Board Meeting 10-9-25

001THE PRESIDENT IS DELAYED, SO I WILL OPEN UP THE MEETING. I WILL CALL ORDER TO SESSION AT 5 O'CLOCK. WE WILL MOVE ON TO ITEM B, APPROVAL OF BOARD AGENDA ACTION. CAN I HAVE A MOTION TO APPROVE BOARD AGENDA? SO MOVED. SECOND. MOTION WAS MOVED BY TRUSTEE RICHESON FOWLER AND SECONDED BY TRUSTEE VILLAGRANA. CAN I HAVE A VOTE? ALL. IN FAVOR SAY YES. ANY NO'S? ANY ABSTENTIONS? NO. OKAY. AND WE MOVE ON TO ITEM C, PUBLIC COMMENT FOR ITEMS ON CLOSE SESSION AGENDA. ARE THERE ANY PUBLIC COMMENTS? NO. SEEING THAT THERE ARE NO PUBLIC COMMENTS, WE WILL MOVE ON TO ITEM D, CLOSE SESSION AGENDA, AND WE WILL RECONVENE WHEN WE FINISH CLOSE SESSION, WHICH WOULD BE Around 6 or a little after. Okay. Thanks everyone. The board just needs five more minutes. So we

002should start at 630 All right. It is 637. I'm gonna ask my colleagues to please take your seat so we can get started Thank you so much Thank you for your patience. I'm sorry that we did not come out here as scheduled at 6 p.m I'm going to try for us to move quickly through the next few items so that we can get to the recognitions because I know many of you have been waiting very patiently and I don't want to keep you guys waiting. With that said, we're going to go ahead and reconvene an open session at 637. And if you could please join me in the Pledge of Allegiance this evening. Okay. So moving forward through E, can we move to the land acknowledgement statement? We sure can. Land acknowledgement statement. We should

003take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home to the Potman people. Today, there are three federally recognized Potman tribes. Ketchadahee Band of Wintu Indian of the Colusa Indian Community, Ketzeldehi Wintu Nation, and Yochadahee Wintu Nation. The people have remained committed to the stewardship of this land over many centuries. It has been cherished and protected as elders have instructed the young through generations. We are honored and grateful to be here today on their traditional lands. Thank you, Trustee. And now we will move on to the equity statement, which I will read. All students deserve excellent schools which are culturally responsive and set high expectations and high quality learning environments and equitable resources to ensure that they are reaching their full potential. WJUSD

004will be purposeful about providing equitable access to all essential educational opportunities for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you, and if we could move on now to four board trustees agreements Agreements check in remember our larger purpose boundaries Remember that individual decisions are not personal open aspire to find common ground Have empathy be respectful and assume best intentions Thank you very much. I'm gonna move on to announcing any action taken in closed session The Board of Trustees took action in closed session by unanimous vote to approve the dismissal of a permanent classified employee noon duty supervisor. The dismissal passed by a motion by Trustee Richardson-Fowler and a second by Trustee Brubaker. The vote was as follows. Trustee Bautista-Zavala, yes. Trustee Rodriguez, yes. Trustee Brubaker,

005yes. Trustee Garcia, yes. Trustee Richardson-Fowler, yes. Trustee Rodriguez-Molica, yes. And Trustee Villagrana, yes. Second. The Board approved. By a vote of six to one with trustee Villagrana voting no and all remaining trustees voting yes a settlement agreement in special education case number 25 slash 24-02 Moving on to item F public comment on sections G consent agenda and H community engagement No public comment on those items moving on the consent agenda any questions or comments on the consent agenda this evening I'm going to go ahead and ask that we remove item G1A. This is the PO list. Can I get a motion to approve the consent agenda without item G1A? So moved. Second. It's been moved by Trustee Richardson-Fowler to approve the consent agenda without item G1A and seconded by Trustee Garcia. All those in favor,

006please say aye. Aye. Aye. Aye. Any opposition? Any abstentions? Motion passes to approve the consent agenda minus G1A. All right. Item G1A, approve purchase of items and services in excess of $15,000, list 6-26. Any questions on the list? Seeing none, can I get a motion to approve the PO list? Make a motion to approve. Second. Motion by Trustee Rodriguez, seconded by Trustee Garcia to approve the PO list. We're going to do a roll call vote. Trustee Villagrana? Yes. Trustee Rodriguez-Molchica? Yes. Trustee Richardson-Fowler? Yes. Trustee Garcia? Yes. Trustee Brubaker? Yes. Trustee Rodriguez? Yes. Trustee Bautista-Zavala, abstention. Motion passes. Quickly moving on to community engagement. Student recognition, superintendent. Okay, can I have Sri Valdela come up, please? Hope I pronounced it correctly. And you can bring anybody up that you want, and you want to bring your

007family up, and friends, or whoever you have here. And you can come up to the mic, please. Did I say your name correctly? Yes. Okay. We are here to recognize a very, very talented young lady who has accomplished something that's very rare. that very few people have been able to accomplish nationally. So she got a perfect score on the PFIT test, which is a huge, huge compliment, something that rarely, rarely happens. She got the attention of the media. and we are so proud of you and we can't wait to hear a little more about how you were able to accomplish that. I'm sure your family is very, very proud and this will qualify her for a national, to be considered for a national merit scholarship program and so this is the recognition of your hard

008work, your dedication and for your achievements and I hope this helps you take you many, many places and you have many more and more accomplishments. So with that I have a certificate I'm gonna present to you. And it just basically states, Pioneer High School student, Sarah Evaldela, for earning a perfect score on the PSAT. The certificate hereby presented to you with pride for the 25-26 school year. Congratulations. Thank you. I'd like to say thank you to everyone in this district that has supported me. I know that a lot of my teachers and a lot of staff and my counselor who is here today, Ms. Aceves, have been very supportive. And additionally, my family, my mother, my father, and my sister, they've always pushed me to do the best in school because they knew I was

009capable of it. And their push is ultimately what led me to achieving this. And I'm just really grateful to be here today and to be recognized in this way. And I appreciate everyone's support. Thank you. Thank you very much. If there's anybody else that would like to join for photos, please join. And respectfully, we're going to go ahead and move on to the next item. It's presentation resolution 12-26 for the National Bullying Prevention Month. And I'm going to go ahead and pass this on to our respective trustee. Yeah, if the recipients, our staff will join me at the podium. So I want to present the National Bullying Prevention Resolution to you all, but I'll first read a little bit of it and then I'll hand it over. And if you have a few words to

010say, you can address the audience and our board. So whereas the Woodland Joint Unified School District Board of Trustees believes that all students have a right to safe and healthy school environment and that the district schools and community have an obligation to promote mutual respect tolerance and acceptance and whereas WJUSD has a strong history of working with parents community agencies public safety and other stakeholders in the community served by WJUSD to support the safety and positive development of our youth. and whereas bullying and harassment affects students' ability to participate in or benefit from an educational program or activity, create an intimidating, threatening, hostile, or offensive educational environment, and can significantly impact a student's ability to concentrate and perform in the classroom. It can also directly affect health, well-being, and contributes to excessive absences from school

011and may result in physical illness or long-term social and emotional consequences. And whereas the Board of Trustees has adopted Board Policy 5131.2, Bullying, and supports programs that addresses the prevention, intervention, and ultimate elimination of all types of bullying as part of a coordinated school safety effort in all WJUSD schools. And now, therefore, be it resolved that the Woodland Joint Unified School District Board of Trustees does hereby declare October as National Bullying Prevention Month. Thank you. Hi, I'm Ms. Correa, Vice Principal at Lee Middle School, and these are some of our wonderful, amazing Safe School Ambassador students who have been empowered to notice, respond to, and help prevent mistreatment on campus. We have about 57 Safe School Ambassador students this year, and through regular family group meetings and restorative conversations, students have played a direct role

012in building a safer, more inclusive school environment. So the thank you goes to our wonderful students. Congratulations. Thank you very much. We're going to go ahead and move on to presentation resolution 13-26, Domestic Violence Awareness Month. Go ahead, Trustee. Thank you. I would like to invite Silvina Frausto to join me at the podium, please. I am honored to present Silvina Frosto with Domestic Violence Awareness Month Resolution. Silvina is a community leader, an advocate, and a volunteer. As many of us know, she brings people together and helps many find and use their voice. Can you all hear me? Okay. She works to reduce violence in our community, and she is a trusted and steady source of support for many in our community. She is resilient. Es una guerrera. She's an inspiration to many. Thank you, Silvina,

013for all you do, especially for the support you offer families experiencing domestic violence. And I would like to take a moment to read some of the language included in the resolution. Whereas the home should be a place of unconditional love, warmth, and security, however, for many Americans, home is tainted with physical or emotional violence and fear. And whereas on average, nearly 20 people per minute are physically abused by an intimate partner in the United States. This equates to more than 10 million women and men in one year. On a typical day, there are more than 20,000 phone calls placed to domestic violence hotlines nationwide. And whereas the emotional abuse is a very real and hurtful part of intimate partner violence that leads to emotional harm. Whereas one in 15 children is exposed to intimate partner

014violence each year, a total of more than 5 million children and 90% of these children are eyewitnesses to this violence. One in three children who witnessed domestic violence was also a child abuse victim. Children's immediate reaction to experiencing domestic violence include generalized anxiety, sleeplessness, aggression, difficulty concentrating, nightmares, high levels of activity, and separation anxiety. Now, therefore, be it resolved that the Woodland Joint Unified School District Board of Trustees does hereby proclaim the month of October as Domestic Violence Awareness Month and encourages all to learn more about the extent of domestic violence and work together with local domestic violence programs and assume the responsibility to make the message clear, both by word and by action. So now my speech. Thank you for this resolution. I receive it not only on my own behalf as I went

015through this ugly thing. Violence in all aspects, but I can say that I can have a white flag because I was out alive and many victims ended up dead. a red flag over there for the blood and the life they have lost. And I am very grateful for this community. The support of the district helped me raising my kids and educating them. And because of what I went through, I love to help women and men, a few of them that have come and need help. And it's not only awareness, so I would say A for awareness and P for prevention. And that's part of what I try to do and empower YOLO. Mrs. Marielena Martinez, she's here in the back. Marielena, come here. So we are working on prevention. And for me, prevention starts at

016home. at home with us parents. And I have a long history with the district when I work, and I saw women batter who came to the office, spoken to me with their bruised faces. And the principal and I would meet with them and find places for them, not knowing that I would end up on the same boat, abused in... mentally, physically, psychologically, sexually raped. So awareness and prevention, and because of that we're working with Maria Elena on prevention, but also with Vicky Fernandez and other people to work with our court system as well so they don't victimize the victims more than what they're already victimized at home. Thank you all. Thank you very much to our student high school representatives for being patient this evening. Thank you very much. I'm going to go ahead and

017call up Cache Creek High School student Ramiro Negrete. Let me see. Hello? Good evening, board. Dang it. Good evening, board. Dang it. Board President Bautista Anzalbola, Trustees and Superintendent Ortega Lampkin. My name is Ramiro Negrete Ayala. I am here tonight to share a little bit about what's been going on at the creek. This Friday is the end of the first quarter and students are working hard to earn credits. We have already had three graduates this year. The most recent was just yesterday. Earlier this week, we hosted new students and their families for orientation. These students will start classes with us on Monday. Also this week, our school mentoring and work readiness workshops with all leaders must serve began. The first session was Tuesday and participating students worked on making good first impressions with potential employers.

