with some of you. Hello everyone. We are here for our video presentation focusing on Z. We are Nora Henry and in the US in 2021 about 260 kids were hospitalized every day because of this
016is just one of the many things. Here are some of the more serious conditions and let's use pneumonia as an example. Pneumonia is a lung infection which makes it difficult to breathe and life dead. About 120 million episodes of pneumonia occur in children under five years in a year. Um uh If you have pneumonia, you could be hospitalized. Raise your hand if you would like any type of entertainment. If you're hospitalized with pneumonia, that is why we encourage people to donate to the Make Foundation. You can help by donating to make Foundation, which is a nonprofit organization. We make samples and cool experiences such as a lot of kids. Go to Disneyland or a horse or talking to the fire. Imagine you've always wanted to go to Disneyland, but you're short and sail a serious
017illness. Then when you finally get to go, you feel so much better. That's the feeling the Make a Wish Foundation gives kids all across the US. In fact, 12,500 wishes were granted last. That's around 35 wishes every day. St. helps children beat cancer and other life-threatening diseases. They also don't charge families for food or living expenses while the child is hospitalized that they can focus on their child getting better. They are funded by donors. So, if you want to help, please donate to St. Jude's. The chart there shows cancer survival rates in 1962 and 2024. In 1962, the cancer survival rate was only 20%. But in 2024, St. Jude has helped push that up to 8%. spread the awareness about Make a Wish and St. Jude's Children's Hospital. We also researched to make presentations at
018our school, made flyers, then put them up around our school, too. Not only that, but pass them on to peers and fellow students. There is a newsletter that gets posted out every week for students and teachers to see. At our school, it's called the Weekly W. Our flyer made into the Weekly Wolf. We're hoping that making presentations and putting up flyers will help spread awareness about sick children. In all, we have spread awareness about sick children that has been hospitalized and have nothing. Remember that by just doning a toy, you can make it stick. We hope you learned something and please donate. Thank you for listening. the students, you can come back up and just share some reflections you've had about this project. What big takeaways that you have had was meaningful for you know
019The employee was very happy because we donated 60 items of food and there were only seven items of food inside inside the box. So she was extremely happy and when we donated we feel we felt really good. these topics when we decided to learn about them, we thought we a lot of us probably thought that these topics need more awareness and these are also really hard topics. So like the fact that not a lot of people are aware of these topics make it's really sad because there are a lot of people that die all around the world and nobody does anything about it. And the fact that we thought about that we were aware of these topics made it kind of easier for us to think about like what happens all over the world every
020single day. Many people believe that donating or helping others is very hard, but it's really not. Even a small act to help can make a big difference. Um, we had more control over what we were learning. So, I feel like it was more fun to decide what we wanted to. We had a lot of responsibility and independence when working on this project. whether it's deciding what topic do you want to care about or how should we care about this topic. We also got to work with more than one partner because usually we only work with one other person or independent. So it was really fun to be able to work with the entire group and I think the survey was a great idea so we could choose what topic we were interested in. Thank you
021so much for time to reflect. We uh did a lot of reflecting. Um at the very beginning we were felt overwhelmed. It was messy. We uh did a lot of brainstorming and uh revisiting our ideas uh back and forth. lots of collaboration between the two of us. Uh, and it was it was definitely um just constant for a while and we were not sure where this was going to go. We had um we were we didn't really have an existing plan because we weren't following any kind of script or any kind of lesson plan. And so uh we just needed to be flexible uh with each other, you know, with our ideas and also especially with the kids and where their ideas were going to take us. Um and it was we found that the
022kids were quite inspiring uh to us and also to each other because uh they were creating their own designs, their own plans um and they started just becoming passionate as you can see with these guys. Um that's how all of our students were. they were very passionate about their service plans um how they were going to help their community and uh thing that I was thinking about or we were talking about is like what happens next year and uh one of the things that I've been you know we delve into these large projects um every year I've been doing and and Maria we've been doing different projects so we don't know if it's going to be the because we haven't done anything the same each year. Um, but who knows? You know, when I reflect