018Our second session was earlier today and we've worked on public speaking. Our Art 1 and Art and Culture students are working on a piñata project and getting ready to start their Dia de los Muertos project. Our culinary students have already started prepping our Thanksgiving feast and will take place in November. Today and tomorrow, all of our classes are working through anti-bullying lessons to wrap up the first quarter. Overall, things are going really well at the Creek. That's all. Thank you very much. Thank you, Ramiro. You did amazing. Thank you so much for your patience We're gonna go ahead and move on to public comments for items on the agenda this evening. No public comments. Thank you very much Thank you very much Monica for that moving on to item K superintendent report good evening. I

019think I have a short report today. We'll see Just a reminder of the board's priorities and we're going to be aligning some of the updates today to the board priorities These are the areas in curriculum and instruction and these are facilities operations and facilities So I wanted to update you and let you know that we have a group of staff members who've taken on an extra leap of leadership role to be trainer of trainers for our youth development work. And I thought I think I saw one of them in here. Oh, there you are. Teresa Morales here. She's one of them. These are teachers who spent four days at the district office learning on how to lead a youth development. training and that just very proud of the teachers or commitment on supporting their colleagues

020and future for future trainings so we're trying to build within our own and have our own teachers be the experts and Support our goals. So thank you to the teachers who were taking this on We also, last Friday, we had a great time at Pioneer High School. It was a lot of fun. The floats were fantastic. We won the game. We won the Pioneer game. And I want to thank the staff for making this special time very memorable for our students and the parents that were there as well, community members that came out to cheer. Our teams, our music program out there, and it was a lot of fun to see the king and queen. selected special memories and so that all its alignment with our youth development as well and also family engagement and

021Then just a reminder that this Friday is the big wooden high school homecoming So if you're have any time to go check check out one high school or having actually their rally tomorrow at noon We also had one of our very own again counselors Eva Gallegos who is a counselor at Pioneer High School. We got contacted by Univision who wanted to interview someone in our district on giving tips for families on how to help their children at home. And so the first person I thought of was one of the, you know, one of the many, many people came to mind. But, you know, I needed to make sure they had a... A STRONG UNDERSTANDING OF WHAT STUDENTS NEED AND THAT THEY'RE VERY VERY FLUENT IN SPANISH AND I THOUGHT WELL WOULDN'T IT BE GREAT IF

022WE HAVE ONE OF OUR COUNSELORS AND EVA'S NAME POPPED UP AND RIGHT AWAY SHE ALSO JUMPED FOR THE UP WELL SHE DIDN'T QUITE JUMP FOR IT HAD A LITTLE CONVINCING FOR THE OPPORTUNITY TO GO OUT AND SHE DID A FABULOUS JOB VERY COMFORTABLE IN HER AREA WE'RE VERY PROUD OF HER FOR TAKING THAT ON AND AN OPPORTUNITY FOR HER TO SHARE HER EXPERIENCE HER WISDOM AND And also to help so many families who listen to Univision, the Spanish station, to give tips out to our families, not just in our area but around the region. So thank you, Eva. And this supports our family engagement again and communications and marketing goals or priorities. I had some site visits I did last week. Had a lot of fun visiting. I just wanted to point out a couple

023of highlights of my visits. I stopped by Cache Creek High School, visited all the classrooms, but I wanted just to point out that I visited our new Ethnic Studies Art class, or I think that's what it's called, the class. Art and culture class. And so students were making pinatas and they were showing me some of their projects. So very nice work to see them engaged and having fun. I also stopped by at SciTech and you'll see the students there. It's not pinatas. They have these little round things there. I thought they were pinatas, but they're making... little globes and they're learning about the continents so they were putting that together And they were very excited about learning about how the world is built. And I asked them, how do you keep track of who's this

024who? And they keep them up to date. And they had a system where they numbered them. So a lot of fun there. I also had a sneak peek of behind the scenes in our Flex program, something that sometimes we don't see. But you see teachers there who are sitting on their computers. Or one of them is kind of walking. She's got a little treadmill. type thing while she's teaching class. She's also putting her steps in. So we got a little sneak peek behind the scenes of our online teacher program. One of them was too shy to take a picture, but there was other ones that were there and they were just so excited to have someone visit them. And it was just really nice to see and hear from them about how they're making connections

025and building community, even through on virtual learning with our students. And I think it meets a very, very needed. opportunity or another way to keep students engaged in learning for the students who need online learning so I'm glad to be able to offer that in our in our district and then I also visited Plainfield Elementary and I can tell you that the principal there he knows every student by name and impressive I don't know how he does that I need to probably get a little lesson on what how he does that but he knows every student by name and and it was very evident on how he has been building culture and community in our schools and I had a very nice time visiting all the classrooms and seeing them really focused in learning. We

026also yesterday afternoon our superintendent advisory committee those students Students graduate students move so positions open up spots open up and there's been a shift in some of our students So we they've been working with Brandon or our youth development Tosa and we went and gave them a tour of the entire district these students visited the whole building here met staff in this building. We then hopped on the bus, we went to maintenance and operations, we met with Spencer, they got to walk into the freezer. It was really nice to see some of our folks who are in the back. in the scenes, the warehouses and the freezers, actually seeing students and have an opportunity to see who they serve. And then we went on to visit also Jim. He took us into the woodshop facilities

027and showed us the vehicles. He kind of explained. some of the work that he does and some opportunities for different careers. They learn about electricians, mechanics, and those types of things. We also went to the warehouse, the famous warehouse, the bus barn, where students also got to visit the bus barn. And there was a cat in the warehouse that kind of tried to steal a show from Tony, but we refocused them, and we had a lot of fun. So these students have been in parts of the district that many... other people have not gotten to know and it was really good for them to kind of see the magnitude of everything that is done on their behalf and to see behind the scenes all the work that different people who care about them who are

028planning their field trips, who fix their buses. They got to also see the electrical stations that are being built for electrical buses and so they were building their knowledge and their leadership ability so they can help give me advice to bring to you. We also, if you recall, we had a board meeting with the board, asked me and Lewis, not me, Lewis, me and... Jerry the direct you gave us a direction to do a press release on updating the community on the status of our facilities So we came out on last couple two days ago And so I just wanted to point that out to remind you that we did follow through with your request And this alliance for our goals on communications Partnership and engagement with the community and of course it addresses our

029facilities with a measure But why projects and future needs for our district? And regarding federal updates, I just want to say briefly that right now we're kind of on hold with what's happening at the federal government. The White House is proposing cuts to education budgets. The House is also proposing cuts to education. And the Senate is proposing that status quo. A lot of unknown about what's actually going to end up happening. What does it mean for us this school year? For this school year, we're fine because those funds have already been released. So for us, for this school year, it doesn't mean any changes, but potentially could impact for next year. We're also keeping an eye on what's happening at the state level. At the state level... Could the state could be impacted by whatever

030the federal government does which then could impact also state funding for education So we have a lot of unknowns And so we will just keep monitoring that and as soon as we get more concrete information We'll be coming back to the board to letting you know what those actual impacts would maybe Run unknowns and I we do project that there will be some impacts to education in the coming years. So that's a Important time for us to really be monitoring closely our budgets being paying attention to what we're doing for future Outcoming years be being very careful with what? keeping an eye on our reserves to help us through these tough times and Just something that I will keep updating the board so that in a nutshell is what's happening with the federal and state

031I'm doing one other thing regarding this you will may be hearing that the state is projecting increase of revenues, but those revenues Also could be impacted by what's happening at the federal government. So it's good news but not Too soon to be celebrating that as well and that concludes my update Thank you very much superintendent any questions for her this evening Okay, we're gonna go ahead and move on to report from the California School Employee Association No report this evening. Thank you very much next report from the Woodland Education Association You have to excuse me because I have a frog in my throat Good evening, Superintendent, President, Trustees, and members of our community. My name is Becca Bernard. I've been teaching 7th grade science for the past nine years at Douglas Middle School, and I

032am proud to serve as President of the Woodland Education Association. It fills me with so much awe and pride to share that the week before last, nearly 400 Woodland educators came together in a district-wide unity walk-in. That's 75% of our membership. 394 members who showed up early before school, not just for pan dulce, donuts, and coffee, but to show you that Woodland educators are united and stronger together. It was a powerful, joyful reminder that our teachers, nurses, counselors, psychologists, and speech-language pathologists are truly the heartbeat of this district. Across all 19 school sites, a sea of red shirts filled our campuses, educators smiling, parents honking, students waving. For many of us, that morning was a much-needed reminder of why we stay. Because even in the face of frustration, we care deeply about our students, one

033another, and this community. After that walk-in, a teacher and I had a conversation that stayed with me. People leave a district for one of two reasons, the culture or the pay. In Woodland, right now it seems to be both. That hit me hard because it's true. The culture in this district doesn't feel like one that values its people. Too many educators feel disrespected, unseen, and disposable. And while culture can change, and we want to help change it for the better, it's hard to build a healthy culture on a foundation of chronic underinvestment. We want Woodland to be an incredible place to work, but right now the district has some work to do. You might wonder, why would nearly 400 educators come to school early to rally together? I'll give you a hint. It's not because

034we're satisfied. It's because we're tired of waiting. Tired of scraping by while everything we give to our students, while we give everything to our students. Tired of being treated as though we're expendable. And tired of watching this district lose incredible educators year after year simply because they can't afford to stay. I recently read an article by the Economic Policy Institute titled, The Teacher Pay Penalty Reached a Record High in 2024. I had never heard our wage gap called that before, the teacher pay penalty, but it's spot on. That penalty is the price we pay for choosing the classroom because we love our students. In the mid-90s, yes, when I was in diapers, Candice, that penalty was only about 6 or 7%. And yes, I fit that in there for my students. But over the past

03525 years, the gap has widened to the largest it's ever been, nearly 30% nationwide and about 26% in California. This is a systemic crisis, but one that you have the power to influence right here in Woodland. I encourage you, go to the school sites that you represent. Ask the teachers, how are you doing? How are you managing? I guarantee the answers you hear will be heartbreaking, but you need to hear them. Teachers are paying over $2,000 a month for family health care benefits. Some teachers are skipping health care altogether because the district's benefits are just too expensive. Teachers have been evicted because their rent outpaced their paycheck, leaving them with just a few hundred dollars to live on. Single parents who've taught here for over 25 years, deeply rooted in this community, are now considering

036leaving just to make ends meet. The seven of you sitting in those chairs were elected to decide how this district spends its money, among other things. And if I'm being honest, and honesty is the one thing I've always promised to bring to this podium, your actions over the past few years have shown that you do not value your teachers the way that you say you do. You sit on tens of millions of dollars in reserves year after year, and you don't invest those dollars in your staff. We've asked repeatedly, what's your plan for spending down those reserves, and we still have no clear answers. Meanwhile, 12 to 15% of our educators leave every year, and in special education, that number jumps to 30%. How many will it be this year? You have more administrators than

037the state ratio allows and even paid a $200,000 penalty last year for exceeding it. Instead of investing in your staff, you spend millions of dollars on consultants, lawyers, and contractors. You say it's because you can't fill vacancies, but the truth is you're not paying competitively enough to keep them filled. A 1% raise on the salary schedule costs about $650,000, yet you spend over $4 million annually on contracted SLPs alone. What would happen if that funding went into retaining your current educators instead? Our students deserve the best, and that means teachers who can afford to stay, build lasting relationships, and plant deep roots in this community. We can't keep waiting. Our next negotiation session is October 22nd. We need you to direct your bargaining team to come to an agreement as soon as possible so that

038our educators can stay, our classrooms can stabilize, and our students can thrive. Thank you, and this concludes my report. Thank you very much. All right, moving on to reports from board members. Who would like to go first this evening? Trustee Villagrana. Thank you. At our last board meeting, the W.E. president shared how others feel about our district. When asked what is going on, the response was, I know. Individuals have shared with me that they felt this was an affirmation of the perception of our district that she had shared. The definition of corrupt is having or showing a willingness to act dishonestly in return for money or personal gain. The definition of crime is an action or omission that constitutes an offense that may be prosecuted by the state and is punishable by law. If this

039is not what was meant, I encourage the W.A. president to send an email to the board to clarify what she meant by I know. Thank you. Any other reports this evening? Trustee Rodriguez-Molica. I want to share that, gosh, was it just last Thursday, a couple Thursdays ago, I went to the YOLO Youth Empowerment Summit, the YES, and I think I forgot to mention this earlier, and it was an incredible event. And I think I saw, I was sitting at a table with some of our students from our high school, and one of them seems to be on the Youth Advisory Council, so it's really nice to see that student up there. And that is all I wanted to share. Thank you. Thank you very much anybody else this evening No trustee Richardson Fowler. No trustee

040would Baker. Go ahead. I had the opportunity to visit Mosaic Children's Museum here in Woodland, which I believe is the only Children's Museum in the county It is on Main Street. I was actually involved in the early stages of that organization and so it's been really exciting they opened about a year ago and then they had a an open house I think last week. Gosh, time flies. And so it's been really amazing seeing it finally come to fruition. Unfortunately, my kids are way too old for it now, but it's a great resource for the younger members of our community before they make it to our schools. And I just want to make sure people are aware that it exists because I think it flies a little under the radar a little bit, but it's a

041great resource. Thank you very much, Trustee Brubaker. Trustee Rodriguez? Yes, I have a comment kind of a commentary You know in in the last few weeks the board has received some very strong criticisms And it is one of our responsibilities to listen to the public to listen to our district employees our district students and families and our community and consider their input and I have always known for the board to take comments complaints criticisms and actively consider them. I know we will continue to do so. And I know that to be open to feedback is an important part of being a trustee. What I think is not productive are sentiments shared that are hyperbolic, inflammatory, and that are inaccurate as a base for criticism. In our current social and political environment, It is counterproductive to

042loft direct or indirect criticisms towards a board that insinuate, infer, suggest, or hint criminality and corruption. Going down this path is not good for the community's accurate understanding of our educational process, nor is it good for the effective administration of education at the hands of this board. Let me be clear. In no way do I understand that any one of our board members, including myself, that we tolerate any criminality or corruption in the administration of our district. Now, there may be disagreements by critics about decisions made in regards to programming or budgeting, but that in no way should be confused with any actualization of criminality or corruption. I know I have personally... taken the time on many occasions to ask our fiscal auditors at the end of their presentations if they found any evidence of

043impropriety and or misuse of funds. And every time I asked this question, the answer has always been no. And I think you would be hard-pressed to find any other civic institution locally or in this county that would think about asking that question in an open forum. Now, all of us in this district have a huge responsibility to keep working to improve the quality of education through our capacity, through our individual capacities and our collective roles. And we all need to keep working diligently toward that goal. And while doing so, treat each other with respect and communicate with accuracy and dignity. And that ends my comment. Thank you. I don't have a board. report this evening. I'm gonna go ahead and move on to board committee updates. Anybody would like to give a board committee update

044this evening? Trustee Richardson-Feller. Last week on Monday we celebrated our excellence in education and if I can just toot our horn, this was the fourth teacher in six years that was Teacher of the Year from Woodland Joint Unified. Trustee Brubaker. We had coalition for women UCF youth yesterday. However, we did not have a quorum, but I did want to Draw attention to the fact that there is going to be the dedication of the dr. Jesse Ortiz Education Center on October 13th at 5 p.m. At 250 Buckeye Street and then there was a whole host of other events that were discussed But I said that that note seems to have fallen out of my bag so I don't have the details but there's a whole lot of fun holiday events that are coming up that the

045the city group mentioned so keep an eye on Announcements for that Thank you very much. All right Not not really to this but I actually would like to motion that we attach trustee Rodriguez's Statement to them at the bottom of the minutes at our next meeting. I can get a second from anybody I'll second. Do you want to are you want to take a vote for that? There's a motion in a second on non actionable items. I don't think there's any issues with you adding Your report to the agenda to the agenda minutes. Yeah Okay, so then without objection. I like to request that the statement be added to the two minutes Thank you. All right moving on to item L teaching and learning Annual report on woodland education adult education. This is a written

046report. This is a written report Most of you have already sent your questions if there's any additional questions the principal from adult ed is here If not, we can continue on to the next item. No questions from the board. All right moving on to item. Thank you review of student achievement data One public comment on this item Monica Go ahead. Teresa Morales. Hi. My name is Teresa Morales. I am a fourth grade teacher at Beamer Elementary School. And I found out this morning that Cristina was going to be doing a presentation on the test scores from last year. So I went and I looked at it and I was like, oh, this is about the whole district, not just Beamer. So I thought I need to come and talk about Beamer because we showed such

047awesome growth last year. And I know like you guys look at it over four years, but the growth that we did last year was so, like it wasn't an accident. It was a lot of hard work from our teachers. Last year we had a position that was really just dedicated to PLC work and to data analysis and just breaking things down, making data kind of teacher friendly. And we... I mean, we did like our own calculations. We figured out the formula that the state uses for distance from standard and we're like, oh my gosh, we grew so much. But that doesn't come out until November. The data that you have right now are students that met or exceeded. the standard and Beamer, if you guys look, in math, we went from 19% to 29%, which

048is a 10% growth. And especially in math, we really, really were intentional about looking at scores and like where we were going to hit our... tier two, tier three stuff in the classroom. Our teachers are amazing. In ELA, we did do a 3% growth, which doesn't seem like a lot, but it actually is a lot, like if you really break it down. And then I wasn't able to get the ELPAC data that wasn't how the state does it, but I know that we grew a lot there because when we did our... ELPAC data, our own analysis, we were like, oh, we won't be in the red. 52 seconds. Last thing, district average for science, 23%, Beamer, 42%. And we teach it in Spanish, and the test is in English. So I just want to give

049a shout out to all of my teacher friends at Beamer. Good job, and that's it. Thank you. Thank you. All right, let's have this presentation. Our executive director of teaching and learning, Christina Lamb, is going to give us a review of the student achievement data so far this year. Okay, thank you. Good evening. This is our annual kind of end of year, last year, beginning of year data presentation. There's a few slides worth of data on this slide presentation, but there's also a written report attached to the item, which I won't really go over tonight. I've just included some of the highlights, the big picture data in the presentation, but quite a bit of other data available to you in that written report. So in terms of the LCAP goals data analysis and review is

050in goal 2 action 3 and But the data that we're talking about tonight is is really all in goals 1 2 and and 3 with the variety of Both elementary and secondary data that that we have for you So we're gonna talk about the statewide summative assessments talk about some of the successes and then the challenges and then also end by sharing You know what what we believe were we're doing to improve Improve student achievement. I do have a glossary at the end of the presentation because there's quite a few acronyms when it comes to testing so They're all listed at the end This is just to provide a little bit of context in terms of like how many students we're talking about in our various student groups. This is unofficial data and is changing.

051are currently working on our CALPADS data. And so that will be updated as soon as the numbers are a little more stable. There are a lot of TBDs on the slide. So as soon as we have more complete data, we will share that. But just so you have a picture of the percentages, the rough numbers and percentages of our various student groups that is there for you. So just kind of quickly who takes the statewide summative assessment So we're talking about the smarter balanced test which measures the common core state standards. We're talking about the California science test which measures the NGSS and then we're also talking about the ELPAC the English language proficiency assessments for California, which is what students take who are English learners And so just big picture, district-wide overall, by grade

052level, this is the percentage of students meeting or exceeding standards. So that is what we also think of as proficient at grade level. And what we see is some amazing growth at middle school. So seventh and eighth grade, this is English language arts, have just made some incredible growth over the last four years. Overall district-wide, we're at 39%. We've actually grown like half a percent from last year. Incremental growth unfortunately, we're not quite to the 40% mark but about 39% overall as Teresa said some data is still being kind of worked on at the state level, but the state did release the statewide casp and l-pact data this morning and so As we like to do, we'll share data on similar schools and districts, but that wasn't available to us until today. So that will

053be coming. For now, we are just able to look at our current district, our district and schools data. In math for Smarter Balanced, it's a little fuzzy on the screen, but we actually made 2% growth overall district-wide. So from 25% in 2024 to 27% in 2025. Again, lots of great growth at seventh and eighth grade. And that happens at both schools. Both Lee and Douglas saw good growth in both English language arts and mathematics. So really great, really great to see that. At elementary, it's a little kind of all over the place, all over the place in that there aren't real solid patterns as to grade level. performance. Whereas with seventh and eighth grade, it's very clear there's a lot of good growth happening in all subjects at those grade levels and at both schools.

054And then the next slide is for science. So this is the California science test. We have been pretty flat as a district for the last several years, but this year we made 4% growth. We're now at 23% meeting standard. And look again, eighth grade. So this is the test that students take in fifth, eighth, and then 11th grade or 12th grade, depending. AGAIN, HUGE GROWTH AT EIGHTH GRADE. SO IN MIDDLE SCHOOL. JUST AMAZING. 12% JUST OUTRAGEOUS GROWTH. SO REALLY GOOD GROWTH. THAT HELPED THE DISTRICT OVERALL WITH THAT 4% GAIN DISTRICTWIDE. AND AGAIN, AS YOU KNOW, WE HAD A NEW SCIENCE CURRICULUM LAST YEAR WE WERE ADOPTING. SO THAT feels good that the new science curriculum is helping with that instructional achievement. And then last slide is on the English language test. So this one is

055reported in four different levels. So levels one through four and in two sort of domains of oral language and then written language performance. And we do see we grew 4% since the previous year. of students at level four, so at the highest level, 4% growth, which is really good progress. And actually, that's higher than the statewide average, which was, I think, 16% this year. So good growth on the ELPAC as well. Okay, and so then also included in that written report I didn't include it here on these slides just for the sake of the amount of data to present but I just wanted to include a little bit about our district common assessment, so I've listed them all here and Excuse me. There is some of this data as available in the written report that

056you have Okay, so a few highlights I have to highlight slides and then to sort of areas of improvement slides and I took the range of looked at a range of data for this it's arranged in alphabetical order and Everything here is is available in that written report, but wanted to highlight advanced placement Spanish language and Spanish literature scored those students scored above the California and global averages. Excuse me. Like I said on the science test we saw good improvement there and then on the ELPAC the students reaching level four. Also in the written report is some I ready data students on the the early literacy subtests of phonological awareness phonics and high frequency words we saw improvements in the number of students at mid or above grade level that's from this fall from this

057Falls screening assessment And then the Smarter Balanced scores, English learners improved in ELA and in math, and the other bullet points I've already shared. In terms of challenges, so on the opposite side of the Spanish language spectrum with AP, Calculus AB is the lowest scoring of all of the AP courses and is below the California and global averages. So some work to do with AP Calculus. It's a very small number of students that take that test, but again, we want to see a little bit better performance there. Also in the written report is the assessment of Spanish reading. Now this is a this test has been undergoing development for the last four Four or five years and our teachers have been working with I ready to to to help with the development of this assessment

058And so things have changed and now we have this a new way of reporting it so we're still figuring out kind of what it means and what that looks like but but we do have a lot of We do have a lot of students who are three grade levels or below on this assessment. Again, this is the first year of thinking about the student performance in this way. So we have a lot of learning to do about that assessment itself. And then the alternate assessment, that is the one that students with the most severe cognitive disabilities take. And we've seen some declines in that assessment this last year. And then with I-Ready, again, similar to the assessment for Spanish reading, we have quite a few students who are three grade levels or below in reading

059comprehension and in math. The last 10 or 15 pages of that written report are the secondary grades data for the grades 7 through 12. by program and by demographic. And what we do see is that a significant number of students are receiving Ds or Fs in math, I mean in the other subject areas as well. And some of that has increased in the last year. So definitely some work to do there in a significant achievement gap. And then in Smarter Balanced, we're kind of half and half. Half of our schools declined in ELA and half of them declined in math. So like as I was saying, not a lot of commonalities, especially among the elementary schools, to explain kind of what we're seeing. So what do we do with this data? Well, as I presented

060about this last year at this time, the development of the literacy framework, you know, was based on a comprehensive data review about our literacy practices, both, you know, what is happening in the classroom, what is happening in terms of our support for families and parents, what is happening in terms of our guidance to teachers. in our professional development and there are priorities established for that which are going to guide our work for the next many years. We have with our administrators established instructional focus areas and those three are listed there committed professional learning communities intentional literacy development and strategic student engagement these are focus areas that we have wrapped around in our leadership Academy meetings with principals we are reviewing them talking about strategies principals are talking about them with their teachers and identifying what

061each of those looks like at their school site. And then professional learning communities, and you've been hearing about this for several years, we provide time for teacher teams to meet during the year, plus we have five Wednesday afternoons where there's additional time for teachers to meet. We have common assessments, and we have school-wide data analysis. And then, So we talked about science and the new science curriculum and social science was adopted a couple of years ago. So this year we're really focusing heavily on implementation of those new curriculums and having those conversations with principals. And then math is really our sort of next focus area in terms of adoption and so We've established a math leadership team, which began meeting last May and has been receiving additional training and is really helping to shape the

062new math pilot. And then finally, through the support of YCOE and CCEE as a part of our... targeted differentiated assistance that we've been identified for we are providing really targeted support for our school site leaders through site visits and and guided walkthroughs okay and that's the glossary but I'll just skip over that and open it up for questions thank you very much Christina yeah colleagues questions or comments I'll start off with trustee Richardson Feller so I'm really interested in the overall with math And we've seen some declines in math like the smart balance but and with the 30% D's and F's. How many of these kids are having a hard time grasping the concept and how many students have just decided. to show up and I'll preface this. I had a conversation with a student,

063my student, who is absolutely solidly okay with getting a D in math because you can still go into your program. There's an agreement with all of the UCs in the community college and you can still get in. It's not about free money if you've done the dual enrollment. I mean, the answers basically cut me off at the knee. And I was almost convinced that, okay, I mean, just get the D and go on with the next class. But I'm seeing that that's a common sentiment with this group of kiddos. So I'm concerned of how many kids have just given up and found an alternative pathway to success and how many kids are really not grasping the material. It's a great question, and I don't think I could answer it tonight, but we would definitely need

064to To to engage in discussion with our math teachers I think to get deeper into that right I asked just publicly rather than just an email to bring awareness to this because we have kids who are finding alternative pathways and if we are looking at it as if this is a Comprehension issue and the kids aren't grasping the material and we've gotten to dissect it so that they can digest it We're missing a huge opportunity to intrinsically motivate our kids and teach them about commitment and not just passing by. Just a conversation definitely one thing I'll just say to add on is the the new math framework I think addresses some of that through the way it's Connecting the standards the math standards are very discreet and Sometimes feel very disconnected for students in terms

065of like their life and its application to what they want to do but the shifts in the new math framework focus on making it relevant to students. And so I think that hopefully that will address some of what you're referring to. I know that definitely math, you know, we all hear folks, adults say, oh, I'm just not good at math or I hate math. And so attacking that attitude is. is something that is important. I will add a question and then I will pass it on. The next time we do student data review, I would love if when we're talking about math and areas that we can do this information, I would like to know how many students are actually using the retest center. Because I think that will actually give us some information of

066who's grasping the concept and who's just found an alternative pathway to success. Thank you. Thank you, Trustee. Thank you. Trustee Brubaker. I'm curious, is there potentially any correlation between the schools where the adopted science curriculum was trialed and the schools that are showing the most growth in that area? Like they've had just more time to have experience with the curriculum. I don't remember what schools it was trialed at. We had piloting teachers from... Um, I'd have to look. We have piloting teachers from just about every school. Okay. But it's a good question and something we can dig into. Okay. Yeah. Um, one comment I have, which is looking at, and I, I'm, this is relevant to me because I have, my oldest is about to go into middle school and she was a kindergartner in

0672020. And so as I look at these performance graphs where the lower grades are kind of stable and then middle school we see a big jump and then high school we're seeing bigger jumps, I feel like there's some causation of the early elementary school disruptions in education still having this sort of unfortunate trend that now these kids that were a little bit younger maybe are seeing the benefits of that change in curriculum. I'm not sure I'm articulating this very well, but I think maybe you understand what I'm getting at. The fact that we're seeing big jumps in seventh grade across the board is pretty amazing. And like, what is that special sauce we can bottle it? But maybe it's just the structure that we've been dealing with for the last five years. Well, we have