023on this process, I kind of think it was a little chaotic but productive chaos. I remember the first day that I like set up the groups and it was kind of just like, okay, meet up with your group and just what are your first ideas? I feel like anybody that would walk by my classroom classroom would be like, it is too loud in there. They're not getting work done. But you had to be in there to feel the energy and see how excited the kids were. They just had so many ideas. And then that energy never really stopped. It just was so great to see everyone so excited but still getting work done because of how because of their enjoyment in this idea. And I think that it felt like it was more meaningful to
024actually reach out to the community and and make a difference. And I think I personally think that there's so many ways that we can help our community. So I feel like this can always be a type of project that we can go back to, but what I love most about it is the voice that we gave the students and being able to give them the choice. So I don't think I'll ever maybe do this project like exactly the same because it depends on what students I'm going to have in the future. But I feel like it can always be something that we can we can go back to. So wonderful board members. Any questions or comments? Wonderful guest speakers. Probably some of the best TED talks I've heard. I really like how you kind of
025embody the think locally but act locally kind of concept and the compassion and the empathy that you build in yourselves while you're going through this process. It's very commendable. Thank you teachers. Thank you Miss Oh, thank you students. Um, if you would like to think, you're welcome to. If you'd like to stay for the rest of the meeting, you're under the consent calendar. Would any board members like to provide comment on tonight's consent calendar? May I have a motion to approve the consent calendar as presented? Thank you, Vladimir. I have a second. I'll second. Thank you, Stella. Motion to approve tonight's consent calendar as presented was made by Vladimir, seconded by Stella. All in favor? I. Any oppose? Any abstensions? Motion passes. Thank you. Employee requests to address the board. I understand that tonight we
026do not have representatives from the Los Teachers Association nor the California School Employees Association who want to address the board. Right. So to provide public comment on an agenda item, speaker cards are to be submitted to the superintendent. 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 on a future agenda. The board may make a brief comment or ask clarifying questions. And tonight, looks like
027we've got two people public comment. We'll each be given three minutes. We'll start with Ditra. I pronounce that correct. So, uh, my name is Dmitra Bell. I'm actually a current, um, I'm the parent of a current sixth grader who expected to attend Egan in the fall. And I'm here today to express serious concerns about the zone students that were on the wait list for fall 2025. Um, a couple of questions. Has a wait list for zone students ever existed before? I'm not sure. And why was there no prior communication giving the lower enrollment of block? Um, it's not feasible for my son to attend block. We moved to our home specifically to be nearby our zoned elementary, middle, and high school, allowing our kids to walk to school. Forcing a change now would disrupt our
028daily routine and negatively impact our child's safety, commute, and social emotional well-being during a critical trans transition. I'd like more transparency. Are all the enrolled at Egan all the enrolled students for fall uh zoned for the school? If space limitations were anticipated, the district should have considered reszoning or implementing a fair district-wide lottery. um not a first come first- serve basis without prior notification. I'd like clarification on the number of zone students currently on the wait list, how the district plans to address this equitably and what state what steps are going to be taken in the future as I have a fourth grader. I did receive an email from the superintendent, Miss McConagle, and she told me not to expect movement off the weight list and to seek carpool options for block. I'm not sure
029how many parents are in the room here. Try organizing carpulls to and from school. It is impossible. Schedules just don't seem line up. For working parents, you know, coordinating daily transportation, morning drop off, afternoon pickup is a huge burden, especially for families with multiple children, different start times, after school activities. It's just not realistic. Additionally, as a as as a parent who lives in the community, my child is expected to go on to Los Altos. I know there's kids that go from block onto Los Altos, but there are more kids that are zoned for Egan that go on to Los Altos High School. It's just a fact. I don't know all the numbers. If you guys want to share that with me, I would appreciate it. Block is a wonderful school. My niece and nephew
030went to school there. I have a lot of friends who kids who went there. It's just not the right school for us with where we live right now. Um, many of us heard this issue through word of mouth in recent months. It appears the district knew this was coming and she want to address it. Now there's a group of us with with children and our families who are being asked to absorb this fallout from some poor planning and mismanagement. I ask that you fairly evaluate my family situation and others who reasonably expected to enrollment at Egan this fall. I hope this can be resolved without further escalation. Thank you. Thank you. Oh, sorry. Sorry. Uh, have you considered bicycling to block from wherever you live? It's just not safe. If you've seen the roads out
031there with these little electric bikes. Okay. Yes, we have. Thanks. Any other questions? Thank you. Next, we have Allison Bigs. Hi, I'm Alison Bigs. I have a seventh grader at Egan and uh I'm just here to follow up on an issue of local input in special ed education. Um as you know our local community advisory committees CAC's were collapsed into one giant group that covers 20 districts and SULPA staff are really doing their best to uh manage this group. Uh this large CAC really can't address any local concerns and local programs for students and parents no longer have a home. and critically local CAC's um they offered a key opportunity for parents to speak about their concerns directly with special education administrators at really collaborative constructive meetings. Um so along with some other concerned parents
032and community members, we created a petition and we're asking basically every board in the area to establish a committee for special education that reports directly to the board. And this committee would really show the students and parents their voices are valued and could have a local impact on special ed and address issues that require open communication and collaboration between all issues uh all groups involved in special ed. Um I forwarded a copy of the petition but I printed one too if that could be of use. I could leave that here. Um, that's all I wanted to say, but I since I have an extra minute, I see I just wanted to note that um, this board meeting fell at the exact same time and date as the MVLA board meeting. And I also have a
033freshman son at LHS. So, I would have liked to present this issue there as well, but I can't be in two places at the same time. And I'm just hoping for in the future that you consider this uh overlap with because I mean pretty much everyone here goes to MBLA. So a lot of us will have students who are at both meetings. Go. Thank you. I have a question. Uh is it possible within the SULPA itself to have what used the former districts form their own like subcommittee there? We we have the learning challenges committee but it since it has basically no authority I guess you could say um no administrators come to our meet the way they used to come to the SLPA 1 CAZ so perhaps it could be arranged that they do
034come to that meeting but um I've been in contact with Christine Queslo who you might know who runs these meetings and was her opinion in particular that she she ended up going to the MVLA meeting and I came here that it would probably be better if we had a committee that reported to the board because that would create a little bit more authenticity for proess. Okay. Thank you. Would your committee just be the committee that you're proposing? Would it only be would it only be made up of LD parents or Okay. One one local there be one local to Mount View Lisman. I suppose we could coordinate too as well if we want. I used to cover both Mountain View, Wisman, uh, LD, and MBLA. That seems to be the three and some of also,
035but they have their own highly defined structure, so they're not as Yeah, they're very organized. Awesome. Thank you. Are there any other comments? Thank you so much. All right. Action and discussion items. The first thing we have is the deeper learning conference update. Greg Drummond, director of teaching and learning and Sarah Gerick, curriculum and instruction coordinator. Thanks for welcoming us. As per usual, um Sarah and I are here tonight to share what we think is a really cool update about the great things that are happening for teachers and kids in LSD relative to deeper learning. Our work continues and will continue around this initiative because we believe so strongly. This is truly a pathway both for our students who are high achieving and also a pathway to equity for all of our students. More and
036more of our classrooms, uh, we're seeing deeper learning happening for kids. So, we're excited about that. Uh in a deeper learning classroom, knowledge and skills are developed. Kids are learning content. But one of the defining characteristics of a deeper learning classroom is that kids are also becoming there's uh development as learners uh developing the skills that will be necessary for them to be successful for the rest of their lives. Um, we've, I believe, spoken with you before about this notion that we believe that we are helping kids become writers of their own stories. We don't want them to become who we want them to become. We want them to become who they want to become. We want them to have all of the tools necessary to be able to do that. And we see deeper
037learning as as the way that we can do this. This this leads to um the question around like what do we really want for kids um and what are the experiences that lead to those outcomes are um deeper learning is housed in this framework we've talked about before several times in our classrooms when kids are given the opportunity to have a positive relationship with the teacher who cares and knows them really well and feel safe to be who they are and are given challenging opportunities and are supported to meet the expectations of those opportunities. They do develop the skills, mindsets, and habits that will help them to become. And that's that's kind of what deeper learning is all about. In so many ways, the things that we're talking about sound a lot like theory that