068talked with the middle school principals about the growth that they've seen. And, you know, one thing that the middle schools have done is they've really gone like whole hog into professional learning communities. Their teachers are meeting and creating common assessments and reviewing data. They've been trained and they've really, really bought into those structures. And so in conversation with the principals, that's really what their thinking is leading to that. I mean, that's definitely a replicatable thing. So that's great. Yeah. Awesome. Okay. That's it for me. Yeah. Thank you very much. Trustee Brubaker. Trustee Rodriguez. Aye. First comment is just I want to thank you for all your work and thoroughness I think a report like this gives everyone the ability to look at all the different intersections of the work and the test results. Being able

069to integrate the school grades to try and see if we can find a correlation, I think is the kind of thoroughness that we asked for many years ago. I THINK IT'S NOT ONLY YOU, OTHER STAFF HAVE ALSO WORKED ON MAKING SURE THAT WE HAVE DOCUMENTS THAT HAVE THE NECESSARY INFORMATION WITH DEPTH TO BE ABLE TO BE MEANINGFUL. AND THAT'S SOMETHING THAT THIS BOARD, PREVIOUS BOARDS HAVE REALLY WORKED ON. I THINK WE SEE ONGOING WORK, BUT IN SOME WAYS A CUMULATION OF THAT EFFORT, THE BOARD, SUPERINTENDENT ASKING FOR MORE MEANINGFUL REPORTING AND I THINK THIS IS A REALLY GOOD EXAMPLE OF WHAT THAT IS. SO THANK YOU FOR THAT WORK. ON PAGE TWO, ON THE SMARTER BALANCE ASSESSMENT, RESULT 2025. performance by grade level for English language arts. When you look at that graph, what stands

070out to me is third grade and fifth grade. And they stand out because if you look at them both and you look at the first measure from 2021, 21-22, and then you look at the last measure, 24-25, there are two grades in which they actually decline. That's not true for any of the other graphs except for the 11th grade, I think, by one. And so to me, when I see that, I kind of identify, the question I ask is, so what's going on in third grade and fifth grade that not just in one moment in time, but through this graph, we see a kind of longer term, right, where we're not doing this well. And why is it in third grade and fifth grade? And I'm just wondering, you know, I know it's a larger

071conversation and what have you, but what are your reflections on that? Why do we see that a little bit longer term evidence of some decline in third and fifth grade? Yeah, it's a really good question and one that we have been looking into. I think there are some aspects of the test taking itself at third grade where that's the first year that students are taking the assessment. That's one thing that I know that a lot of teachers and administrators have shared. I can't explain the fifth grade drop. over the last several years. We don't have really an explanation for that at the moment. We're just beginning to really dig into the data. I think also what's important for us and what we can do as of this morning is look at trends and patterns across

072the state and with other districts as well. We do want to see if our trends are similar to what's happening around our area and in the state at large. A lot of times there's commonalities. in certain grade levels based on the content of the test, the content of the standards that are assessed, and the level of difficulty. Yeah, I think I say that just because I want to suggest that as a point of inquiry as you do your work and when we see this because it also points to me that if we're going to... ALLOCATE RESOURCES, WHICH WE ALREADY HAVE IN MANY WAYS ALREADY. BUT IF WE THINK ABOUT ALLOCATING MORE RESOURCES, YOU MIGHT WANT TO TAKE A LOOK AT THIS THIRD GRADE AND FIFTH GRADE, WHERE WE HAVE SEEN THIS NOW A LITTLE BIT

073OF A LONGER-TERM PATTERN AND REALLY TRY TO GET AT THE GIST OF THIS PROBLEM. FOR ME, IF YOU CAN ELEVATE THIRD AND FIFTH GRADE, THAT SHOULD BE A GOOD THING. PROBABLY I THINK WE WOULD SEE A LIFT ALL THE WAY DOWN AS WE GO. SO TO BE ABLE TO SOLVE, AND YOU KNOW, IN FOURTH GRADE, THEY SHOW IMPROVEMENT, YET THEY'RE ALL LOW. SO IF WE COULD JUST ELEVATE THERE, I THINK WE WOULD SEE THAT RIPPLE ON DOWN THE LINE. SO I JUST OFFER THAT AS AN INQUIRY THAT YOU WOULD MAKE WHILE YOU'RE DOING YOUR WORK. IF I COULD JUST ADD, I'VE BEEN TO CONSIDER IS THAT WHEN STUDENTS GET TO THIRD GRADE, THEY'RE Reading to learn not learning to read a very different expectations at third grade In the lower grades are just learning phonics

074only into coding their blending words And they're learning to read when they get a third grade now. They're reading to learn and the assessment changes Nothing to keep in mind regarding the difference between third fourth fifth grade is that the class size? THIS ALSO INCREASES. AND SO POTENTIALLY SOME OF THE THINGS THAT WE CAN PROBABLY INCLUDE IN OUR INQUIRY OF WHAT'S HAPPENING. SO THERE'S THE OTHER THING TO CONSIDER AS WELL. IN OUR DISTRICT WE HAVE TWO READING PROGRAMS AT THE ELEMENTARY LEVEL. A DECISION THAT WAS MADE MANY YEARS AGO. WE HAVE WONDERS. K-3 and then we have a more rigorous program in fourth through sixth grade. I always forget the name. Benchmark. Benchmark. Yeah. The spiraling of the program, that's been a challenge for us, but we're looking forward to soon go through the process

075of getting a new English language arts adoption. So that's been a challenge for us, a decision that was made before this board, before me, that I THINK HAS IMPACTED BECAUSE CURRICULUM TO K-6 READING PROGRAM, WHEN THEY DESIGN THE PROGRAMS, THEY SPIRAL AND THEY BUILD ON THE STANDARDS AND THEY HAVE A CERTAIN APPROACH THAT A CURRICULUM IS DESIGNED FOR. AND THERE WAS A TIME WHERE THE DISTRICT DECIDED TO HAVE TWO DIFFERENT CURRICULUMS WITH TWO DIFFERENT APPROACHES, WHICH TWO DIFFERENT spiraling and building up the standard so I think that has been one of our challenges as well and that may be the impact that we're seeing in fifth grade so what I'm trying to say is probably very more complicated and different ways to look at it thank you going back around trustee Villagran Anyone else any

076questions or comments trustee Rodriguez-Mojica. Thank you Thank you for your responses to the questions that I had sent you earlier. I did want to ask though one of my questions was related to The actions to address the racial ethnic gap that's listed in slide 15 And I don't know if I missed it when you're reviewing that slide, but in your response you mentioned that That they're gonna be outlining the findings from the equity review. So if you don't did I miss you sharing that? I don't actually I don't know if I if I shared that that was my intention. Yeah if you don't mind elaborating on that. Yes so um that as you'll as you'll see in those um grade um charts and when you look at other data that um is disaggregated by race

077and ethnicity you do see there's a pretty significant racial and ethnic gap achievement gap in our district it's been that way for years it's um you know, a pattern that unfortunately is predictable in school districts around the nation. And so one of the, that was, you know, one of the reasons for engaging in the systemic equity review, which was completed a year ago, two years ago. And so we have we do have a set of findings and recommendations from the equity review and those are designed to To ameliorate or make make better that that racial ethnic achievement gap And you're not ready to share any of those? No. I'm just curious. We have action steps, a slide, right, for any of that. And we don't have to go into detail, but it's a consistent gap

078that we as a board have been discussing. So I'm just really curious what, even if it's just a quick overview, what our action steps might be to address that. We didn't come prepared for that tonight. We can come back another time unless, you know, there. I don't have that on the tip of my mind right now. I think Director Orozco is ready to share. A very brief summary. I don't want to put staff on spot because they weren't prepared for this, but Maria, if you can just give a very brief without going too into detail if you're not ready. I mean, I don't have every action, everything memorized because I'm working on that. So we definitely have all the actions identified as mentioned previously. other reports. The working committee establishes we have actions we're working

079on a very detailed that month by month timeline to get so one of the actions that we're going to pursue is looking at grading through an equity lens. We see issues creating that's one example that's really going to be a big left for staff and I think I anti bias training are thick studies are doing some work for to expand the studies in elementary as well. I know kind of searches and fellow has mentioned that before we met yes. And we have a plan we're looking at different things so there's there's four major areas and HR is doing their piece and so we'll be meeting with each of those leads here shortly to Lay to look at the month by month because that's the approach we have the year three year plan So now we

080have to lay it out So there's instructional pieces, there's coaching pieces, there's student services pieces, and there's community engagement pieces for families. Director Sharp's going to be working on a family engagement policy, I believe. And so it's really going to be an entire district effort. The equity policy just recommended it. It's something we're going to uplift, and it's all around the equity policy. And our goal is to infuse that into the LCAP so that we don't have separate documents. and that is aligned to our goals. So you'll be hearing more about this. And if I may suggest that it be infused into the literacy framework that's still in progress, just so like you said, there's not, everything's integrated and they're not different pieces. And yes, just quickly, I'll just add to that. There are a

081lot of connections between what's in the equity review and what's in the literacy framework. So we will make sure to make that happen. Thank you very much trustee moving around trustee Rodriguez. I just want to make comment to trustee Rodriguez mojica that I'm also concerned I have you know, I've seen that pattern since the beginning of my time on the board and I think that some of the work that's already being done is addressing a piece of that information that situation but I think it is a very worthwhile for us perhaps those of us who were interested in that particular subject to meet and have a more in-depth discussion about all the things that that may cause that because it is deeply concerning not only is it deeply concerning that it That we see it

082right now, but that it has happened for so long and so yeah that There's definitely room if you'd like to have further conversation on that topic So that we can help guide policy on that issue Thank you very much. Any other questions comments or discussions trustee Garcia? Hi. So my question is about if If there's any support for those students who are low on math or Spanish on the primary, I think they're offered like a tutoring or after school. So students at the elementary level who are in need of support many of our schools have intervention time built into their into their day so they have what's called wind time or what I need time and and teachers are through the PLC process meeting together in their teacher teams and identifying those students that need

083additional support so if they were below level on an assessment then they group them and then decide what those groups will look like and what instructional strategies they'll use my other question is if um i know this not happy it'll happen but can the parents be to know at early at the beginning of the year You already know past year, last year, your kids is low. We need to, in order the parents can help them since the beginning of the year. No waiting for the parent conferences in November. Yeah, I think that's something that we would need to work with the principals on is that communication to parents. There isn't a, we don't have a system for that at the moment, but the parent conferences in November are the time to discuss progress. But yeah,

084it's something. I missed a question, I'm sorry. Trustee Garcia is asking if it's possible for teachers and schools to let parents know earlier than the November conferences if their student needs support. in a subject area. Based on the last year results, on the previous year. The previous year's results at the end of the year, they do get the report card at the end of the year. So at the end of the year, they get the report card and identify how. Teacher students did at the end of the year so parents should be be aware at the end of the year How their students are the test scores are sent out to parents one of those mailed out Christina this one's that just there in the parent portal. They're available in the parent portal sometimes in

085May and June Mm-hmm. And so parents get that information and I believe our teachers also send I ready Results as well throughout the year and when they do their assessments And if I can just interject our parent our teachers are pretty proactive if they see a student slipping they will call the parent they will email the parent they will do all of their due diligence to make sure that somebody is aware of what's going on with the kid not meeting academic levels. It's it's not like there's a kid who's getting D's and F's and they're just. nobody's doing any interventions. Yes, my point of view is a migrant parent knows this kind of parents knows the system. So they're lost. They don't know how the system works. And that's why my point of view. Yeah,

086for all those who read in English and... That's why I know we get the grades, but it's a different teacher now. So next year, different teacher. Yeah, so that's why my question, if we can do something earlier or just tell the parent, you know, your students is low. We need to work more or something. That way we can make, we're a team. Yeah, the parents and the teachers. our team and that's why my point of view and um i'll just add that um i know that we have gotten some requests for parent trainings about the report card or about the elementary grading system and about i-ready and and how to understand what's in the what i-ready says about your students needs and so we're working on on developing those some parent trainings And just a

087reminder that we do have our English Learner Specialist who specifically target that. So on top of what other students get, there's an additional layer with the English Learner Specialist that do English, we call them alerts, English Learner Review Teams. And they meet an additional, on top of what is regularly done, to make sure that we communicate to parents how they're doing as well. Yes, that can be very helpful if the parents to know where they can ask question or who can they help but because Those kids are the most vulnerable and the kids could need more support in this family. Thank you All right. Any other questions? Trustee Rodriguez-Molica. Just one comment. I just want to recognize and applaud the results for the AP Spanish exams, right? For AP Spanish language, we had 107 test

088takers and we had 94% passage rate. That is really, really incredible. And it looks like our average score in the district was a four and that is higher than the global in California, which is a 3.6. for spanish literature i know that class is not offered as frequently so we only had three test takers and we had a hundred percent passage rate so just recognize that and um applaud the efforts that went into that or ap spanish teachers and then also all of the dual language educators that um put in a lot of work with our students and all of the work for our students too definitely yeah yeah they were in the ap uh test i hear we're on the top of the state even on the on the country, I would say, at

089least for the state. We're on the top. All right. Thank you very much for this presentation. Thank you, Christina. So we have some areas to celebrate and some areas to work on. And so we're looking forward to bringing you another update in the near future with more data on how our students are doing. The next item will be, go ahead. All right. Let's go ahead and move on to the next item. It's the bullying report. It is a written report. Yes, it's a written report. Our Dr. Felicia Donnie Wilson put the report together. I know some of you, many of you sent questions already and then she responded to them. If there's any additional questions, she's here to answer. This report came from... resolution that was passed by the board several years ago. I think

090it was led by Trustee Rodriguez and in that resolution we it was requested direct or directed to staff to do a three-year annual assessment by the outside organization on bullying data, but in between those three years that we would do internal review as we're approaching the third year. This is the finishing of the third year, so next year we will have an outside agency come and do a review to see how we've done in the last three years. Any questions for Dr. Wilson? Trustee Rodriguez. Coming up. Hi, how you doing? Good, how are you? Good, good. Thanks for being here. So thank you for all the work that you've done on this report. I think, you know, in reading through it, one of the things that stood out to me is in middle school, we

091have 50% of middle school students indicate they felt safe at school. You know, it's probably not safe to assume that 50% don't feel safe, but you might make that inference, right? And so for me, just practically looking at this, to me, I see it as our students, it's almost like starting a conversation with our students about this issue. And it just strikes me that, you know, when we get back a result like that, you know, it makes me feel like I want to hear more, right? And so, you know, is it possible to go back? to them and ask them something like, well, what would help you feel safe? What things do you think would help make you feel safe? Or some question that got more to the particular issue that made them feel unsafe.