038it is theory. I'm so pleased that we had the opportunity to hear from loyal students and teachers just a moment ago and I want you to have that as a lens on as we talk about some of these important elements and indicators of deeper learning because it showed up here in their story. So this year our professional learning had a focus around designing deeper learning experiences. In their story that they told you heard things such as teacher moves. You may have seen that in parenthesis a reference for the way the teacher was hoping to engage the learners in something. But on the other side of the teacher move is it's paired always with what's happening for kids. So one of our questions about deeper learning is often well so what does it look like? How
039do you know it's happening? So we've really streamlined it around these four indicators which showed up tonight in the stories that we heard. First of all, there's purpose. Students know what they are doing and why they are doing it. There's agency. They're entrusted to do something important and challenging. I think we even heard a student this evening use the term responsibility. We have this we were given, we were charged with doing something. This sense of community that we're talking about is that students are known, they belong, but they're also dependent on one another to do something. What we heard really came by collaboration. And this idea of learning by doing is that we're not just learning about something, we're becoming or embodying um the skills of the professional. So if we're talking about social studies,
040we're becoming historians who do the work of historical thinking. That would be an example of that. It's far more than hands-on learning. When we talk about learning by doing, it's it's the the real the real business of of school and what it would look like um beyond. So we had our Loyola example, but I also have so many examples. I get to be a part of classrooms in LSD. I get to see things firsthand with teachers. Um, and I want to highlight a few of these stories. Is deeper learning happening in LD? It is. It is. Um, and these are some ways that it goes. This is what it looks like. So, I had the great privilege of attending um, Mini Los Altos at Oak Elementary School constructed by both kindergarten classes and the mayor
041came for a ribbon cutting ceremony. it. When you hear an example like that, you hear a class who engaged in an inquiry to understand what community helpers do. Um, and they thought deeply about what could we build if we were to build a community? What would it look like so all members of the community could thrive? And they physically constructed a multi-sized version of Los Altos that so many of us got to come be a part of. And in that story, you hear purpose, you hear agency, you see the way they were a community who did that together. And they're certainly learning by doing. It was all tucked within social studies, but they were learning deeply about the discipline by doing it. Um, and answering re really important questions about what it means to be
042a community and what should a community look like so that all people can thrive. Um, we have another very different example at the top. Um, an example of co-constructing success criteria. So rather than simply leading with here's your rubric, let's do this, we can actually give kids an opportunity to investigate um real work and and make sense of it. What's working about this text? Why is it strong? What's happening in the lead? What's happening in the conclusion? And so students together can be making some observations about what they see and they facilitated by teacher generate essentially the success criteria for their writing. It's becomes far more powerful than giving them the checklist. It ends up looking like the checklist that we want for that genre of writing, but they understand why it works and they
043feel invited and invested in pursuing writing that looks like that because they see and understand why it works. Um, this bottom example, first grade, welcome to the neighborhood is a great story in LA of deeper learning that really um took first grade by storm across the district. that started in one class. Uh it started with one team, expanded quickly to another, and the the idea of the unit is welcome to the neighborhood. But the essential question behind it is how can we welcome new people to our school community. Um around Los Altos, you'll probably see in many of the school offices a kid constructed map of the school. And so they thought about what are the components of the school, how does the school work, how would you need to know and understand um and
044utilize um maps in order to be successful in this space. They did so many things in order to do this. But in this example, it's actually um kids looking at real maps uh from that families provided of places they've been, of places that mean something to them. So we have all the things again we have purpose we have agency we have that sense of community and again we have that real learning by doing um and I could go on these there's five pictures here we have so many stories um and and beautiful examples of the deeper learning that happens for kids and it really is those it's those indicators for deeper learning yes teacher moves dot here teachers are designing for these deeper learning experiences but they're not just thinking about what they're doing they're
045thinking about how is this going to come to life for our students students. He believed so strongly that this type of experience puts kids at the center of their learning in a way that more traditional teaching and just learning facts, figures doesn't do. And so we've continued to invest in professional development for our teachers around this. Um recently we took a team of teachers for the second year in a row to the deeper learning conference at Hi-Tech High, an innovative um network of schools in San Diego. Um this draws in educators from around the world who are interested in creating more student centered classrooms. Um it is what I would call an immersive experience. The participants who come here um the educators experience deeper learning for themselves as a learner. Um they're put through um
046different types of experiences that that put them at the center of their learning. Um it is a global conference. People are really truly coming from everywhere to participate and say yes to this kind of learning. But one thing we knew we wanted to do as a Los Altos team was to really gather and launch as a cohort. Um because we have so much learning we've been doing. We've been doing the work of designing deeper learning experiences. We wanted to frame our time in at the conference around our own inquiry. What is deeper learning? And we're not just answering that question. We're expanding what we already understand about it. And since it is an immersive experience where people the the the purpose of the conference is to experience deeper learning for yourself, um we wanted to
047introduce or or frame the um experience we were going to have at the conference around those same four indicators that I just shared um we look for in classrooms and and it actually happened for us. People experienced their three days at the conference um really feeling uh that deeper learning did happen for them. One of the highlights I think Sarah just mentioned is that there's this deep dive experiences that that lasts for across across multiple days. And um we are um truly lucky enough to have somebody here with us, Sarah Gerlinger, who was chosen from a um long list of applicants to be a presenter at the conference. um and she um facilitated a session for leaders, one of only two leadership sessions that was provided in conference called leadership moves for cultivating a culture
048of inquiry from vision to practice. And Sarah um brought many of the things that we have been doing with teachers here in LD to share with the international community of people who are as concerned as we are about student centered learning. And um unfortunately I'm not gonna be able to share the video with you, but this is this is a beautiful video of a testimonial of the of the amazing work not only that that my friend Sarah does, but that we are doing here for students in Los Angeles school district. And we're really proud both of Sarah and of what is happening for kids and teachers here. Um, a thing I want to share about going through this experience is it is it just it affirmed for me that we're so on the mark and
049that we're doing incredible things. Um, our teachers are doing incredible things in classrooms and it was a privilege to be able to share that and do that work and and come back knowing that we're doing this. So that was a highlight for me. There she is talking. You won't hear her. Um, I'll send it to you all so you can watch the video. uh this deeper learning is truly becoming a movement here in Los Altos. I think that this year you've heard from multiple schools and classrooms and their presentations where where they are they are taking very strategic action to put kids at the center of their learning. Um and as I said at the start, this is a hopeful message. We we are we are truly doing it. We're making things happen for kids
050in a different way than we have before. Um, and our next steps are to continue with our professional development with teachers. We'll continue the same strand next year, getting into more of the nuances around deeper learning and what it looks like uh in classrooms every single day to have deeper learning experiences happening for kids. We're also exploring ways that just like we took a a small group of teachers to this conference, we're exploring ways that we can work with smaller cohorts of teachers who really are interested in developing specific expertise in parts of deeper learning. Um, and I'm sure we'll have many opportunities to come back and share more with you. So, thank you so much. Thank you. That's wonderful. Um, board, any clarifying question? I have a question. Clarify question. we will go into
051discussion. Um well I I'm mean as you mentioned we've seen a lot of presentations from different grade levels and classes and they're clearly doing like amazing deeper learning work and when you were showing some of the things I know that map project in first grade happens across the district but not like some of the things that we've seen don't happen across the district. So, how do you Yeah. Not not Well, yeah. I mean, but I mean like but I don't think all of the deeper learning experiences as those teachers were talking like maybe next year they're going to do something different depending on the students in their class. So, without making it part of the curriculum, but also kind of standardizing it like how Yeah, I think you're you're holding two really important ideas. We
052do want some really core experiences to happen for students and one way that that's happening and we're exploring that is by getting that critical mass going. So the very organic way that the first grade map project laid out is one way to do it. It happens by way of teachers experiencing a great degree of success with their students and and sharing that with one another and wanting to say yes to that. And then on the other hand, Maria said it so brilliantly that I am responsive to my students, right? And so, you know, there's there is this careful line of um you know, we can think about some things that are particularly good for kids, but we also want to be able to for teachers to have the agency to design for their students. So