092I think that would be worthwhile to do, especially in the middle schools. I think the high school. 61% indicated that they felt safe. But I don't know how feasible it is to return back and try to get more feedback, but I'm especially concerned with the middle school, elementary is 69%, which. We want to do much better, but you know, it's a solid number to some in some ways But how feasible is it to be able to maybe go back at least to the middle schoolers and kind of get more feedback in the way that I suggest I think it's a multi-layered response so Hang with me for a second while I go through it and then we can have that conversation and more depth First of all, these are seventh graders that are taking this

093This survey it's California Healthy Kids. It's the seventh grade year They're taking it about four four and a half months in to the school year and it's scary going to middle school It's just it is it is what it is. So that's the that's the data that you're seeing here I would refer back to our safety plans where we go more in depth with trying to determine what is scary at school. I think you've heard our principals report back when they talk about their safety plans, bathrooms. Bathrooms are where we're scared. And I can go through more detail if I had it all in front of me. But I will say that not these particular students, we are now eighth graders. We can. absolutely go forward and in our youth advisory groups and in those

094kinds of opportunities we can elicit more response specific response but I would refer back to our safety plans because they have done that in the element of safety and feeling safe on campus this is a survey that was done like I said just with our seventh graders last year and they haven't had full opportunity to get adjusted and feel comfortable with the school. But that is something we can do with our groups. But again, I would look back at our safety plan information as well. All right. Anybody else? Trustee Rodriguez-Molkica. Hi, thank you for your responses to my questions earlier. I was reviewing it though, and I think you just missed two. The very last one. I did. Oh no, I'm so sorry. So I'll just take an opportunity to ask right now. In the

095report on page seven under next steps, we have incorporate age appropriate SEL modules specific to bullying prevention. I am curious if we already have those SEL modules available or if our staff would be responsible to in developing them. We already have those in each of the programs that we do have. Those are modules that we can. purchase in addition to middle school has already done that just going back to middle school they they have in second steps they have historically used that module we this year have extended that into our elementary and our counselors are providing that this year um my second question is still in the next steps um section the very last bullet as a next step we have established consistent restorative practices for bullying related investigations And I'm curious about what practices

096we currently have for bullying related investigations. So in investigations, anytime we have a victim, we look for supportive measures. And when we talk about supportive measures, that looks a variety of different ways. Is it an opportunity to have a restorative conversation with both folks, with both? students or the group of students? Is it perhaps offering a schedule change? Is it perhaps offering counseling? Is it perhaps offering opportunity, depending upon the situation, it could go all the way from. using a bathroom up in the office instead of using it out you know in the the school area is it is it a is it changing in a different area if it's a locker room issue there's a lot of things that go to the specific incident but when we talk about um restorative practices most of

097that is in a supportive measure type of way and it could be a conversation that's held with the administrator and the or the counselor it could be a variety of different things depends on the severity and the willingness of the parties So when we say that will establish consistent restorative practices do we mean that we'll have a Protocol like guidance that folks will follow so we are working on that So with I can speak to our counseling group in the elementary world They work through providing Guidance would be a word on what things we can do to support kids And then they will go out when they're working with students in that in that in this need area and provide that moving forward into our secondary level that's not something that is as consistent as

098our counselors aren't as as Hands-on in this particular topic, so we are moving upward towards that And that is something that we are working on. If I can just add, at the elementary level, our teachers work on restorative discussions when they come back from recess. For example, if something happened at recess, they have discussions. There's curriculum that we use to support students' well-being. SEL curriculum part of that comes with you know feeling safe how to treat one another with respect how to deal with conflicts and then our wellness teams also identify there's groups of students who are having a problem sometimes they have small SESSIONS WITH A GROUP OF STUDENTS. YOU SAW TONIGHT AT THE MIDDLE SCHOOL LEVEL WHERE YOU HAVE STUDENTS BEING THE LEADS AND SUPPORTING THEIR PEERS. AND THE SECONDARY LEVEL IS A

099LITTLE MORE DIFFICULT BECAUSE OF THE MOVEMENT OF CLASS TO CLASS. SO THAT'S WHAT FLEETY WAS REFERRING TO, THAT WE'RE WORKING ON HOW WE CAN PROVIDE ADDITIONAL SERVICES. THEY DO HAVE THE LEARNING CENTER, THE ASSETS PROGRAM, WHICH MANY STUDENTS GO THERE. Our schools provide safe spaces for students who don't feel like being in big crowds during recess. You see a lot of those rooms that are provided at our school sites. So those are things, some additional examples that I just wanted to highlight. And we also have our NVIH counselors in that area, and then we're running small groups through that as well. So thank you. Any other questions or comments this evening? Trustee Brubaker. So I noticed that, interestingly, in the elementary school, there's a 7% increase in students saying that teachers and adults around them

100make clear bullying is not allowed. But then there was a 3% drop in students feeling safe at school, which seems contradictory. I'm curious whether the questions asked... made that do they feel safe in school relevant to bullying or was it just a general do you feel safe in school? It's a general do you feel safe in school. It's not directed towards the bullying piece. These are the questions that we can extrapolate out that would reference bullying or... elements of yeah. Okay. Thank you. I also wanted to say I remember the Wild West of seventh grade So I'm not surprised that there's a difference it would be interesting and I know it sounds like we're doing something different next year But if we could maybe do a seventh and eighth grade just to see if there's

101a wild disparity in those responses because oh My gosh. Yes. I remember that Thank you Yes, the middle school, especially having having two years having incoming sixth graders you know, changing from the elementary environment to the middle school environment and then they go to eighth grade and then they go to high school. It's a huge, those couple years of transition are challenging not only for our students but also for staff. And yeah, I just wanted to make that comment with the middle school and they're not only that but. THE TIME IN THEIR LIFE THAT HORMONES AND ALL THOSE CHANGES AS WELL. IT'S ALSO A DIFFICULT TIME FOR PARENTS, THAT AGE GROUP AS WELL. SO A LOT OF GOING ON. YESTERDAY WHEN WE WERE DOING THE SUPERINTENDENT ADVISORY, I COULD TOTALLY SEE WHO THE MIDDLE SCHOOLERS

102WERE. IT WAS VERY EVIDENT ON HOW ACTIVE THEY WERE AND HOW TOUCHY THEY WERE WITH EVERYBODY'S VISITING THE SCHOOL SITES. Thank you very much. I think that we've gone a long way since we passed a anti-bullying resolution a number of years ago. We have made some changes to our policy and I'm very excited to see a bullying report come forward. I'm not excited for the concept of bullying and what it means and you know what it does to our students, but I think with these reports we are able to measure the areas of improvement and how our students are doing. So thank you. I think that this is something that is a significant milestone that we've achieved. So thank you very much. With that said, is there any other questions or comments before we move

103forward? Trustee Rebaker. I meant to thank Trustee Rodriguez for bringing this forward. I think this is a really valuable tool for all of us. So thank you very much for your leadership on this. I just say it wasn't just my ship. It was the entire board right we we all bring forth Issues that we think are important, but this isn't a dictatorship right it takes four votes to move something forward and the THE GIST OF BEING A BOARD MEMBER IS TO TRY TO BUILD CONSENSUS AMONGST ALL THE BOARDS. THIS BOARD AND THE PREVIOUS BOARD, WE ALL SHARE IN OUR GREAT MOMENTS AND MAYBE SOME OF OUR LESSER GREAT MOMENTS. IT'S ALL A GROUP EFFORT. ALL OF US A TEAM EFFORT. THANK YOU. ALL RIGHT. DID I SEE ANY SHOW OF HANDS? TRUSTEE RODRIGUEZ-MOJICA, DID I

104SEE ANYONE? YES. Thank you, Trustee Rodriguez. I do have another question. I think you mentioned that in middle schools, bathroom safety is an issue, right, in regards to bullying. Have we looked into how to help that? Like, what can we do in the bathrooms, right, to be able to minimize or completely eliminate bullying happening in bathrooms? That's a hundred million dollars that I would I would retire tomorrow if I had that answer Very difficult because of student privacy And I mean that's been an ongoing problem not just our district students just don't feel safe in the bathrooms because they're They go in there and they start being kids sometimes and they know one adults are on there We want it. It's like a balance between privacy Sometimes they go there to go play they go

105play they throw things in the walls, you know, that's those kinds of things and I I think the very challenging to address that I think one thing that Could be help we can't put cameras in there Right, that would be a violation of their privacy we probably would put that having staff and there would probably be Always in the bathroom. I don't know if that's something that we would have the resources to or that would be reasonable to do Another thing would be something that could help make potentially May cause other problems But there are bathroom stalls that go all the way to the bottom to the top of you've seen those in airports But they can also hide in there and do other things So it's a very difficult Thing to address and so

106I think one of the things that the schools have been doing What is that program they have now when they go this can you talk about Minga? Sure. So our high schools and I believe Cash Creek does it as well. It's a program in which students, if they need to go to the bathroom, it goes, they put it, it's an online thing. It's like an app on their phone, on their Chromebook. Can I go to the bathroom? And then you can, as an administrator, control who gets to be out of class at the same time. You can go right now and then you ask to go, but we know that those two can't go at the same time. So then you get a red light, like you can't leave the room until you are back

107in the room. So it's an overall program that is used. And again, we can put information in there like you're a senior, you're allowed to go off campus, you're not allowed to go off campus, those kinds of things. So our high schools do utilize that program in a variety of ways that can help support when they're in class. When we're all out at the same time for passing periods are all out at lunch. It doesn't control that particularly you can't say oh You can't go to the bathroom because there's nobody there to monitor that piece, but when it's class time It's definitely something that can be utilized to support this the bathroom concerns Again, that's what our high schools are using I don't think our middle schools They use five star. It's a different version

108of it, but something similar. But again, it doesn't control that free time where everybody can utilize. In addition, with Measure Y funds, we've also been able to upgrade cameras. And so we've been very intentional to put cameras that we can be visible who goes in and out of the bathroom. So if something were to happen, staff can follow up on any incidents or monitor about who's going in and out of the bathrooms. Yeah, and I I mean I asked because it seems to be a common issue and it's really nice to hear that we already have Minga or five-star right at middle school And I would really like to see us Focus on this a little bit more and maybe pilot something maybe not do it everywhere But I just did a quick Google search

109and the full height partitions came up right as a possibility Installing floor to ceiling partitions and cubicles and they prevent students from being locked in the bathrooms or being disturbed by others The digital hall passes that you just mentioned that we already have came up There's occupancy sensors to where they can monitor the number of people in a restroom without audio or video recording non-invasive technology that can detect detect any behaviors like vaping. So there's things out there and I know they cost money and our budget is a big issue of concern for a lot of us. But it would be really nice if we spent some time to think about what can we try out and just pilot maybe at just one site and see if it makes any changes. And maybe it doesn't

110even cost that much money. So I'm just putting it out there as something to think about and maybe explore a little bit more seriously. But I applaud everything that's happening already with Minga. I think that's really good. And I can see that being a big step forward already. Thank you, Trustee Rodriguez-Molica. I just wanted to piggyback on that because I just hearing about, you know, the bathroom incidences that have happened and also having collective conversations with other parents and students about. what's their comfort level of using our facilities in schools. What trends is they don't like to go to the restroom at school. So a lot of our students hold it until they get home. And then some of them get special passes, medical passes or a medical permission slip to be able to use

111restrooms inside of our office space. I'm sad because, you know, if you have to go to the bathroom, holding it isn't good. So I think there's a lot to say about a stigma. being out there about going number two at our school sites and being bullied if you do because it smells. And I'm sorry, but that's the reality. That's the reality that our students are living. Even ourselves, you know, we may not feel comfortable in our workspaces going to the restroom at a certain time of the day. So I think, like you said, Trustee Rodriguez-Molica, like... what can we implement at our school sites to try and break away from these stigmas that you can't go to the restroom and utilize our facilities. Maybe it's trainings, maybe it's speaking in a safe space with our

112students about normalizing being able to go to our restroom facilities and use them for what they were meant for. and kind of talking to them about, you know, what are the side effects of holding going to the restroom? You know, because I think that's something that I don't remember being being talked about at school or at home. You know, it wasn't something that we talked about openly. But I just wanted to piggyback on that and talk about it. And I'm sorry if I made anybody feel uncomfortable, but that's the reality. You know, thank you. Anyone else? I mean, I, you know, there's so, so many things. I'm sorry. Did I jump over? I was just going to say that. Is it okay? I was just going to say to that point that I will be

113submitting a yellow sheet so we can discuss this a little bit further. But that was all that I was going to. Thank you. Yeah. And I was just going to say that I think, you know, so, so many things that. I DON'T THINK COMMUNAL BATHROOM MEANS DOESN'T SEEM TO WORK ANYMORE. IT MAY HAVE WORKED FOR A SCHOOL STRUCTURE IN THE PAST, BUT INDIVIDUAL BATHROOMS WITH THE ABILITY FOR THERE TO BE PRIVACY, I MEAN, THAT'S REALLY THE ANSWER AND THAT'S A CONSTRUCTION COST, RIGHT? THUS THE IMPORTANCE OF PASSING OUR MEASURES OF PUTTING FORTH THE KIND OF EFFORTS THAT WE NEED TO BE ABLE TO MAKE THE KIND OF REALLY FUNDAMENTAL CHANGES NOT ONLY IN BATHROOMS BUT IN THE REST OF OUR STRUCTURES. SO THE NEXT TIME IT COMES UP, YOU KNOW, HOPEFULLY WE'LL ALL UNDERSTAND HOW

114IMPORTANT IT IS TO NOT ONLY PASS OUR MEASURES BUT BE INVOLVED IN OUR MEASURES TO THE UTMOST DEGREE. CAN I ADD SOMETHING? I APPRECIATE YOUR COMMENTS. The reality is that we have a lot more needs than we have resources. We can do anything we want. We just can't do everything we want. And so if we are going to reprioritize, we can reprioritize. We just can't do everything we want. And so if the bathrooms become a priority versus other facility needs, then that would be the direction of the board. But just for you to consider that there's lots of needs in our schools. We have still have not with the money to receive with measure why it's not enough to address all our ADA issues across the district. It's not enough to address all, did not

115even barely touch the roofing issues that we have. We have outdated electronic. electrical systems plumbing systems HVAC still that need to be replaced. We have some places still have a swap coolers types of infrastructures And so this just a lot a lot of needs but if the board decides that bathrooms are a priority then we will have to readjust and Put some other things to the side. Thank you. I appreciate the conversation. I think that this is very, it's a constructive conversation while it is within the scope of bullying and the report of bullying. So please submit your item in the yellow sheet format. And I think that this concludes the item. Am I correct? All right. Thank you very much, colleagues. Thank you very much. Moving on to item four. This is a informational

116item to review quarterly reports on Williams uniform complaints And this is a written report any questions or comments on this item Seeing none. Can I move on to the next? Thank you very much facilities and mate facilities and finance Item M, this is an action item, so we do need a motion, and this is to approve Resolution 16-26 to establish temporary inter-fund transfers of special or restricted fund monies. Any questions or comments on this item? So moved. Any questions or comments before the item is actioned? All right, thank you very much. It's been moved by Trustee Richardson-Fowler. Can I get a second? Second second there by trustee Rodriguez. I'm gonna do a roll call vote trustee Villagrana. Yes trustee Rodriguez Mojica Yes, trustee Richardson Fowler. Yes, trustee Garcia. Yes trustee Brubaker. Yes, trustee Rodriguez. Yes

117trustee Bautista Savala. I motion passes to approve resolution 16-26 moving to item n Human resources. This is also an action item to approve local assignment options related to ed code four four two five eight point three Any questions or comments on this item? All right, seeing none. Can I get an motion to approve so moved again trustee Richardson Fowler motions to approve approval of local assignment options ed code four four two five eight point three seconded by trustee Garcia Let's do a roll call vote again trustee. Villagrana. Can we just take a vote? I'm sorry. We just take a vote instead of the roll call vote. Sure I just want to make sure that there's no okay. Let's do Let's do about all those in favor. Please say aye aye any opposition or abstentions All

118right seeing none. Thank you Item Oh governance support. This is an informational item with ability to take action in flow sash action and this is to discuss this to establish a student board member and there is a presentation Yes, I have the clicker here Okay This is a follow-up from an earlier discussion I think believe sometime last year regarding consideration for the board the board wanted it was a request for trustee Villagrana to consider for the board of having a policy to establish a student board member at that board meeting the board requested was not ready to make a decision on time the board requested more information to consider different options different instruction structural options and also to consider Student feedback. So this is an update from that report Again a student member would support

119our goals. I believe in all of them Will support all our LCAP goals So currently I wanted to share with you about currently what structures we have in place for student voice and of course we have our teachers that ARE WORKING ON THAT AT THE CLASSROOM LEVEL BUT I WANTED TO TALK MORE ABOUT WHAT STRUCTURALS ARE IN PLACE TO GIVE INPUT REGARDING POLICY, SCHOOL BUDGETS, INPUT ON PROCEDURES IN OUR DISTRICT. SO CURRENTLY WE HAVE HIGH SCHOOL STUDENT REPRESENTATIVES HERE THAT COME TO THE BOARD MEETINGS. EACH SCHOOL, THEIR ROLE IS FOR EACH HIGH SCHOOL TO COME AND GIVE REPRESENTATIONS TO REPORTS AND UPDATES TO THE BOARD AND ACTIVITIES AND TO GIVE INPUT. The reality is mostly they come to share what activities they share, right? Once in a while you do hear students may voice. opinion

120about something but that happens very rarely but the structure is in place if you wanted to develop that more that is that is a possibility and they serve more as a the voting they don't have a voting power their advisory they pretend they provide input and but basic basically the way we have the structure currently right now they just give us reports on what's happening at their schools We also have student advisory councils at all our schools now. That's happened, I think this is our third year, I believe, or fourth year. And these are groups of students that are selected at the school site, and they give advice. They meet with the principals once a month, and they give advice to the administration on related matters at the school site. school rules or activities that

121they want to do. We've also, as you know, have established them giving input on the development of the school plans. Again, they're only advisory groups and they provide input. They may have informal voting at the school site, but they are a structure in place to provide student input and have student voice about what's happening at their school. And then lastly the most newest one is a superintendent youth advisory council and this is representatives from all our secondary schools and they advise me on things around the district and as you saw earlier when I presented my superintendent report one of the things that we do with this group is to try to be their leadership skills try to build their background knowledge and understanding how this district works what is provided by the district um and

122uh you know so they can be better better aware and informed to be able to advice one of the things that we're doing yesterday when we were visiting food service they had a lot to say to spencer about the food um and and and when they're going into the freezer and they had very curious about you know how this where this food is stored and had questions um i have to share this one funny story i get i spencer changed his um chicken patties The students don't like the Spencer still in here they don't like the new chicken patties that he purchased and They wanted to know if they can go back to the other chicken patties that were like more oval shape versus the ones that they have now and so Spencer explained that

123sometimes Availability of vendors so what they sell so he was explained to them some of the limitations But it was just good for him to hear that they really liked the old chicken patties I just wanted to share that as one of the things. And they wouldn't know that Spencer is the one who makes those decisions. And so these are the three structures that we have in place. All three of them still, I believe, have room for growth, room for improvement, room for continued development. Again, the trustees request, the trustee requested to consider a board member on the board meeting on September 26, 2024. There was an initial discussion and we presented a draft policy and a draft resolution. I don't have a draft policy or draft resolution for you tonight because we still need

124direction of what you want this to look like. And then based on that, they will come back, either revise this resolution or bring this resolution back. So we're going to continue the discussion from the September meeting in the last school year. And we're going to discuss different options and discuss what we'll discuss in this also equitable selection process. That was something the board was also interested in discussing. So the board has the authority to shape the structure of the student election and appointment any way you want. I spoke to one of our legal counsels, Connor Kennedy, and we discussed this. And this really, you have a lot of leeway as a board to decide what that structure is and what that would look like for you. There was the last board meeting when this was

125discussed, discussions about if we had one board member, there was concerns about how would that be equitable if one high school is larger than the other high school in regarding votes. After just speaking to the old council, there's no really way around it. Because the only way to make it equitable for in regarding the number same number of students is that we would have to deny Some students from one school not to vote. So we really can't do we can't do that so there's There's no way around that to make it like even You know, we're not going to have like only the 500 students from each school, for example, vote because that would exclude other students. So there's no way around that. So I just wanted to clarify that because I know that was

126a discussion and a concern from the trustees about if we were to have one board member, would it be fair? How can it be equitable if we have two high schools and one high school is larger than the other? And the only way to do that is to deny one certain number of students to vote. And we really can't do that. So education code 35012, any pupil selected to serve on the board needs to be enrolled at the high school, must be at least 18 years of age, and she'll be chosen by the students enrolled at Nittorah High School. And this is in accordance with policies that you develop and you decide. What's the question? Did you say at least or less than 18 years of age? Less than, sorry. I think I did say

127at least, but I meant less than. Thank you. So here are three different structures. There's many, and they could be any way you would like it to be, but these are, the first two are the most common, and the third one was just another way that could be considered. So the first one is the one board member. structure where they are elected by the student body of all the secondaries secondaries and that would be what was presented to you back in September of 2024 where you have one student that would be VOTING CAMPAIGN, A BALLOT, AND STUDENTS WOULD, WE WOULD DEVELOP A PROCESS OF WHAT THAT CAMPAIGN WOULD LOOK LIKE, HOW THEY WOULD APPLY, AND ALL THOSE PIECES. WE WOULD HAVE TO DEVELOP THAT. BUT IT'S ONE STUDENT REPRESENTING ALL OUR SECONDARIES OF OUR DISTRICT.

128THEY WOULD HAVE A PREFERENTIAL VOTE. STUDENTS WERE CONFUSED ABOUT WHAT THAT WORD REALLY MEANT, BUT PREFERENTIAL VOTE MEANS IT'S A SYMBOLIC VOTE. On items they would be able only be able to vote on things that are allowable by law They would not be able to vote on any HR Areas, for example, they will not be part of closed session, but they would be able to vote on purchase orders and other items But it'd be a preferential as a symbolic vote. It would not count as a vote to break a tie or to have a overall board The other option structure and the first two are the most commonly used is having multiple students members especially with districts that have multiple. high schools. In our district, that would mean three. They would still also be elected

129at their school site by their student body, and they would rotate. So in our case, it probably would be like a trimester representation when you would rotate students. Again, they would only have preferential vote, a symbolic, and they could only vote on things that are allowable by law. And then the student advisory, this is a little different. They would be elected by the body, but they would be from the student advisory. And again, there would be a provincial vote. So those are three options. When I discussed, there's pros and cons to all of them. It's just depending on what the board's goal is, on what structure would fit your needs or your desires. So we also you also asked for student voice they wanted to have input about what students thought about about this I

130can just tell you there's lots of interest when the students I spoken to and I have if we have here Brandon Killian the armistosa youth development Tulsa and he conducted the service and actually spoke to students. I'm gonna have him present this part I'm sorry I thought it was green it wasn't green we have a survey we had a survey go out to all three of our high schools we had over 1,100 students participate in that survey which is a great turnout representation Over 71% said that it was important or very important for student voice to be present with board decisions. And then we allowed the students, kind of how the survey was formatted, we allowed them to select which of the three models that they preferred. They could select multiple models as their preference.