053tools that we have such as those four indicators, right, or such as our principles for deeper learning that kind of give us a pathway for design help ensure that the deeper learning is happening um on the daily um versus the hallmark experience, you know, a time in the year. So it's not a direct answer to the question, but it is I mean it really is um incredibly balanced, careful work that we need to be thoughtful about. I think it's also really worthwhile that um when things happen organically, it's because they're working so well. These this map project took off because it was so engaging for kids. It was so relevant. Kids really were experiencing a sense of agency around it. Um and so obviously it was shared from Sure. teaching teaching public comment and then
054we can go into board discussion because public comment should be on what they presented. I'm sorry. It's okay. It was just my question. I'm done. There there are no requests for public comment for board discussion. Please already answer you already answered my question. Sorry. Um, just one quick question and I think you kind of touched on it. Um, can you go can you expand a little bit more in how your the small group of teachers that went this year, the small group that how are you sharing this with the other teachers in our school district? Yeah. So, the teachers are coming back and implementing practice in their classroom. I think that there are a couple of ways that we're doing some sharing. One is that like in this great example here, the MAP project spreads
055when teachers come back, do amazing things, and then other teachers see it, and start to see the magic that's happening. There's an interest in taking on that work themselves. And so, opportunities for teachers to share uh the work that they're doing during staff meetings and collaboration is one way. Um, and then we also are continuing to work with the teachers who did go to the conference. We'll have a some follow-up time with them to do some reflection and some what have you done since we've been back and some next steps for that. Thank you. That's wonderful. Thank you so much. Thank you. Thank you. Our next agenda item, measure and citizens bond oversight annual report. The measure and citizens bond oversight committee will present its annual report for approval. Good to be back with you
056a year later. Thank you very much. Please tell Brandon we miss him. Uh so I'm Steve Houchens. I'm here representing the measure in citizens oversight committee. Uh I'm here to present the annual report. uh the copies that were included with your packet. Uh I hope you had a chance to review those probably a chance to quickly read it. Uh it's a single page. The um the committee met with the district staff on March the 5th of this year. We uh reviewed the auditor's results and then came to for the fiscal year of June the 30th, 2024. It's basically a year previous. The auditor reported that the district has properly accounted for the expenditures held in the measure in fund and such expenditures were made for authorized bond projects. That's what you want to hear. Uh
057number two is that the reporter the auditor reported there were no findings or recommendations which is also the most important thing you want to hear. And based on the audit results we the measure and citizens oversight committee recommend that you accept and approve this report. Uh I just want to say thank you for your time. Any questions about that? I have one other topic I'd like to cover. So, yes. Any other any questions? Any clarifying questions on this part? No. Okay, great. Um, do you want to vote on that part? Do you need a vote on that part at this point? Um, yes. If what you want to talk about is not included on agenda, I'm I'm sorry. That's a thank you to the committee. Is that acceptable to this committee? This the board? I
058would think so. Thank you very much. We actually had a large contingent of openings last year. Eric and I spoke about a year ago. There I think there were three openings that were uh vacancies in the committee last year and then we had another uh another member uh that had to lead the committee. So we had four openings and this group approved three. So thank you very very much. We are in great shape going into the new year. So thank you. That's my other topic. So thank you again for the work that you did to help us this year. Thank you so much. Yes. Of course. This is an action item. Are there any requests for public comment? Okay, public comment is closed. Uh would any board members like to provide further comment on this
059agenda? I would just likewise like to thank the committee for all the work that they've put into a report. Thank you very much. Then may I have a motion to approve the measure and citizens bond oversight committee annual report? So move. Thank you, Vladimir. Do I have a second? I'll second. Thank you, Stella. Motion to approve the measure end citizens bond oversight committee annual report was made by Vladimir and seconded by Stella. All in favor say I. Any oppose? Any abstensions? Motion passes unanimously. Thank you so much and thank you very much. Thank you. All right. Next is board policy updates. All right. you have a somewhat large handful of um board policy updates tonight. Hopefully, you've either had an opportunity to read through them and or if you haven't, you have any suggestions before