131With that in mind, just over 50% of the students selected the multiple board members. model. So that is what is indicated by our largest share there. The next one was the advisory. That was the next preferred model. We can go to the next slide. So we did another survey for just our high school advisory groups. That's our two comprehensive high schools had their advisories up and going. And then our superintendent's youth advisory group, and that was just the high school students present in that group. So they noted the benefits of both. It was completely free response in that survey because there are fewer total students, so we were able to get more. details of their thoughts through that process. So we asked which of the structures they preferred and why. With that in mind, this

132group of students, they're all involved in youth advisory, so they have that lens to look through. I think it was 78% of the students preferred the youth advisory model. And the next question was like, what are the, excuse me, whew, I brushed over here. The next question was like, what are the drawbacks that you may see in any of these models? And they did note that with the one board member, they all said that there would just be a lack of representation across different demographics. With the multiple board member model, it would be better than the singular student. but that the advisory council model would have the largest representation with just many voices. However, they were very reflective, I would note, and say that the drawback to the advisory council model that the students mentioned

133is that several of them said that it would be a lot of voices and also that it would take a lot of time to build consensus with that group. They reflected on the benefits and challenges of each of those models that are present. This is the information where we were able to come back to you to assist you with having discussion. So this is now only to the board to discuss or if you have any questions. I personally like the rotating getting one from each high school and then having them rotate as an adult. I don't even want to be here this late. So can you imagine a kid who has to go to school next day serving and coming to all of these meetings and staying until the end at least the flexibility of

134having the rotating they won't have to be here every meeting till the end or late. We might even make provisions and our the way we organize our agenda to do the as we do now have the bind facilities and finance at the end maybe even put governance support above it but we could also rearrange our agenda to accommodate the kiddo sorry that may have come across condescending so to the student trustee And I do like the idea of having more people have that access as well to more voices heard. So that's my two cents. Thank you trustee. All right let's go ahead and go around. Trustee Garcia. Based on the survey I see they prefer three but I don't like to be rotate because I think it's a short period period. they have them on

135the sub board and what happened with the when Cash Create Represent has to take input on something on Pioneer. So for me, that's the best option is to, if you would like to have the three represent we already have, these three represents they already been selected for the students over at high school and And based on my experience as a mom, make a campaign at a secondary level is not that easy. And we need to build a mechanism where it can be a fair campaign and has the same opportunity for all the students. And that can be another thing we need to think about it. So those are my points. So I had planned to make a suggestion of doing sort of a hybrid of the first and second model, but... Use three students and

136have them have a rotating President vice president and clerk so that there would be one student who speaks for them On a rotating basis, but that ideally they would try to come to all the meetings But then also if there's a reason one of them couldn't come there'd still be that student voice because I would really like to have student voice in the meetings I'm still like that idea. However Having read the written responses, our students make some really good points and that's kind of the whole idea of this, of equity, getting a really wide views from our students because we have a very diverse student population and I am so stinking proud of the responses to their questions. We got some smart kids that are very good thinkers, and I would love to get

137as many of those voices as we can. So I am fluctuating, but I also, like, I'm listening to our students on a thing about student voice. So that also seems like that makes sense. I recognize that that's 10 or 19 voices out of the, like, over 1,000 responses. So there is that, but that's where I'm at, which is not decided. Sorry. I think, just to open my remarks, I want to thank Trustee Viagrana. for all his energy and time that he spent over the years to bring this reality to light. We're on the cusp of having some sort of form of student representative, and that is greatly in part to your energy and time. I think that for me, you know, equity issues loom large here. I think it's pretty clear. structurally and from student

138feedback that a singular representative is not something they're interested in. For me, I think advisory or three reps rotating could work. The way I would see it though is that in essence you would have three representatives. AND THEY WOULD ALL MEET TO GO OVER THE AGENDA. THEY ALL HAD A RESPONSIBILITY TO, JUST AS WE MIGHT, HAVE A RESPONSIBILITY TO DISCUSS AGENDA ITEMS PRIOR TO THE BOARD. SO IT WOULD MIMIC KIND OF WHAT IN GENERAL WHAT WE SHOULD BE DOING. SO THEY WOULD ALL MEET TO DISCUSS THE AGENDA, TRY AND SEE IF THEY CAN COME TO CONSENSUS ON WHAT A VOTE WOULD BE LIKE ON ANY PARTICULAR ITEM. BUT IF THEY CANNOT, then say the Cache Creek representative would then write a dissenting opinion, and the pioneer would write a dissenting opinion. And if the Woodland

139student was the one who then had the spot on the board, they would read those dissenting opinions, and then they would read their own opinion, but they had the power of the vote, right? Whoever was up here at the moment had the power of the vote. And to me, what that would do... would give us an enriching perspective of all of their experiences. Because Cache Creek experiences on any particular item may be very different and probably is different than the Woodland High experience. It's different from the Pioneer experience. So when we talk about rotation, it's really kind of a little bit of a misnomer because they would all constantly have responsibility. Throughout just like we all do to go over the agenda to have a discussion See if they can come to consensus and if

140they can't then the whoever is individually going to be sitting on the seat would report out their dissenting opinions and then they Empowered would then give their own opinion or give their vote the other thing is that I THINK THAT IT'S PROBABLY UNREALISTIC TO THINK THAT ONE STUDENT IS GOING TO BE ABLE TO MAKE IT TO ALL THE MEETINGS. AND SO TO BE ABLE TO HAVE, YOU KNOW, A ONE, TWO, THREE POSITION WHERE EVEN IF STUDENT X FROM WOODLAND IS The main representatives they can't come then the number two comes in and and basically does the same thing and they then have the power to give the deciding vote But they could also then report out any dissenting opinions or important opinions that the students want to give out so to me they're constantly getting

141the experience of being a trustee right whether it's from the dais or whether it's from discussions and dialogue and trying to reach consensus. So that's to me that's how that would work and that would be I think a very enriching way to make this happen and it would also closely mimic what we do I think when we're doing it the best way we can is that we're constantly having discussions in our brown act groups to be able to reach a better understanding right and then a better output of information. here at this level better output of dialogue. So, you know, for that reason, for equity reasons, I think I would go with the three student rotation based on that concept that I just talked about. Yeah, I'm concerned about equity and, you know, making sure

142that all schools are represented. Doing a year commitment for one student is a lot. I'm also concerned about participating in board meetings costs money. So I would like to see a stipend given to these students or one student, however, whatever the board desires in terms of whether it's one or two or three. I think they deserve a stipend. to help cover the cost of getting to and from meetings and covering their dinners. I think it's necessary. Otherwise, it becomes unfair or almost unsustainable for students to be able to participate, you know, depending on their means. I think I'm inclined to do the multiple student board members, three. I hear you, Trustee Garcia, when you say running a campaign is very challenging and difficult. It's a lot. But I think our students have the capacity when

143they run for ASB or class representative. I think doing it in that magnitude, that level, I think is something that's attainable. I would like to see the role of our student representatives that are already participating. I mean, I would like to see that role grow. Obviously, the options wouldn't allow for them to have a value in their vote, but they would be able to speak to their youth voice and be able to give us on the spot. participation of where students are in terms of the different agenda items that we deliberate on I'm curious about where our superintendent and staff are recommending that is feasible to implement this new concept of a student board member. And what is feasible? That's my question. Which of these options is feasible and what is the recommendation? Oh, boy.

144We know we work at... Your direction so any of those options Or would we would make it work they all do they are going to require more work and attention additional meeting time of additional Times to schedule research teacher time from staff which is resources I'm not worried about the students type in peace. I think that's not a concern IT REALLY IS, I WOULD PROBABLY RECOMMEND BETWEEN THE FIRST AND SECOND OPTION. THERE'S PROS AND CONS. YOU MENTIONED THEM ALREADY. I THINK THIS IS SOMETHING NEW FOR US. I HAVEN'T EXPERIENCED THIS AS A SUPERINTENDENT OR A STAFF MEMBER. SO IT'S HARD FOR ME TO SAY WHICH ONE IS BETTER THAN THE OTHER. IT REALLY IS WHAT YOUR GOAL IS. The benefit of the first having one board member is the consistency, right? To have that consistency.

145As you know, you're all in off board members and it takes a while to figure things out. It takes a while just to get through the whole fiscal year. And so for this board member will only be student board member will only be a board member for one year so they would Be able to at least get a one-year experience on making decisions on experiencing how the district works I'm being able to give giving input and being a consistent voice at the board the challenges that's that you described is That this board the student board member would be huge commitment It might limit also what students would be interested. So that might limit who would, what type of students would sign up for something like this, which might automatically exclude students that might otherwise participate

146if they didn't know it was a whole year commitment. So those are some of the cons. And I've already described the pros. On the multiple student rotation. And you've mentioned this already is that you would have every school represented every Student school would know that they have a student board member that at some point will be sitting at a dais to participate as a trustee They would not have the whole full experience. So I'll have a little taste of it But they wouldn't be able to have you would have some sense of what? From different perspective from the schools. So that's a plus and you would have some diverse thoughts of different voices And then again the con would it would be that it wouldn't be consistent and it wouldn't get the whole full experience

147So it's really for you as a governing board To decide what's going to be more helpful to you as a trustee to help lead policy So in regards to staff I'll have to schedule another agenda review, you know, and that's fine. You saw the comments from our students. Our students are amazing. Our student advisory groups, because they've been more informed, because they're already making decisions, they're already giving input, the comments that they came up with. So, you know, even that structure would also be another option. I don't really have a preference for one or the other. I think all of them have pros and cons. But like our student advisory, these are students who are informed. They already know, at least they know there's a school site plan. They've given input. They've been, our student

148advisory has. Been up behind the scenes are already they're already giving this input So there's benefits to that of having some students who are more involved in the leadership and have an interest and so I didn't answer your question. I I feel that this is really a decision of the board and I don't I don't really want to say a preference one early of any of them I just kind of give you the pros and cons moment will make it for the board like we like to do Thank You superintendent. All right, we're gonna keep going around trustee Villagrana The superintendent took a lot of the things I was going to say so it'll be shorter now. Again, the reason I had proposed one board member was for that continuity. It was not intended to

149be a leadership development opportunity, you know, to rotate. You know, in that case, then we would rotate once a month, right? So like 12 or 10 students can get that experience. But again, it wouldn't be as meaningful. As far as equity, I mean, three versus one statistically, it's not really a big difference, right, out of the... you know, not 10,000 students, but you know, the secondary students, I mean, it's a small, tiny differential in the numbers. To me, if we had one board member, again, they could still tap in, you know, meet with the student representatives and get their input. They could get input from the student advisory committees as well. You know, as far as equity, you know, in the rotation, you know, you have different enrollment right so at Cache Creek there's a

150lot less students so in a sense you know they would have more of a weighted vote in a sense right then the Woodland High School is next and then Pioneer has like the most students so like if in a sense you know then is that equitable too I don't know I don't know what the answer is as mentioned it takes a long time for us to like as board members to adjust and learn and everything so in order for us to be effective and it just it's just not enough time for that to happen I mean it's not an opinion it's a fact that we've all experienced you know on our first year the onboarding process it takes a long time so for all those reasons I'm still in favor of one representative you know

151again tapping into those other elements and again there'd be an election you know with social media right now there doesn't matter what school you're at you're going to campaign and you're going to be seeing at the different school sites you can zoom or Not Zoom now. What is it? No, not Teams. Google Meets. Thank you. You know, as well, each other. So they can have online meetings. They can have an Instagram account where they're getting feedback from different students in different schools. Again right now young people don't really connect face to face as much as all and mostly on social media So again for all those reasons, I'm still with the one member Approach. Thank you trustee Rodriguez, Mojica I like the idea of the one student board member because of the reasons you just

152stated. I know as a new board member, it's taken me a while to get used to the structures and routines of things, and I can see how consistency can really help a student just learn. so that they can actually fully participate. So I appreciate that piece. My concern with the one student board member is representation. Like I understand that you know they'll be elected by a student body and I can see how social media will be a huge help with that. But I am a little concerned that it will be you know the the most popular kids right or the most I don't know athletic kids or the what the students that are taking the most AP courses or on honors list and I think that is great to have that perspective But I worry

153that we're losing a really key perspective as well That could represent a lot of other students I don't know how to solve that right aside from doing multiple student board members if it is a little more strategic so that We do have representation from different student groups I would love it if any of our student board members were actually identified as English learners or had recently reclassified And a lot of other identities that our students represent and I feel with one student board member we would get that variety and diversity, but across years, not within one year. So I'm between the one student board member or the multiple student board member, but I feel like I still need to think about it. I don't know which way to lean yet. Thank you. Trustee Richardson-Feller. So

154if I'm not mistaken. The students cannot vote on personnel staffing collective bargaining and negotiation and student disciplinary issues Which means they can give in pit opinions and inputs on budget curriculum calendar policies and facilities That being said Brandon you've been working with these young leaders for quite some time now The fact that they're not going to have to be doing closed session stuff dealing with HR stuff they're providing an input and their preferential votes do you find that their onboarding process would be equivalent to elected adults who have I keep hearing folks talking about the process and how they're only going to have one year. Do you think it's going to be a huge onboarding process a huge weight to lift for them to get acclimated to being on this board? The type of student

155that will likely run to be a student board member would be the type that is already involved in other leadership opportunities, whether that's ASB, student government, club leadership. Somebody who already has opinions. They'll have some ideas about how to be involved in leadership. So the onboarding may not be as... Arduous. As might be expected, but it also just depends on which student comes to participate in this. That part. And then with your leadership experience with these kiddos, what do you find in your person, and if you're comfortable answering, what do you find to be the most beneficial for us as trustees to get input out from the student voices as well as beneficial to the student's experience? I'm feeling a little bit in the hot seat. And feel free to just pass. I'm OK with

156that too. I don't want to make you feel uncomfortable. I think there's some perspective shared by each of the board members I agree with. Each of you have valid points to bring to the table and I like what the superintendent said which is that it's ultimately what the board what goals the board has as a whole. So. It the option that you select as well as there's different ways to approach each of the options as Trustee Rodriguez shared earlier one way to adjust the multiple student board members option is to have them all bring an opinion statement to the table so to speak. I think there's different ways to accomplish each of these options but it just depends on what the board would like to do. Right. Good deal. All right. Those are my two

157questions. Comments go. I'm still. Steady on the three. I think it would be unfair to just have one student mainly because of the school sizes That being said I do believe that this the caliber of kid who? student young adult who is going to take on this Activity is going to rise to the occasion. They're going to be ready on day one having been a student Board member back in the 1900s when we actually had to go to and pick up the packets I know me and my fellow classmates made sure we did our due diligence. We didn't want to be that token kid who was there just to put it on our resume. We wanted to have some solid and valuable input. And so we made sure we did what we needed to do