060our next meeting, you'll come back for approval at the next meeting. Um that is round three. And then for number four, we also have a deletion. deletion. I think the deletion is just added in a different policy. Yes. Yep. 33. Yeah. 3320. Yeah. So, please let me know before we meet on May 9th, I believe. Let me know if you have any comments. I don't hear any public comment on agenda item. Public comment is closed. Any further board discussion? Okay, great. I guess we covered 3M. Moving on to board and administration comments. Dr. Bosa, why don't you start us off? Thank you. We've started our process of collection input for ELCAT. Um Sandra mentioned the parent survey that recently went out. We've also been holding inperson input sessions. So I've been at staff meetings at
061Lola Baker and going to Almond and Egan uh this week and so that's been really fun asking folks about what's working where can we improve. Um also want to mention on the HR side of the house we're starting CSA negotiations soon. We'll be bringing a sunshine letter to you for review. CSA will bring their response as well. Um we have a lot of work to do in that particular agreement just around language and different topics. And then finally, I want to thank Stella for coming to the student summit in Taiwan where our Egan students um and Jen Batinu and Raquel Mey um were there. It was so fun to have you be there and say hello and be introduced. Um but it was a wonderful experience talking about learning by doing, practicing their Mandarin skills
062from their world language um class at Egan, but also being ethnographic researchers, learning about culture, learning about um schools over there. So they will actually be coming and doing the presentation. We couldn't learn off the hook without it. Um so that will be in a a future meeting. And then today we I was sharing with Sandra and Greg. We had a teacher advisory group meeting again. Excellent turnout, 20 teachers. Um it's our sixth meeting and we're hoping to have them do some type of report as well at the end of their their time together. And I may have I feel really bad about this. No, you're not gonna talk about um so I want to acknowledge I know uh Kim didn't want to speak tonight, but I want to acknowledge all the great CSA staff.
063Uh while a lot of teachers were on spring break two weeks ago, we had a lot of custodians, groundkeepers, maintenance workers working over break uh getting the schools cleaned up and organized. Uh they get an opportunity to get into a couple areas to do some deep cleaning. So, thank you that to our great CSE staff. Um, uh, I love talking. The kids talked about deeper learning and then Greg and Sarah talked about deeper learning, but our business staff did some deeper learning. Um, the this year the California Association of School Business Officials has an annual conference. It was actually in San Jose and it was a great opportunity. We sent five staff members, actually six staff members uh, from the business and maintenance office uh, to the annual conference. a lot of great professional development,
064deeper professional learning, which is great. Um, and so we really do pride ourselves on uh professional development, not just for our certificate staff, but also for classified staff because we we feel it's very important. Um, we have a big CACF meeting on Wednesday night, budget review committee this week. It's um it's that uh rhythm of April and May for budget adoption. So staff is working really hard on that. So we'll be bringing um some items back to you in the next couple weeks. So, thank you. It's been a very busy spring. Thank you, Eric. You want to start us off? Oh, sure. Well, thank you so much, Dr. Bosco. It was my pleasure to be there and I really enjoyed chatting with the students and also meeting some of our partners at our new sister
065school. Um, and yeah, that's it for my update. Um, I attended uh the network for public education conference in uh Columbus, Ohio and uh uh basically the conference is a gathering of anti- charter anti- voucher folks and it was uh as usual, pretty rockous, pretty uh firmly against charter schools and uh loggers. And there was a lot of uh individual talks about different groups around the country who have uh put together, if you want, some somewhat effective uh means of promoting public schools and not allowing charter schools and voucher folks to take over. So that was good to hear from that. And I just I wish that more of the sessions had been televised because otherwise I could remember remember making my brain remember what was going on. Usually just disappears after a day or
066so. That was it. Sounds like a wonderful. Well, coming back was less than wonderful. I mean the flight coming back up in Seattle, right? Um, shortly after our last meeting, Glaf board meeting and answered questions. Seems like a long time ago now, but it was just after our previous meeting. Um, and I've also been attending um the curriculum council meetings. Yeah. um which is a whole series of which added a couple of extra meetings because the work is to current work been doing is to establish a framework for evaluation of K through8 mathematics curricula and then pick two or three that will be piloted next year and that will come back in front of us for adoption spring probably about a year from now. Yeah. Um I just wanted to add that um the PTA
067leadership meeting ended on Friday and um the PTAs have some wonderful innovative ideas for our our district. Uh the first of which May 17th is the pet parade and this year all of our students will be walking behind an LD banner um with their school shirts on but all behind one banner. I think that's very exciting. And uh Thursday I'll be attending the children's summit which kids in common puts on every year. And that's it for me. Okay. Meeting adjourned.