158to be prepared. And I can see that in the student leaders with their input with their say. I don't know what fashion they will be on the board whether they rotate whether everybody has a seat whether they take a month at a time or what. I'm not really interested in that minutia right now, but I do think that having a rep from each school side is very important. Thank you, Trustee Richardson-Fowler. Trustee Garcia? Yes. So first I want to say thank you, Trustee Villagrana, to bring this to us. I think you always have been ahead of time. And you always make sure that the student votes are heard in the decision here in this district. But my concern is equity so I can be in favor of one board member. I just want to clarify,

159Trustee Bautista, about you. I said before about it's hard to run a campaign. I mentioned this thinking of one, one for all three. That was what I say because I have experience on ASB. So my older kid used to be a president, ASB president, and that's why I share this with you. SAYING THIS, SO FOR AMS STATE WITH THE TREE REPRESENTED FOR EACH SCHOOL BECAUSE THEY ALREADY REPRESENT THE SCHOOL. THEY ALREADY BEEN SELECTED FOR THE SCHOOL TO REPRESENT THEM. I DON'T KNOW IF YOU'RE OPEN TO ADD THESE TREES REPRESENT TO THE ADD. to the superintendent, your adversary, to have all these tools to them as well. But I'm staying with the tree for now. It's hard for me to say about the rotation. I'm not agree with the rotation. For me, it's going to be

160the tree. The tree can make opinion of the items. They can have opinion. That's my opinion. That's what I say and agree. Most of them are junior or seniors. At that time, they have already a lot on their plates. They have sports. They have extracurricular. They have a lot of things on their plate, and it's hard for them to stay all night to the long meetings. And I think those are my opinions. Trustee Brubaker. So I guess from my perspective, I don't think that the one board member, and I hear you guys, but I think the fact that our students themselves are, that's like the bottom of their preference, makes that not viable in my opinion. I am leaning towards the three board members. I like Trustee Rodriguez's suggestion of figuring out a way to

161have them all have a voice, even if it's maybe a written dissent or something like that. I just, I... I am concerned because one of the things that was listed, and I was trying to find the actual comment and I failed, that was the written responses for the Student Advisory Council is someone pointed out like we should also have kids that like maybe aren't doing straight A's. Like they, some of our C students will have a valuable perspective on our test score responses or things like, I don't know. But I worry that if we are limiting ourselves to three board members that are elected, we're gonna get. top of the class students, which they're great. I'm so glad we have them, but they're not the only voice I want to hear. But I don't think

162that I have consensus for a student advisory council. So I'm at this point in favor of the three student board members, but just finding a way, I would like to have all three of them be part of the whole year. I don't know how to like maybe have them come to all the meetings. but only one of them speaks for a certain period of month. I don't know. Like trust you. I have a question on your. Do we know that most of the student advisory committee folks or our student leaders are our A and B students. Do we give opportunities for our C and not A and B students to participate. Yes the direction. I just want to make sure we're not making assumptions. Yes the direction to administrators is as they're developing their youth

163advisory groups that they select based on the demographics of their school. So they may get nominations from teachers, but ultimately the administrators in charge of choosing who will take part in that So the idea is that they're not just having a and B students, but that they're getting a variety of students in their group That solves that problem. Thank you. I think that's the extent of my rambling at the moment trust you Rodriguez So I think that I think when you look at where we've put our energy into having a student representation here on the board, we have them right there. And we have all three because we have put a value in listening to all three. And so for me, there's already a precedent about what we value in terms of student representation. So

164to do the one as opposed to the multiple, the multiple, I think, represents... what we already have in place, right? Which is that we want to hear from all three. Whereas if you only have one representative, it's really hard to imagine that one representative is really going to be able to get the gist of what's happening at one high school or the other particular high school. And that's why we have three. And they're all and they're distinct for different reasons. Right. Cache Creek already represents those students that don't fare well in our our usual, you know, academic system. So we will already hear from a student that has a very different perspective there. And so it's just really difficult for me to see how one representative would be able to function in a way that

165they can have a decent opportunity to really represent the different student body campuses and all their differences. And we already have a precedent for wanting to hear from the three. If we only had one, what would that mean to the other two? Right? But I could easily see these three positions just fitting right into the three models. We already have three, but we would just create a process by which they got elected and took on the responsibilities as we move forward. Secondly, I think that... Again, all the good work of our board members, the relentlessness of Trustee Villagrana brings us to the cusp of making this decision. And the decision is to be student-led. And an important thing that we did was to go back and survey our students. And so the leadership is already

166represented in the information that we have here. And so when you see their leadership, Clearly the larger overwhelming majority of the vote was to go away from a one representative So to respect what we asked the students to give back to us I think you would you would not choose the one representative you would choose either the multiple student or the advisory So to me that's all that should already weigh heavily in regards to how we move forward giving respect and dignity to what we asked of our students. And when you look at this graph, if you look at it inversely, what you'll see is that the students at the higher numbers strongly disagreed or strongly disliked or disliked the one student model. So both they told us what they wanted and then they told

167us what they didn't want. And both of them seem, both of those indicators seem to indicate that it's not the single model, that it's a multiple type of model. And I think that in the end, if we want to be true to that spirit of respecting our young people and letting them lead, then let it start right here. It's essentially what we ask them. And so for me, it's pretty clear. that it needs to be either the multiple model or the student advisory council. And I would say that in the multiple model is where we can get more representation, more equity. And I would also offer to our fellow trustees that none of us lead in a singular capacity. None of us. And if we do, that's not a really great way to lead. It's

168a very hierarchical way of looking at leadership. We need to be having robust discussions with each other. We are our support group, right? They're not just going to learn by one, the leadership, the captain, the general. No, it's about being able to develop discussion and communication skills that develop consensus building. Not only do we need that here on our particular trustee, we need it in our state, in our country. We need the ability to develop consensus. We see that we don't have it right now on a national level. And what a greater way to be able to. AFFECT WHAT WE SEE THAN BY TRYING TO BUILD CONSENSUS BUILDING IN A THREE-PERSON MODEL WHERE THEY DO GET TOGETHER, THEY TALK ABOUT IT, AND EVEN IF THEY DON'T AGREE, THEY'LL STILL BE ABLE TO REPORT ON IT

169BECAUSE YOU RESPECT THEM. IT'S THE MAJORITY. YOU GO WITH THE VOTE OF THE MAJORITY WITH CONSENT TO THE MINORITY, WITH RESPECT TO THE MINORITY, IF I REMEMBER WHAT I WAS TAUGHT IN AMERICAN GOVERNMENT. THAT'S MY OPINION. THANK YOU. All right, so we can continue going around I don't have a problem with that but is There anybody here who believes that we have a consensus in a certain direction? All right, I'm gonna pass it back trust trustee Richardson Fowler Okay, so I'm gonna continue to go around until we have a motion trustee Villagran so just to highlight some points You know as far as the the stipend was mentioned earlier. It's already in the proposed resolution You know so the students would be compensated now you'd have to factor in the the split of that stipend

170amongst three or is it the student who is at the dais that month to get the stipend versus the other ones who are here just listening or submitting their their descent or are they splitting it equally in in thirds, but you know there's one who's at the dais and the other ones are not so again those are things to to consider in the in the stipend distribution. And as far as again like voice representation again at Woodland High School that one person represents point zero nine percent of the students. So again even then again it's not it's not a representation of of the student body either. Right. And they're not going to talk to a significant amount of students as they're making decisions. I mean think about how many of your seven thousand plus voters

171do you talk to every time before you come to the meeting to take a vote. Right. And then a high school is even lower is point zero six five point zero point zero six to five percent. So again it's it's statistically again it's not a significant we're saying it's more but it's really it's really not. You know we can say it and again as far as the representatives I mean they're they're selected by the principal. They're not selected by by their peers. So selecting them that that is goes contrary to to this. And as far as starting today no we're not starting today. We've been we've had youth voice for for many many years now. This is just be a different type of youth voice. But we've had it in the advisories. And again this

172person would have access to all those things. The student representative will still come and present the perspective and whatever it is from the high schools that's not going to change. That would continue. So thank you. All right. Keep going around. Trustee Rodriguez. Mojica. In listening to everyone share I am leaning towards the three student board member but it would be nice if. They wouldn't rotate and they would attend if they can to all the meetings. That way we would be able to hear from one student from each site. Cache Creek, Pioneer and Woodland. And if anybody does have to miss because of whatever then at least I would hope there would be at least one of them if not two that would still be there. Thank you for everyone for their comments. All right. Motion

173to approve three member student board trustees. Non-rotating. Non-rotating. Second. All right. So we have a motion and we have a second. And I promised that we would stick to the idea that we would go around if there was any other questions or comments before we take a vote. Last chance. All right. It's been motioned by Trustee Richardson-Fowler that we move forward with the student board member structure of multiple student board members year round, academic year round. It was seconded by Trustee Garcia. The motion has no effective date. It's just a motion. What's on the resolution. Well I didn't do a resolution because I wanted direction so that I can bring a resolution with what you. What was the resolution you were talking about. It's it's moot because it has nothing to do with this. You

174have to draft a new resolution based on the direction of the board. OK so I'm sorry. What was the resolution you stated earlier. A year ago. OK OK OK. I have a question clarification this is to have three. Board member trust or member or members for every poor meeting. Yes Just let's clarify the motion though. Because there's three doesn't say from where Friendly amendment to mine and if you would be willing to resecond it my motion is to have multiple student board members three from each high school in our district Cache Creek Pioneer and Woodland High School that are present or able to be present at each board meeting that they are able to attend after we do our policy So effective just ending you mean to come back with the policy and before Yeah,

175and then you can work Austin you still be able to make changes. Yeah, I just understand your your Your motion is that you have three? I've come to every board meeting and they represent their schools at every for me I know he was first. Go ahead. If we could be more clear one member from each high school. That's because he said multiple members just to be more clear one member per school. I'm pretty sure I said that and then I listed off all the schools. No you said. Yeah. OK. Trustee Garcia. Yes. Before the second I want to say a clarification because. My understand is the pioneer represent is the president ASB I'm not sure about the other two but this year they changed the the president the Nicole is the president ASB that's why

176my my comments I'm not sure about the other two maybe you're right, but I would like to I don't think the motion was to have them be the representatives, right? No I'm not articulating who elects them. I'm just saying that we have three board members representing each school. One board member representing each school. And that's direction, right? I mean, the details of how that would come later. That's exactly. Direction. And you're not implying that these three students? No. All right. So let's start again. Trustee Richardson-Fowler, will you restate your motion, please? I move to have multiple student board members, one from each high school, Cache Creek, Pioneer, and Woodland High School, that will attend each board meeting that they are able to. Effective pending policy. All right. Seconded by Trustee, are you second, Dean? I

177just want to make sure that the three represented are being selected for the schools. The superintendent will come back with the draft policy and you'll be able to. So for now we just select three, right? And we'll go back. Okay, yes, second. Okay, we're going to roll call vote. I'm not repeating what she just said, okay? You guys will have to go back to the recording. It's recorded. Trustee Villagrana. No. Trustee Rodriguez-Molica. Yes. Trustee Richardson-Fowler. Yes. Trustee Garcia. Yes. Trustee Brubaker. Yes. Trustee Rodriguez. Yes. Trustee Bautista-Zavala. Aye. So the direction is the motion was given by Trustee Richardson-Fowler. The superintendent will come back with a draft policy and we can make edits to it and then we can adopt. Okay. So what I'll do, I'll work with our legal counsel, look at different policies. I

178have a three board member, multiple, one from each school, and come back with a draft that you can look at, and then we can go from there. No time frame for the superintendent to come back to us, okay? And I appreciate that because she has a lot of different projects going on, okay? All right, so that was item 01 and we're moving on to public comment for items not on the agenda this evening There are none moving quickly Q information requests for future agenda items We did hear from one from trustee Rodriguez Mojica. You don't have to restate that anybody else All right, unless you would like to at your pleasure no all right item r information closing comments from anyone at the dais trustee rodriguez i just want to recognize that in voting to

179move forward with a particular way of meeting the student representative is also a very courageous thing to do because it will take a lot of work and it will take a lot of thinking about how we implement it well but nevertheless this board takes another you know giant step towards student representation student voice And that that's really important And it again is it this has been a long time in coming a lot of hard work And again, I go back again. I can't thank trustee via Grana enough for his push His tremendous it would not be here were not for him and well, we'll take a look at what that looks like IT WILL DEFINITELY BE ANOTHER PIONEERING MOMENT FOR THIS BOARD. AND IT IS, YOU KNOW, I THINK IT SPEAKS WELL OF OUR ABILITY

180TO WANT TO MEET THE NEEDS OF STUDENTS BY HAVING THEIR VOICE HERE. AND IT'S REALLY IMPORTANT AND HISTORICAL VOTE THAT WE TOOK. THANK YOU TO EVERYONE. Thank you very much trustee Rodriguez, I just would like to state that I am very much excited in the direction that we are headed today Thank you for everyone who contributed. Thank you for the active discussions. I think that we came to a collective Voice and I'm very thankful. Thank you for the energy and passion expressed today on the agenda items are Any other any other closing comments before I proceed? All right The date and time of the next scheduled regular board meeting is Thursday, October 23rd 2025 closed session at 5 and open session at 6 I normally don't state this but I will this time if you

181are not planning to attend the next board meeting Please let the superintendent know to make sure that we do have a quorum with that said I adjourn at 9 31 p.m. Thank you